UNIT 7 SAFETY PROCESE ASSEMENT

UNIT 7 SAFETY PROCESE ASSEMENT

Unit 7 Safety Procese Assement

Question 1 

How do the labeling requirements of OSHA’s Hazard Communication Standard contribute to risk reduction in the chemical process industries? Provide examples in your response.
Your essay response must be a minimum of 75 words in length

Question 2 

What is Operations Security? Why is it an important consideration for Process Safety Management?
Your essay response must be a minimum of 75 words in length.

Question 3 

Imagine you have been tasked with developing your organization’s Emergency Response Plan (ERP). Take the ERP plan elements listed in Fig. 18-2 (page 236 in the textbook) and list them in the order you would develop them. Explain your decision for the top three.
Your essay response must be a minimum of 200 words in length.

Question 4 

What elements in the Process Safety Management Standard does OSHA’s Hazard Communication Standard complement? Provide examples in your discussion.

Identify and explain one argument (pro or con) related to the chosen issue

Identify and explain one argument (pro or con) related to the chosen issue

Provide a summary introduction that succinctly identifies and explains the chosen issue, including key terms. Identify and explain one argument (pro or con) related to the chosen issue; either summarize an existing argument or construct an original one.
Identify and explain one argument (pro or con) related to the chosen issue; either summarize an existing argument or construct an original one.Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.Analyze the evidence by explaining how the evidence logically supports or fails to support the argument’s conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.Next, identify and explain one counter argument (pro or con) related to the chosen issue and related to the first argument; either summarize an existing argument or construct an original one.Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.Analyze the evidence by explaining how the evidence logically supports or fails to support the argument’s conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.Critically assess which of the two arguments is superior; defend the judgment by explaining how and why. Explain the value of critical-thinking analysis in reaching this final conclusion.Apply current APA standards for editorial style, expression of ideas, and format of text, citations, and references. Professionally present the position using good grammar, spelling, and punctuation.Summary Introduction.16Identified and explained one argument (pro or con) related to the chosen issue.20Type of evidence offered in support of the argument position.20Analysis and explanation of how the evidence supports or fails to support the corresponding conclusion.24Evaluation of the argument.28Identified and explained one counter argument (pro or con) related to the chosen issue and related to the first argument.20Type of evidence offered in support of the counter argument position.20Analysis and explanation of how the counter argument supports or fails to support the corresponding conclusion.24Evaluation of counter argument.28Critically assessed which of the two arguments is superior, explaining how and why. Explain the value of critical thinking analysis in this assessment.36Organization.16Usage and Mechanics.16APA.24Style.8Total:

Why is it important to have an ethic in nursing

  1. What is the Ethic in Nursing
  2. Why is it important to have an ethic in nursing
  3. How does one develop an ethic in nursing
  4. The importance of ethics when dealing with patients and families
  5. The importance of ethics when making decisions on behalf of a patient or family member
  6. When should you report something that goes against your ethical beliefs as a nurse
  1. Nurses have a moral and ethical obligation to provide care with dignity and respect
  2. Nurses must uphold the law by reporting any type of abuse or neglect that they witness
  3. Nurses should always be aware of their own biases in order to avoid discrimination when providing care
  4. When caring for patients, nurses should not make assumptions about the personal lives of their patients
  5. A nurse’s duty is never done until all aspects of patient care are completed
  6. All nurses should strive to create an environment where patients feel safe enough to ask questions or voice concerns without fear of being judged
    7) It is important for nurses to advocate for themselves because it sets an example for other members on the team
    8) The duties and responsibilities between RNs, LPNs, CNA’s vary greatly so it’s important to know what you are capable doing before accepting a position as one particular role
    9) Every nurse has a responsibility towards maintaining professional boundaries with patients, visitors, family members – this includes appropriate dress code at work (no low-cut tops), no physical contact unless necessary etc…etc…etc..(continue restating these points throughout article).

(Evolution of the Household) Determine whether each of the following

1. (Evolution of the Household) Determine whether each of the following would increase or decrease the opportunity costs for mothers who choose not to work outsidethe home. Explain your answers.a. Higher levels of education for womenb. Higher unemployment rates for womenc. Higher average pay levels for womend. Lower demand for labor in industries that traditionally employ large numbers of women2. (Tax Rates) Suppose taxes are related to income as follows:Income Taxes $1000 $200 $2000 $350 $3000 $450 a. What percentage of income is paid in taxes at each level?b. Is the tax rate progressive, proportional, or regressive?c. What is the marginal tax rate on the first $1000 of income? The second $1000?The third $1000?3. (Substitutes and Complements) For each of the following pair of goods, determinewhether the goods are substitutes, complements, or unrelated:a. Peanut butter and jellyb. Private and public transportationc. Coke and Pepsid. Alarm clocks and automobilese. Golf clubs and golf balls4. (Demand shifters) List five things that are held constant along a market demandcurve, and identify the change in each that would shift that demand curve to the rightthat is, that would increase demand.5. (Supply) Why is a firm willing and able to increase the quantity supplied as theproduct price increases?6. (Equilibrium) If a price is not an equilibrium price, there is a tendency for it to move toits equilibrium level. Regardless of whether the price is too high or too low to beginwith, the adjustment process will increase the quantity of the good purchased. Explain,using a demand and supply diagram.

Practise ethically and lawfully to ensure safe nursing practice that promotes dignity, comfort and recovery.

Case study.crohan

Refer marking criteria sheet also my humble request to writer don’t refer only pass marking criteria because it’s doesn’t work when I get my mark..Ialready faced fail from others writers.
401010 Health Variations 1 School of Nursing and Midwifery | Autumn 2016
LEARNING GUIDE
Undergraduate – Nursing
401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 2 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
Table of Contents
Table of Contents ……………………………………………………………………………………………………………………………… 2 1 Introduction to the unit ………………………………………………………………………….. 3 1.1 Unit Details ………………………………………………………………………………………………………………………………. 3 1.2 Handbook summary ………………………………………………………………………………………………………………….. 3 1.3 Staff ………………………………………………………………………………………………………………………………………… 3 1.4 Essential requirements ………………………………………………………………………………………………………………. 4 1.5 Changes to unit as a result of student feedback …………………………………………………………………………….. 4 2 Assessment Information ………………………………………………………………………… 5 2.1 Course level learning outcomes ………………………………………………………………………………………………….. 5 2.2 Learning Outcomes …………………………………………………………………………………………………………………… 7 2.3 Engaging with the unit ……………………………………………………………………………………………………………….. 7 2.4 Assessment summary ……………………………………………………………………………………………………………….. 8 2.5 To pass this unit ……………………………………………………………………………………………………………………….. 8 2.6 Assessment details……………………………………………………………………………………………………………………. 9 Assessment 1: In class closed book multiple choice question (MCQ) quiz …………………………………………….. 9 Assessment 2: Short Answer Test (SAT) ………………………………………………………………………………………… 10 Marking criteria and standards: Assessment 2 – Short Answer Test (SAT) In Class closed book assessment based on Case History …………………………………………………………………………………………………………………. 13 Assessment 3: End of session closed book examination …………………………………………………………………… 20 2.7 Submission requirements …………………………………………………………………………………………………………. 21 Late submission …………………………………………………………………………………………………………………………… 21 Extension of due date for submission ……………………………………………………………………………………………… 21 Resubmission ……………………………………………………………………………………………………………………………… 22 Special consideration …………………………………………………………………………………………………………………… 22 3 Teaching and learning activities …………………………………………………………… 23 4 Learning resources ……………………………………………………………………………… 26 4.1 Essential library resources ……………………………………………………………………………………………………….. 26 4.2 Literacy & numeracy resources …………………………………………………………………………………………………. 27 4.3 Citing resources and referencing ……………………………………………………………………………………………….. 27 5 Important information ………………………………………………………………………….. 28 5.1 What is expected of you …………………………………………………………………………………………………………… 28 5.2 What you can expect from the teaching team ……………………………………………………………………………… 28 Staff responsibilities ……………………………………………………………………………………………………………………… 28 On-Line learning requirements ………………………………………………………………………………………………………. 28 5.3 Raising concerns …………………………………………………………………………………………………………………….. 29 5.4 Links to policy …………………………………………………………………………………………………………………………. 29 5.5 Links to other resources …………………………………………………………………………………………………………… 30
401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 3 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
1 Introduction to the unit
1.1 Unit Details Unit Code and Unit Name: 401010 Health Variations 1 Teaching Session and Year: Autumn 2016 Credit Points: 10
1.2 Handbook summary This unit provides the theoretical background knowledge for Professional Practice 3. It introduces the student to the fundamental principles of perioperative nursing care in supporting clients undergoing surgical interventions incorporating the related pathophysiology and pharmacology. In particular, nursing care of surgical interventions relating to the gastrointestinal, reproductive and musculoskeletal systems with a Health Priority Focus relating to Injury Control, Arthritis and Cancer Control will be the focus of case history reviews.
1.3 Staff
Position Contact Details
Unit Coordinator
Name: Ms Kate Bell Email: kate.bell@westernsydney.edu.au Phone: (02) 4570 1674
Campus Coordinators
Campbelltown Ms Sharon Jacobs s.jacobs@westernsydne y.edu.au (02) 4620 3657
Hawkesbury Ms Melissa Jansson m.jansson@westernsyd ney.eedu.au (02) 4570 1915
Parramatta Ms Jackie Dempsy jackie.dempsey@wester nsydney.edu.au (02) 9685 9022
Teaching Staff
Please refer to the unit vUWS site for a full list of teaching staff.
Contact Protocol
Your tutor is the point of first contact for students who have queries relating to the unit. If you are unable to contact your Tutor please contact your Campus Coordinator. If the staff member is not available leave a telephone message, including your name and contact telephone number, alternatively, you can send an email. Email communication with academic staff must be via Western Sydney University student email accounts only. Emails sent from any non Western Sydney University address will not receive a response. Student Email Accounts can be activated via the Western Sydney University Home page from myc3.
Student Consultation
Tutors will advise of consultation times on the vUWS site or outside their offices or in the School of Nursing and Midwifery reception area. If you are unable to contact your tutor please contact your Campus Coordinator.
401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 4 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
1.4 Essential requirements
Essential equipment Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See http://www.westernsydney.edu.au/currentstudents/current_students/services_and_fa cilities/uwsonline_student_support for further information.
Students will require a calculator for maths in tutorials and CPU; uniform for clinical placement and final skill assessment, nurses watch, stethoscope (recommended).
1.5 Changes to unit as a result of student feedback The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made:
? Variations to assessments 1 and 2 ? Constructive alignment with Professional Practice Experience 3 (PPE3) ? Continued development of revision quizzes
401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 5 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
2 Assessment Information
2.1 Course level learning outcomes The following shows how this unit will contribute to completion of course level outcomes, Western Sydney University graduate attributes and the NMBA Competencies. The graduate from the Bachelor of Nursing will have achieved the Generic Western Sydney University Graduate Attributes as an essential part of completion of the award. Graduates will demonstrate all of the subsets of the major attributes which are:
1. Command multiple skills and literacies to enable adaptable lifelong learning; 2. Demonstrate knowledge of Indigenous Australia through cultural competency and professional capacity; 3. Demonstrate comprehensive, coherent and connected knowledge 4. Apply knowledge through intellectual inquiry in professional or applied contexts 5. Bring knowledge to life through responsible engagement and appreciation of diversity in an evolving world
NMBA competencies
Course Level Outcomes
WSU
1.1 1.2 1.3 2.1 2.2 2.3 2.5 2.6 2.7 3.1 3.2 3.3 3.4 4.1 5.1 6.2 6.4 7.1 7.4 7.5 7.6 9.3 9.5
1. Demonstrate fulfilment of duty of care through coherent and detailed knowledge of nursing theory, nursing practice and the role and responsibilities of the registered nurse.
3

5. Plan and coordinate holistic and evidence-based care using appropriate inquiry and research strategies as well as multiple technologies.
1, 3

9. Practise ethically and lawfully to ensure safe nursing practice that promotes dignity, comfort and recovery.
5

401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 6 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K

401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 7 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
2.2 Learning Outcomes The Health Variations 1 unit is part of the Bachelor of Nursing, Bachelor of Nursing (Advanced), and Bachelor of Nursing (Graduate Entry). The unit provides the foundation for developing comprehensive, coherent and connected knowledge in the nursing discipline and introduces and develops interaction skills which will be required by graduates in their work environments.
Learning outcomes for the unit are outlined below.
1. Describe the principles of perioperative nursing care
2. Explain the role of the nurse in the perioperative period with reference to the NMBA competencies standards. 3. Discuss Injury Control as it relates to pathophysiology and across the lifespan. 4. Explain how Arthritis and Musculoskeletal Conditions relate to pathophysiology and across the lifespan. 5. Describe knowledge of Cancer Control across the lifespan and related pathophysiology. 6. Discuss pharmacological concepts relevant to perioperative nursing.
7. Explain the safe and effective use of pharmacological agents in supporting people across the lifespan who are experiencing surgical interventions. 8. Discuss non-pharmacological comfort measures that may be used during the perioperative period. 9. Implement information literacy skills to access and evaluate data relevant to provision of effective nursing management of people across the lifespan who are receiving perioperative care.
2.3 Engaging with the unit Activity How will teaching activities support achievement of learning outcomes?
Blended Learning Activity
Blended learning activities have been embedded throughout the unit content to enhance the student learning experiences through the use of tutorials, clinical practice units, audio visual material, small group work, and online quiz material. Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See http://www.westernsydney.edu.au/currentstudents/current_students/services_ and_facilities/uwsonline_student_support for further information.
Tutorial
A tutorial is a small group activity that enables you to have lecture content explained by the tutor if required. You will then be able to apply, explore and debate the content through interactive learning activities with other students.
401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 8 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
Activity How will teaching activities support achievement of learning outcomes?
Group Work
Group work enhances student learning. Through planned group activities, and discussion with other students, you will have the opportunity to clarify your own thoughts and understandings of unit concepts. Group work also offers the opportunity to cooperate in a team situation and to learn skills that will assist you to work effectively in a health care team.
2.4 Assessment summary
ASSESSMEN T NUMBER ASSESSMENT ITEM AND DUE DATE
LEARNING OUTCOMES
WEIGHTING
1.
In class closed book multiple choice question (MCQ) quiz Duration: 20 minutes Due Date: Week 3
1,2,3,6,7,9 10%
2.
In class closed book Short Answer Test (SAT) Duration: 90 minutes Word Count: 1000 words Due Date: Week 7
2,4,5,7,8,9 40%
3.
End of session examination Duration: 2 hours Due Date: During formal Western Sydney University examination period
1-9 50%
2.5 To pass this unit
? Achieve at least 50% when all assessment marks are totalled AND ? Complete and submit all assessment tasks at the required time and required academic standard
? You should note that, consistent with the Criteria and Standards Based Assessment policy, the final marks and grades are subject to determination of School and University Assessment and Progression Committees. Please see Assessment policy; http://policies.uws.edu.au/view.current.php?id=00227:
401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 9 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
2.6 Assessment details
Assessment 1: In class closed book multiple choice question (MCQ) quiz Weighting: 10% Duration: 20 minutes Due Date: Week 3, in registered tutorials
Submission details: This is a closed book assessment that will be completed in your tutorial class in week 3. All students are required to attend their allocated tutorial in week 3 to complete this assessment. You have an allocated time of 20 minutes to complete this task.
Aim of assessment
The purpose of this MCQ test in class assessment is to enable the students to demonstrate: ? An understanding of the experience of pain in the perioperative period (Learning outcome 1). ? An understanding of pharmacological and non-pharmacological management of pain in the perioperative period (Learning outcomes 1, 2, 6 & 8). ? An understanding of the principles of perioperative nursing care (Learning outcome 1). ? An understanding of alterations in body fluid homeostasis and the management of fluid balance in the perioperative period (Learning outcome 1). ? An understanding of the pathophysiology of inflammatory bowel diseases – Crohn’s disease and ulcerative colitis (Learning outcome 5). ? An understanding of the pharmacological concepts related to the treatment of a person who has an inflammatory bowel disease (Learning outcome 6). ? An understanding of the safe and effective use of pharmacological agents (Learning outcome 7).
Details This is a closed book assessment that will be completed in tutorial time. The assessment task consists of 20 multiple choice questions (MCQs). The allocated time for completion of this assessment is 20 minutes.
Resources i. Examples are available on the HV1 vUWS site. ii. There are a number of textbooks and resources available through the Western Sydney University Library that may assist you. Please refer to the unit’s vUWS site for specific unit resources
401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 10 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
Assessment 2: Short Answer Test (SAT) In class closed book assessment based on a case history. Weighting: 40% Word count: 1000 words Due Date: Week 7, in registered tutorial.
Submission Details: This is a closed book assessment that will be completed in your tutorial class in week 7. All students must attend their allocated tutorial to complete this assessment. You have an allocated time of 90 minutes.
Marking Critieria and Standards: See page 12-17
Aim of assessment
The purpose of this short answer test in-class assessment is to enable the student to demonstrate: ? An understanding of the principles of perioperative nursing care in relation to a person who has Crohn’s disease (Learning outcome 1). ? An understanding of alterations in body fluid homeostasis and the management of fluid balance in the perioperative period (Learning outcome 1). ? An understanding of the role of the nurse in the perioperative period in relation to a person who has Crohn’s disease (Learning outcome 2). ? An understanding of the pathophysiology of Crohn’s disease (Learning outcome 5). ? An understanding of pharmacological agents that may be used in the perioperative care of a person who has Crohn’s disease (Learning outcome 6). ? An understanding of how safe and effective administration of pharmacological agents support people in perioperative care (Learning outcome 1, 6 & 7). ? An evaluation of relevant literature to support an understanding of the pathophysiology, pharmacological and nursing management of a person experiencing Crohn’s disease and express this in a clear and succinct writing style (Learning outcome 9).
Details Lucy is a 19 year old university student. She has been admitted to hospital with a six (6) day history of lower right quadrant abdominal cramping pain increasing with intensity, diarrhoea with blood, anorexia, fatigue, nausea and episodes of vomiting. Lucy states that she was diagnosed with Crohn’s disease at age 15. She has had two previous hospital admissions for acute exacerbations of Crohn’s disease with clinical
401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 11 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
manifestations of diarrhoea, abdominal pain and vomiting. Her Crohn’s disease has been managed with a combination of diet, medication and medical monitoring. Remission of her Crohn’s disease was maintained by oral mesalazine (Mesasal). Lucy currently rates her pain as 9/10. On examination, Lucy was pale, her extremities were cool, and her skin was dry with poor turgor. Her abdomen was distended and tender. A mass was palpable in the lower right abdominal quadrant.
Observations on admission ? Blood pressure: 95/60 ? Pulse rate: 110 beats/minute ? Respiratory rate: 22 breaths/minute ? Temperature: 37.7C ? Sa02: 98% in room air ? Weight: 62 kilograms ? Height: 165 cm ? Urinalysis: ? specific gravity: 1040 ? dark coloured urine ? no other abnormalities noted
Initial pathology results ? Haemoglobin: 105 g/L (117 – 157 g/L) ? Haematocrit: 49% (35 – 47%) ? WBC 15000/mm3 ( 3500 – 11000 mm3) ? Erythrocyte sedimentation rate (ESR): 28mm/hour (0 – 20 mm/hour) ? C-reactive protein (CRP): 30mg/dl (20 mg/dl) ? Albumin: 28g/L (35 – 50 g/L)
The MO orders the following ? fentanyl 75mcg IMI QID PRN ? metoclopramide (Maxolon) 10mg IMI TDS ? 1000mL 0.9% normal saline over 8 hours ? nil by mouth Lucy was prepared and sent for an urgent colonoscopy, upper barium x-ray and abdominal CT scan. A bowel obstruction at the proximal end of the ascending colon at the ileocecal junction was diagnosed. A balloon dilation of the obstructed colon was attempted, but was unsuccessful. Lucy was scheduled for a surgical resection of the affected proximal ascending colon and end-to-end anastomosis of her colon.
Questions Question 1. 10 marks (250 words) Explain the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon.
401010 – Health Variations 1 Learning Guide – Autumn 2016
©School of Nursing and Midwifery Page 12 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
(Learning outcome 5; NMBA competency standards 2.6, 3.1, 4.2). Question 2. 10 marks (250 words) Explain the pathophysiological processes that lead to Lucy’s conscious perception of pain in her lower right abdominal quadrant. (Learning outcomes 1, 5; NMBA competency standards 2.6, 4.2, 3.1)
Question 3. 5 marks (165 words) Describe the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. (Learning outcome 1, 2; NMBA competency standards 2.6, 3.1, 4.2, 5.2, 5.3)
Question 4. 5 marks (165 words) Describe the mechanism of action of fentanyl in relation to its administration to Lucy. (Learning outcome 6; NMBA competency standards 1.1, 2.6, 3.1, 4.2)
Question 5. 5 marks (165 words) Prioritise the nursing responsibilities and associated rationales related to the administration of fentanyl to Lucy. (Learning outcome 7; NMBA competency standards 1.1, 1.2, 1.3, 2.2, 2.5, 2.6, 5.2, 5.3, 6.1, 7.4)
END OF QUESTIONS
NOTE – WORD LIMIT
There is a total word limit of 1000 words for the SAT . If you exceed the word limit by more than 10% the marker will stop marking at 1100 words (word limit of 100 words + 10%). This assessment does not require in text citations or a reference list.

Page 13 of 30
Marking criteria and standards: Assessment 2 – Short Answer Test (SAT) In Class closed book assessment based on Case History Criteria Mark High Distinction Distinction Credit Pass Fail
Q 1. Accurately, clearly and comprehensively explains the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon.
/10
Provides an accurate, clear and comprehensive explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon.
Provides an accurate and clear explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon.
Provides an accurate explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. The information may be incomplete or lack clarity in explaining the pathogenesis of Crohn’s disease and the development of Lucy’s obstruction of the proximal ascending colon.
Provides a basic explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow in explaining the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon.
Provides a superficial explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. Explanation does not accurately identify the events that occur in the pathogenesis of Crohn’s disease and the development of Lucy’s obstruction in her proximal ascending colon. Response does not demonstrate an understanding of the pathogenesis of Crohn’s disease and the development of a bowel obstruction. 8.5-10 7.5-8 6.5-7 5-6 =4.5

Page 14 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Q 2. Accurately, clearly and comprehensively explains the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant.
/10
Provides an accurate, clear and comprehensive explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant.
Provides an accurate and clear explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant.
Provides an accurate explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. The information may be incomplete or lack clarity in explaining the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant.
Provides a basic explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow in explaining the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant.
Provides a superficial explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. Explanation does not accurately identify the events that occur in the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. Response does not demonstrate an understanding of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant.
8.5-10 7.5-8 6.5-7.0 5-6 =4.5

Page 15 of 30

Page 16 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Q 3. Accurately, clearly and comprehensively describes the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy.
/5
Provides an accurate, clear and comprehensive description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy.
Provides an accurate and clear description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy.
Provides an accurate description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. Some information may be incomplete or lack clarity.
Provides a basic description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow.
Provides a superficial description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. Response does not demonstrate an understanding of the characteristics of the intravenous fluid and/or the specific rationale, related to the details of the case study, for its administration to Lucy.
4.5-5 4 3.5 2.5-3 =2

Page 17 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Q 4. Accurately, clearly and comprehensively describes the mechanism of action of fentanyl in relation to its administration to Lucy.
/5
Provides an exceptionally accurate, clear and comprehensive description of the mechanism of action of fentanyl in relation to its administration to Lucy.
Provides an accurate and clear description of the mechanism of action of fentanyl in relation to its administration to Lucy.
Provides an accurate description of the mechanism of action of fentanyl in relation to its administration to Lucy. However, the response may lack some relevant information or clarity.
Provides a basic description of the mechanism of action of fentanyl in relation to its administration o Lucy. Description may contain minor inaccuracies, omission of relevant information, repetition or lack clarity.
Provides a superficial description of mechanism of action of fentanyl in relation to its administration to Lucy. Response does not show an understanding of the mechanism of action of fentanyl in relation to its administration to Lucy. 4.5-5 4 3.5 2.5-3 =2

Page 18 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Q 5. Accurately, clearly and comprehensively prioritises the nursing responsibilities and associated rationales in relation to the administration of fentanyl to Lucy.
/5
Comprehensively, clearly and accurately prioritises all relevant nursing responsibilities related to the administration of fentanyl to Lucy. Provides detailed and accurate rationales for each of these actions.
Accurately prioritises all relevant nursing responsibilities related to the administration of fentanyl to Lucy. Provides accurate rationales for each of these actions.
Accurately prioritises most relevant nursing responsibilities related to the administration of fentanyl to Lucy. Provides accurate rationales for each of these actions.
Identifies most relevant nursing responsibilities related to the administration of fentanyl to Lucy. Nursing interventions may not be presented in a prioritised order. Provides superficial rationales for these actions. Some nursing actions may lack specific rationales.
Identifies minimal relevant nursing responsibilities related to the administration of fentanyl to Lucy. Does not provide associated rationales for these actions. Rationales may be inaccurate, incomplete and not related to specific nursing actions.
4.5-5 4 3.5 2.5-3 =2

Page 19 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Academic Writing Style.
/5
Writes in an advanced style exhibiting highly coherent and logical flow of ideas. No errors in spelling, grammar, punctuation or sentence structure.
Writes clearly and succinctly with a coherent, logical flow of ideas exhibiting advanced clarity. No errors in spelling, grammar, punctuation or sentence structure.
Ideas are clearly expressed. Use of language enables effective flow of ideas. Minor errors in spelling, grammar, punctuation or sentence structure that do not impede the logical flow of ideas and meaning.

Health Variations 1 Learning Guide

Refer marking criteria sheet also my humble request to writer dont refer only pass marking criteria because its doesnt work when I get my mark..Ialready faced fail from others writers.
401010 Health Variations 1 School of Nursing and Midwifery | Autumn 2016
LEARNING GUIDE
Undergraduate Nursing
401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 2 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
Table of Contents
Table of Contents ……………………………………………………………………………………………………………………………… 2 1 Introduction to the unit ………………………………………………………………………….. 3 1.1 Unit Details ………………………………………………………………………………………………………………………………. 3 1.2 Handbook summary ………………………………………………………………………………………………………………….. 3 1.3 Staff ………………………………………………………………………………………………………………………………………… 3 1.4 Essential requirements ………………………………………………………………………………………………………………. 4 1.5 Changes to unit as a result of student feedback …………………………………………………………………………….. 4 2 Assessment Information ………………………………………………………………………… 5 2.1 Course level learning outcomes ………………………………………………………………………………………………….. 5 2.2 Learning Outcomes …………………………………………………………………………………………………………………… 7 2.3 Engaging with the unit ……………………………………………………………………………………………………………….. 7 2.4 Assessment summary ……………………………………………………………………………………………………………….. 8 2.5 To pass this unit ……………………………………………………………………………………………………………………….. 8 2.6 Assessment details……………………………………………………………………………………………………………………. 9 Assessment 1: In class closed book multiple choice question (MCQ) quiz …………………………………………….. 9 Assessment 2: Short Answer Test (SAT) ………………………………………………………………………………………… 10 Marking criteria and standards: Assessment 2 Short Answer Test (SAT) In Class closed book assessment based on Case History …………………………………………………………………………………………………………………. 13 Assessment 3: End of session closed book examination …………………………………………………………………… 20 2.7 Submission requirements …………………………………………………………………………………………………………. 21 Late submission …………………………………………………………………………………………………………………………… 21 Extension of due date for submission ……………………………………………………………………………………………… 21 Resubmission ……………………………………………………………………………………………………………………………… 22 Special consideration …………………………………………………………………………………………………………………… 22 3 Teaching and learning activities …………………………………………………………… 23 4 Learning resources ……………………………………………………………………………… 26 4.1 Essential library resources ……………………………………………………………………………………………………….. 26 4.2 Literacy & numeracy resources …………………………………………………………………………………………………. 27 4.3 Citing resources and referencing ……………………………………………………………………………………………….. 27 5 Important information ………………………………………………………………………….. 28 5.1 What is expected of you …………………………………………………………………………………………………………… 28 5.2 What you can expect from the teaching team ……………………………………………………………………………… 28 Staff responsibilities ……………………………………………………………………………………………………………………… 28 On-Line learning requirements ………………………………………………………………………………………………………. 28 5.3 Raising concerns …………………………………………………………………………………………………………………….. 29 5.4 Links to policy …………………………………………………………………………………………………………………………. 29 5.5 Links to other resources …………………………………………………………………………………………………………… 30
401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 3 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
1 Introduction to the unit
1.1 Unit Details Unit Code and Unit Name: 401010 Health Variations 1 Teaching Session and Year: Autumn 2016 Credit Points: 10
1.2 Handbook summary This unit provides the theoretical background knowledge for Professional Practice 3. It introduces the student to the fundamental principles of perioperative nursing care in supporting clients undergoing surgical interventions incorporating the related pathophysiology and pharmacology. In particular, nursing care of surgical interventions relating to the gastrointestinal, reproductive and musculoskeletal systems with a Health Priority Focus relating to Injury Control, Arthritis and Cancer Control will be the focus of case history reviews.
1.3 Staff
Position Contact Details
Unit Coordinator
Name: Ms Kate Bell Email: kate.bell@westernsydney.edu.au Phone: (02) 4570 1674
Campus Coordinators
Campbelltown Ms Sharon Jacobs s.jacobs@westernsydne y.edu.au (02) 4620 3657
Hawkesbury Ms Melissa Jansson m.jansson@westernsyd ney.eedu.au (02) 4570 1915
Parramatta Ms Jackie Dempsy jackie.dempsey@wester nsydney.edu.au (02) 9685 9022
Teaching Staff
Please refer to the unit vUWS site for a full list of teaching staff.
Contact Protocol
Your tutor is the point of first contact for students who have queries relating to the unit. If you are unable to contact your Tutor please contact your Campus Coordinator. If the staff member is not available leave a telephone message, including your name and contact telephone number, alternatively, you can send an email. Email communication with academic staff must be via Western Sydney University student email accounts only. Emails sent from any non Western Sydney University address will not receive a response. Student Email Accounts can be activated via the Western Sydney University Home page from myc3.
Student Consultation
Tutors will advise of consultation times on the vUWS site or outside their offices or in the School of Nursing and Midwifery reception area. If you are unable to contact your tutor please contact your Campus Coordinator.
401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 4 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
1.4 Essential requirements
Essential equipment Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See http://www.westernsydney.edu.au/currentstudents/current_students/services_and_fa cilities/uwsonline_student_support for further information.
Students will require a calculator for maths in tutorials and CPU; uniform for clinical placement and final skill assessment, nurses watch, stethoscope (recommended).
1.5 Changes to unit as a result of student feedback The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made:
? Variations to assessments 1 and 2 ? Constructive alignment with Professional Practice Experience 3 (PPE3) ? Continued development of revision quizzes
401010 Health Variations 1 Learning Guide Autumn
©School of Nursing and Midwifery Page 5 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
2 Assessment Information
2.1 Course level learning outcomes The following shows how this unit will contribute to completion of course level outcomes, Western Sydney University graduate attributes and the NMBA Competencies. The graduate from the Bachelor of Nursing will have achieved the Generic Western Sydney University Graduate Attributes as an essential part of completion of the award. Graduates will demonstrate all of the subsets of the major attributes which are:
1. Command multiple skills and literacies to enable adaptable lifelong learning; 2. Demonstrate knowledge of Indigenous Australia through cultural competency and professional capacity; 3. Demonstrate comprehensive, coherent and connected knowledge 4. Apply knowledge through intellectual inquiry in professional or applied contexts 5. Bring knowledge to life through responsible engagement and appreciation of diversity in an evolving world
NMBA competencies
Course Level Outcomes
WSU
1.1 1.2 1.3 2.1 2.2 2.3 2.5 2.6 2.7 3.1 3.2 3.3 3.4 4.1 5.1 6.2 6.4 7.1 7.4 7.5 7.6 9.3 9.5
1. Demonstrate fulfilment of duty of care through coherent and detailed knowledge of nursing theory, nursing practice and the role and responsibilities of the registered nurse.
3

5. Plan and coordinate holistic and evidence-based care using appropriate inquiry and research strategies as well as multiple technologies.
1, 3

9. Practise ethically and lawfully to ensure safe nursing practice that promotes dignity, comfort and recovery.
5

401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 6 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K

401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 7 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
2.2 Learning Outcomes The Health Variations 1 unit is part of the Bachelor of Nursing, Bachelor of Nursing (Advanced), and Bachelor of Nursing (Graduate Entry). The unit provides the foundation for developing comprehensive, coherent and connected knowledge in the nursing discipline and introduces and develops interaction skills which will be required by graduates in their work environments.
Learning outcomes for the unit are outlined below.
1. Describe the principles of perioperative nursing care
2. Explain the role of the nurse in the perioperative period with reference to the NMBA competencies standards. 3. Discuss Injury Control as it relates to pathophysiology and across the lifespan. 4. Explain how Arthritis and Musculoskeletal Conditions relate to pathophysiology and across the lifespan. 5. Describe knowledge of Cancer Control across the lifespan and related pathophysiology. 6. Discuss pharmacological concepts relevant to perioperative nursing.
7. Explain the safe and effective use of pharmacological agents in supporting people across the lifespan who are experiencing surgical interventions. 8. Discuss non-pharmacological comfort measures that may be used during the perioperative period. 9. Implement information literacy skills to access and evaluate data relevant to provision of effective nursing management of people across the lifespan who are receiving perioperative care.
2.3 Engaging with the unit Activity How will teaching activities support achievement of learning outcomes?
Blended Learning Activity
Blended learning activities have been embedded throughout the unit content to enhance the student learning experiences through the use of tutorials, clinical practice units, audio visual material, small group work, and online quiz material. Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See http://www.westernsydney.edu.au/currentstudents/current_students/services_ and_facilities/uwsonline_student_support for further information.
Tutorial
A tutorial is a small group activity that enables you to have lecture content explained by the tutor if required. You will then be able to apply, explore and debate the content through interactive learning activities with other students.
401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 8 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
Activity How will teaching activities support achievement of learning outcomes?
Group Work
Group work enhances student learning. Through planned group activities, and discussion with other students, you will have the opportunity to clarify your own thoughts and understandings of unit concepts. Group work also offers the opportunity to cooperate in a team situation and to learn skills that will assist you to work effectively in a health care team.
2.4 Assessment summary
ASSESSMEN T NUMBER ASSESSMENT ITEM AND DUE DATE
LEARNING OUTCOMES
WEIGHTING
1.
In class closed book multiple choice question (MCQ) quiz Duration: 20 minutes Due Date: Week 3
1,2,3,6,7,9 10%
2.
In class closed book Short Answer Test (SAT) Duration: 90 minutes Word Count: 1000 words Due Date: Week 7
2,4,5,7,8,9 40%
3.
End of session examination Duration: 2 hours Due Date: During formal Western Sydney University examination period
1-9 50%
2.5 To pass this unit
? Achieve at least 50% when all assessment marks are totalled AND ? Complete and submit all assessment tasks at the required time and required academic standard
? You should note that, consistent with the Criteria and Standards Based Assessment policy, the final marks and grades are subject to determination of School and University Assessment and Progression Committees. Please see Assessment policy; http://policies.uws.edu.au/view.current.php?id=00227:
401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 9 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
2.6 Assessment details
Assessment 1: In class closed book multiple choice question (MCQ) quiz Weighting: 10% Duration: 20 minutes Due Date: Week 3, in registered tutorials
Submission details: This is a closed book assessment that will be completed in your tutorial class in week 3. All students are required to attend their allocated tutorial in week 3 to complete this assessment. You have an allocated time of 20 minutes to complete this task.
Aim of assessment
The purpose of this MCQ test in class assessment is to enable the students to demonstrate: ? An understanding of the experience of pain in the perioperative period (Learning outcome 1). ? An understanding of pharmacological and non-pharmacological management of pain in the perioperative period (Learning outcomes 1, 2, 6 & 8). ? An understanding of the principles of perioperative nursing care (Learning outcome 1). ? An understanding of alterations in body fluid homeostasis and the management of fluid balance in the perioperative period (Learning outcome 1). ? An understanding of the pathophysiology of inflammatory bowel diseases Crohns disease and ulcerative colitis (Learning outcome 5). ? An understanding of the pharmacological concepts related to the treatment of a person who has an inflammatory bowel disease (Learning outcome 6). ? An understanding of the safe and effective use of pharmacological agents (Learning outcome 7).
Details This is a closed book assessment that will be completed in tutorial time. The assessment task consists of 20 multiple choice questions (MCQs). The allocated time for completion of this assessment is 20 minutes.
Resources i. Examples are available on the HV1 vUWS site. ii. There are a number of textbooks and resources available through the Western Sydney University Library that may assist you. Please refer to the units vUWS site for specific unit resources
401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 10 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
Assessment 2: Short Answer Test (SAT) In class closed book assessment based on a case history. Weighting: 40% Word count: 1000 words Due Date: Week 7, in registered tutorial.
Submission Details: This is a closed book assessment that will be completed in your tutorial class in week 7. All students must attend their allocated tutorial to complete this assessment. You have an allocated time of 90 minutes.
Marking Critieria and Standards: See page 12-17
Aim of assessment
The purpose of this short answer test in-class assessment is to enable the student to demonstrate: ? An understanding of the principles of perioperative nursing care in relation to a person who has Crohns disease (Learning outcome 1). ? An understanding of alterations in body fluid homeostasis and the management of fluid balance in the perioperative period (Learning outcome 1). ? An understanding of the role of the nurse in the perioperative period in relation to a person who has Crohns disease (Learning outcome 2). ? An understanding of the pathophysiology of Crohns disease (Learning outcome 5). ? An understanding of pharmacological agents that may be used in the perioperative care of a person who has Crohns disease (Learning outcome 6). ? An understanding of how safe and effective administration of pharmacological agents support people in perioperative care (Learning outcome 1, 6 & 7). ? An evaluation of relevant literature to support an understanding of the pathophysiology, pharmacological and nursing management of a person experiencing Crohns disease and express this in a clear and succinct writing style (Learning outcome 9).
Details Lucy is a 19 year old university student. She has been admitted to hospital with a six (6) day history of lower right quadrant abdominal cramping pain increasing with intensity, diarrhoea with blood, anorexia, fatigue, nausea and episodes of vomiting. Lucy states that she was diagnosed with Crohns disease at age 15. She has had two previous hospital admissions for acute exacerbations of Crohns disease with clinical
401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 11 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
manifestations of diarrhoea, abdominal pain and vomiting. Her Crohns disease has been managed with a combination of diet, medication and medical monitoring. Remission of her Crohns disease was maintained by oral mesalazine (Mesasal). Lucy currently rates her pain as 9/10. On examination, Lucy was pale, her extremities were cool, and her skin was dry with poor turgor. Her abdomen was distended and tender. A mass was palpable in the lower right abdominal quadrant.
Observations on admission ? Blood pressure: 95/60 ? Pulse rate: 110 beats/minute ? Respiratory rate: 22 breaths/minute ? Temperature: 37.7C ? Sa02: 98% in room air ? Weight: 62 kilograms ? Height: 165 cm ? Urinalysis: ? specific gravity: 1040 ? dark coloured urine ? no other abnormalities noted
Initial pathology results ? Haemoglobin: 105 g/L (117 157 g/L) ? Haematocrit: 49% (35 47%) ? WBC 15000/mm3 ( 3500 11000 mm3) ? Erythrocyte sedimentation rate (ESR): 28mm/hour (0 20 mm/hour) ? C-reactive protein (CRP): 30mg/dl (20 mg/dl) ? Albumin: 28g/L (35 50 g/L)
The MO orders the following ? fentanyl 75mcg IMI QID PRN ? metoclopramide (Maxolon) 10mg IMI TDS ? 1000mL 0.9% normal saline over 8 hours ? nil by mouth Lucy was prepared and sent for an urgent colonoscopy, upper barium x-ray and abdominal CT scan. A bowel obstruction at the proximal end of the ascending colon at the ileocecal junction was diagnosed. A balloon dilation of the obstructed colon was attempted, but was unsuccessful. Lucy was scheduled for a surgical resection of the affected proximal ascending colon and end-to-end anastomosis of her colon.
Questions Question 1. 10 marks (250 words) Explain the pathogenesis of Crohns disease that has led to the development of Lucys obstruction of the proximal ascending colon.
401010 Health Variations 1 Learning Guide Autumn 2016
©School of Nursing and Midwifery Page 12 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
(Learning outcome 5; NMBA competency standards 2.6, 3.1, 4.2). Question 2. 10 marks (250 words) Explain the pathophysiological processes that lead to Lucys conscious perception of pain in her lower right abdominal quadrant. (Learning outcomes 1, 5; NMBA competency standards 2.6, 4.2, 3.1)
Question 3. 5 marks (165 words) Describe the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. (Learning outcome 1, 2; NMBA competency standards 2.6, 3.1, 4.2, 5.2, 5.3)
Question 4. 5 marks (165 words) Describe the mechanism of action of fentanyl in relation to its administration to Lucy. (Learning outcome 6; NMBA competency standards 1.1, 2.6, 3.1, 4.2)
Question 5. 5 marks (165 words) Prioritise the nursing responsibilities and associated rationales related to the administration of fentanyl to Lucy. (Learning outcome 7; NMBA competency standards 1.1, 1.2, 1.3, 2.2, 2.5, 2.6, 5.2, 5.3, 6.1, 7.4)
END OF QUESTIONS
NOTE WORD LIMIT
There is a total word limit of 1000 words for the SAT . If you exceed the word limit by more than 10% the marker will stop marking at 1100 words (word limit of 100 words + 10%). This assessment does not require in text citations or a reference list.

Page 13 of 30
Marking criteria and standards: Assessment 2 Short Answer Test (SAT) In Class closed book assessment based on Case History Criteria Mark High Distinction Distinction Credit Pass Fail
Q 1. Accurately, clearly and comprehensively explains the pathogenesis of Crohns disease that has led to the development of Lucys obstruction of the proximal ascending colon.
/10
Provides an accurate, clear and comprehensive explanation of the pathogenesis of Crohns disease that has led to the development of Lucys obstruction of the proximal ascending colon.
Provides an accurate and clear explanation of the pathogenesis of Crohns disease that has led to the development of Lucys obstruction of the proximal ascending colon.
Provides an accurate explanation of the pathogenesis of Crohns disease that has led to the development of Lucys obstruction of the proximal ascending colon. The information may be incomplete or lack clarity in explaining the pathogenesis of Crohns disease and the development of Lucys obstruction of the proximal ascending colon.
Provides a basic explanation of the pathogenesis of Crohns disease that has led to the development of Lucys obstruction of the proximal ascending colon. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow in explaining the pathogenesis of Crohns disease that has led to the development of Lucys obstruction of the proximal ascending colon.
Provides a superficial explanation of the pathogenesis of Crohns disease that has led to the development of Lucys obstruction of the proximal ascending colon. Explanation does not accurately identify the events that occur in the pathogenesis of Crohns disease and the development of Lucys obstruction in her proximal ascending colon. Response does not demonstrate an understanding of the pathogenesis of Crohns disease and the development of a bowel obstruction. 8.5-10 7.5-8 6.5-7 5-6 =4.5

Page 14 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Q 2. Accurately, clearly and comprehensively explains the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant.
/10
Provides an accurate, clear and comprehensive explanation of the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant.
Provides an accurate and clear explanation of the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant.
Provides an accurate explanation of the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant. The information may be incomplete or lack clarity in explaining the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant.
Provides a basic explanation of the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow in explaining the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant.
Provides a superficial explanation of the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant. Explanation does not accurately identify the events that occur in the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant. Response does not demonstrate an understanding of the pathophysiological processes that led to Lucys conscious perception of pain in her lower right abdominal quadrant.
8.5-10 7.5-8 6.5-7.0 5-6 =4.5

Page 15 of 30

Page 16 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Q 3. Accurately, clearly and comprehensively describes the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy.
/5
Provides an accurate, clear and comprehensive description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy.
Provides an accurate and clear description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy.
Provides an accurate description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. Some information may be incomplete or lack clarity.
Provides a basic description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow.
Provides a superficial description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. Response does not demonstrate an understanding of the characteristics of the intravenous fluid and/or the specific rationale, related to the details of the case study, for its administration to Lucy.
4.5-5 4 3.5 2.5-3 =2

Page 17 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Q 4. Accurately, clearly and comprehensively describes the mechanism of action of fentanyl in relation to its administration to Lucy.
/5
Provides an exceptionally accurate, clear and comprehensive description of the mechanism of action of fentanyl in relation to its administration to Lucy.
Provides an accurate and clear description of the mechanism of action of fentanyl in relation to its administration to Lucy.
Provides an accurate description of the mechanism of action of fentanyl in relation to its administration to Lucy. However, the response may lack some relevant information or clarity.
Provides a basic description of the mechanism of action of fentanyl in relation to its administration o Lucy. Description may contain minor inaccuracies, omission of relevant information, repetition or lack clarity.
Provides a superficial description of mechanism of action of fentanyl in relation to its administration to Lucy. Response does not show an understanding of the mechanism of action of fentanyl in relation to its administration to Lucy. 4.5-5 4 3.5 2.5-3 =2

Page 18 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Q 5. Accurately, clearly and comprehensively prioritises the nursing responsibilities and associated rationales in relation to the administration of fentanyl to Lucy.
/5
Comprehensively, clearly and accurately prioritises all relevant nursing responsibilities related to the administration of fentanyl to Lucy. Provides detailed and accurate rationales for each of these actions.
Accurately prioritises all relevant nursing responsibilities related to the administration of fentanyl to Lucy. Provides accurate rationales for each of these actions.
Accurately prioritises most relevant nursing responsibilities related to the administration of fentanyl to Lucy. Provides accurate rationales for each of these actions.
Identifies most relevant nursing responsibilities related to the administration of fentanyl to Lucy. Nursing interventions may not be presented in a prioritised order. Provides superficial rationales for these actions. Some nursing actions may lack specific rationales.
Identifies minimal relevant nursing responsibilities related to the administration of fentanyl to Lucy. Does not provide associated rationales for these actions. Rationales may be inaccurate, incomplete and not related to specific nursing actions.
4.5-5 4 3.5 2.5-3 =2

Page 19 of 30
Criteria Mark High Distinction Distinction Credit Pass Fail
Academic Writing Style.
/5
Writes in an advanced style exhibiting highly coherent and logical flow of ideas. No errors in spelling, grammar, punctuation or sentence structure.
Writes clearly and succinctly with a coherent, logical flow of ideas exhibiting advanced clarity. No errors in spelling, grammar, punctuation or sentence structure.
Ideas are clearly expressed. Use of language enables effective flow of ideas. Minor errors in spelling, grammar, punctuation or sentence structure that do not impede the logical flow of ideas and meaning.
Writes in a reasonably c

BA (Hons) in HRM Strategy &amp Practise

 

Economic and Social Policy

Lecture 11: The Housing Sector ? Overview

References:

Department of Housing, Planning, Community and Local Government (2016) Action Plan for Housing ? Rebuilding Ireland, Dublin

Housing Agency, (2015), National Statement of Housing Supply and Demand 2014 and Outlook for 2015-17, Dublin

Housing Agency, (2016), Housing for Older People ? Thinking Ahead, Dublin
(Research Report by Am?rach Research, Ronan Lyons, Lorcan Sirr and Innovation Delivery, Commissioned by the Ireland Smart Ageing Exchange & the Housing Agency)

Some useful data and information sources:
Central Statistics Office
Residential Tenancies Board (RTB)
Property Price Register
Banking and Payments Federation, Ireland
Housing Agency
Society of Chartered Surveyors
Daft.ie
MyHome.ie

1. Introduction

? Housing is very much in the news again

? It was a contributor to the banking crash in 2008 as prices rose, borrowers overextended themselves and banks over-lent

? It was (and is still ?) an important and challenging public policy issue as the level of mortgage arrears and negative equity increased

? Now it?s back in the news due to

o Rising prices

? Affordability

o Rising rents

o A supply shortage

o A growing problem of homelessness
2. Economic and Social Dimension

? Housing policy/market has both economic and social dimensions
o Economic
? important sector in terms of jobs
? can be important source of taxation for government
? need for supporting environmental infrastructure => water, waste, transport => cost to state
? developer contributions
? residential prices (purchase and rent) impact wage levels and in turn competitiveness
? use of available funds
? supply side ? developers, builders
? demand side ? buyers, investors
? part of the wider investment market (e.g. buy-to-let)
? often a pension asset
? opportunity for significant capital gain
? very significant expenditure by individuals
? long term commitment if purchasing
? issue of affordability
? capital
? current

o Social
? need for accommodation
? purchase
? private rented
? social rented
? need for proper standards
? issue of safety e.g. fire safety
? location => commuting times => impact on families
? provision of supporting social infrastructure => education, health, leisure
? desire for home ownership
? but growth of private rented sector
? security of tenure is key issue
? re-emergence of issue of homelessness, especially in cities
? serious social issue

3. Supply dynamics

? Lags in supply

? Relationship with planning and zoning policies

? Price elasticity of supply is low in short run

? This means prices can rise very quickly if demand increases

? Danger of cyclicality in industry and repeated imbalances of supply and demand

? Mix of units required => houses vs apartments, sizes,

? Capacity of building industry

4. Demand dynamics

? Demographics

o including headship rates

? Availability of finance

o bank lending policy

o Central Bank policy (current mortgage lending restrictions)

? Cost of finance

? Incomes

? Job security

? Price expectation is key factor

5. Current situation

? Recovering economy

o increased demand

? Rising house prices (see table at end of lecture notes)

o Note: CSO Index is most appropriate as it is mix-adjusted, based on transactions. MyHome.ie also has mix-adjusted barometer, but based on asking prices.

? Rising rents (see table at end of lecture notes)

o recent decision by Government to limit rent increases to every two years

o good or bad idea ?

? Affordability now an issue

? Mortgage arrears remains a problem

? Limited supply

o was 93,000 at peak

o 12,700 approx. 2015

? Supply/demand imbalance

? Central Bank lending restrictions (maximum LTV 80%/90%, maximum LTI 3.5 times,) have curbed demand somewhat

6. Supply Requirement and future policy

? Despite some slowdown in demand, supply needs to be increased

? Housing Agency estimated that 21,000 units per annum were required up to 2017, double the current level. More recent estimate suggest it could be as high as 42,000 p.a. up to 2018 (DKM/CIF October 2016)

? Mix of owner-occupation and investor demand

? Private rented sector will continue to grow => investor demand

o up from 10% of dwellings in 2006 to 20% in 2011 (Not available yet for 2016 Census)

o but still remains a short-term tenure type for most renters

o only 17% intend renting long-term

o this is different to tradition in many European countries where long-term renting is a well-established tenure type

? Increased need for social housing

o but reduction in social housing budget of two-thirds from 2008 ? 2014

? Homelessness

o Difficult to quantify but growing problem

? Vacant site levy

o annual rate of 3% of market value of site => not until 2019

o aimed at ?forcing? more efficient use of economic resource

? Revision to Part V of Planning and Development Act 2000

o cash in lieu option discontinued

o social housing element now at 20% of units

7. Budget 2016

A number of initiatives were taken in Budget 2016 in relation to the housing sector

? Incentive for FTB?s, tax rebate of 5% up to ?20,000
o Up to ?400,000 (with extention to ?600,000)
o New build only
o Is it inflationary ? is it in effect a builder?s grant ?

? Rent-a-room tax incentives increased => impact on rental market

8. Housing for the Elderly
Housing Agency Research Report published October 2106 (see reference above)
Key questions:
? 1 What are the current and future housing requirements and aspirations of Ireland?s older citizens and how do they differ from the broader population?

? 2. What models of supported housing / independent living with care might best address these requirements and aspirations?

? 3. What policy structures are required to meet these needs and wants in a financially and demographically sustainable way?

? 4. What are the likely policy implementation blockages and how might these be overcome?

? 5. What would be the broader economic and social impact of a well-planned national Supported Housing Initiative?

Key Findings:
? Many older people want to age in place.
?
? But the link may be stronger to the community rather than the actual house. More than 50% of older people when surveyed said that staying in their local community was the key reason for staying in their current home.
?
? At the same time, more than 20% said that the type of house they lived in negatively impacted ?a lot? on their ease of living. This would show an opportunity for more ?age appropriate? housing within existing communities, of living in the same area but in a different home.
?
? The report demonstrates the importance of greater public awareness of planning ahead and avoiding having to make critical decisions following a crisis.
?
? The supply of an appropriate mix of accommodation in communities is key to providing greater choice and independence to older people.

? More needs to be done to achieve this ? building smaller ?age-friendly? accommodation in mixed communities.

? There is potentially a market for up to 100,000 step-down homes in Ireland, which represents ?25bn worth of unmet need.

? If provided, these new homes would also free-up housing equivalent to at least six years supply for first-time buyers.

? Being able to adapt and change our homes to make them more appropriate to our needs as we age (for example, to widen doorways, accessible bathrooms and toilets, extra storage) will have clear benefits in extending people?s independence.

? This is also a relatively untapped market for the construction industry.

? More people are now renting their home long-term, and this trend is likely to continue. The implications of this need to be considered in more detail, particularly: how does the rental sector need to respond to this change (in terms of supply, design, cost, security of tenure, for example) and what will be the implications for the financing of long-term care.

? Following on from the above, State schemes such as the Fair Deal Scheme are designed and budgeted by the state around the premise that some of its costs will be recoverable through the housing asset of the person receiving care.

? Older people are also now increasingly comfortable with technology and it is becoming more user-friendly ? its potential to extend independence requires on-going development and testing.

Source: Residential Property Price Index, CSO, latest available

Source: The RTB Rent Index, Quarter 2 2016, ESRI, latest available

Criteria Weight Proposal 1 Proposal 2 Proposal 3 Proposal 4 Proposal 5
% Score Weighted Score % Score Weighted Score % Score Weighted Score % Score Weighted Score % Score Weighted Score
A 14% 80 11.2 30 4.2 90 12.6 20 2.8 90 12.6
B 7% 90 6.3 80 5.6 80 5.6 40 2.8 100 7.0
C 8% 70 5.6 90 7.2 65 5.2 50 4.0 75 6.0
D 13% 75 9.8 90 11.7 30 3.9 60 7.8 80 10.4
E 5% 40 2.0 80 4.0 80 4.0 30 1.5 75 3.8
F 17% 35 6.0 65 11.1 90 15.3 35 6.0 45 7.7
G 3% 60 1.8 80 2.4 40 1.2 75 2.3 85 2.6
H 15% 50 7.5 65 9.8 70 10.5 25 3.8 75 11.3
I 10% 20 2.0 40 4.0 80 8.0 20 2.0 35 3.5
J 8% 40 3.2 70 5.6 65 5.2 40 3.2 60 4.8
—— —— —— —— —— ——
Total 100% 55.3 65.5 71.5 36.1 69.5
Rank 4 3 1 5 2

Contents
FOREWORD BY AN TAOISEACH …………………………………………………………………… 5
FOREWORD BY THE MINISTER ………………………………………………………………………. 6
OVERVIEW OF THE ACTION PLAN ………………………………………………………………… 8
Why we need an Action Plan for Housing and Homelessness ………………………………………………….. 8
Core Objectives of the Plan ……………………………………………………………………………………………………….. 8
Key Action Areas ………………………………………………………………………………………………………………………..10
Five Key Pillars of the Plan …………………………………………………………………………………………………………..12
Pathfinders ………………………………………………………………………………………………………………………………….13
Conclusion ………………………………………………………………………………………………………………………………….16
CONTEXT FOR THIS ACTION PLAN FOR HOUSING AND HOMELESSNESS ………….19
Housing and Wider Public Policy ……………………………………………………………………………………………….19
Housing Challenges ……………………………………………………………………………………………………………………20
Housing Supply Requirements ……………………………………………………………………………………………………29
PILLAR 1: ADDRESS HOMELESSNESS ……………………………………………………………..33
Addressing homelessness …………………………………………………………………………………………………………..33
Homeless households …………………………………………………………………………………………………….34
Moving families out of hotels …………………………………………………………………………………………34
Rapid-Build housing………………………………………………………………………………………………………..35
Housing Assistance Payment for homeless households ………………………………………………..35
Supports for families with children………………………………………………………………………………….35
Homeless individuals and Housing First ………………………………………………………………………….36
Emergency shelters ………………………………………………………………………………………………………..37
Homelessness prevention keeping people in their own homes ……………………………………………..38
Young people leaving State care …………………………………………………………………………………38
Preventing homelessness for other vulnerable groups …………………………………………………38
Tenancy sustainment ……………………………………………………………………………………………………..38
Rent Supplement/Housing Assistance Payment …………………………………………………………..38
Mortgage arrears …………………………………………………………………………………………………………..39
Mortgage Arrears Resolution Service …………………………………………………………………………….41
National information campaign ……………………………………………………………………………………41
Preparation of draft legisation……………………………………………………………………………………….41
Code of Conduct on Mortgage Arrears ……………………………………………………………………….41
Mortgage to Rent …………………………………………………………………………………………………………..41

PILLAR 2: ACCELERATE SOCIAL HOUSING …………………………………………………….43
Increasing and Accelerating Social Housing Delivery ………………………………………………………………44
Our Programmes ………………………………………………………………………………………………………………………..46
Accelerated Roll-out of the Housing Assistance Payment (HAP) Scheme ………………………………48
New Delivery Mechanisms …………………………………………………………………………………………………………49
NTMA/Private Sector Housing Fund ……………………………………………………………………………….49
Housing Agency acquisitions …………………………………………………………………………………………50
Part V delivery ………………………………………………………………………………………………………………..50
Mixed-Tenure development on State lands and other lands ………………………………………50
Vacant Housing Repair and Leasing Initiative ………………………………………………………………51
Innovations to improve, support and accelerate delivery ……………………………………………………….51
Housing Delivery Office ………………………………………………………………………………………………….51
Housing Procurement Unit ……………………………………………………………………………………………..51
Accelerating social housing approval processes …………………………………………………………51
Streamlining Part 8 planning processes for LA and AHB housing projects …………………..52
Supporting Approved Housing Bodies to deliver ………………………………………………………….52
Housing for specific groups ………………………………………………………………………………………………………..53
Older people ………………………………………………………………………………………………………………….53
People with a disability…………………………………………………………………………………………………..54
Traveller specific accommodation ……………………………………………………………………………….55
Irish Refugee Protection Programme …………………………………………………………………………….55
PILLAR 3: BUILD MORE HOMES …………………………………………………………………….57
Land Supply Management ………………………………………………………………………………………………………..58
Supporting Infrastructure Investment …………………………………………………………………………………………59
Local Infrastructure Housing Activation Fund (LIHAF) …………………………………………………..60
NTMA funding of large infrastructure Supporting Housing Infrastructure Investment ..61
Planning Reforms ………………………………………………………………………………………………………………………..61
Streamlining planning processes for larger private housing developments ………………..62
Investment in re-using or converting urban commercial developments …………………….63
Wider Planning Reforms …………………………………………………………………………………………………63
National Planning Framework ……………………………………………………………………………………………………63
Costs of Delivering New Homes …………………………………………………………………………………………………64
Land costs ………………………………………………………………………………………………………………………65
Construction costs ………………………………………………………………………………………………………….65
Construction Sector Capacity and Skills ……………………………………………………………………………………66

PILLAR 4: IMPROVE THE RENTAL SECTOR……………………………………………………….69
Rental Strategy …………………………………………………………………………………………………………………………..70
Early Legislative Actions ……………………………………………………………………………………………………………..71
Standards in Rental Accommodation ……………………………………………………………………………………….71
Role of the Residential Tenancies Board ……………………………………………………………………………………72
Encouragement of build-to-rent sector ……………………………………………………………………………………. 72
Affordable Rental ……………………………………………………………………………………………………………………….73
Student Accommodation ………………………………………………………………………………………………………….73
PILLAR 5: UTILISE EXISTING HOUSING ……………………………………………………………77
Social Housing Stock …………………………………………………………………………………………………………………..78
Better Management of Social Housing Stock ……………………………………………………………….78
Choice-Based Letting …………………………………………………………………………………………………….79
Review of Tenant (Incremental) Purchase Scheme …………………………………………………….79
Private Sector Housing Stock ……………………………………………………………………………………………………..80
Housing Agency Vacant Housing Purchasing Initiative ………………………………………………..80
Vacant Housing Repair and Leasing Initiative ………………………………………………………………80
Removing Regulatory Barriers to Re-Use ……………………………………………………………………….81
Urban Regeneration ………………………………………………………………………………………………………81
Living City Initiative …………………………………………………………………………………………………………82
Village and Rural Renewal …………………………………………………………………………………………….82
Unfinished Estates …………………………………………………………………………………………………………..83
GLOSSARY OF TERMS …………………………………………………………………………………84
APPENDIX 1: TABLE OF ACTIONS …………………………………………………………………86
APPENDIX 2: RESPONSE TO KEY RECOMMENDATIONS OF THE OIREACHTAS
COMMITTEE ON HOUSING AND HOMELESSNESS …………………….106
APPENDIX 3: SUMMARY OF PROPOSED LEGISLATIVE CHANGES …………………..111
APPENDIX 4: THE NATIONAL PLANNING FRAMEWORK (NPF) ………………………..113
5
Foreword by An Taoiseach
In forming the current Government, I was determined that the housing challenge was going
to be addressed fully and finally which is why it was positioned as a key objective in the
Programme for a Partnership Government.
The publication of this Action Plan on Housing and Homelessness, well within the timeframe of
100 days set out in the Government Programme, underpins our commitment to end the
housing shortage and to tackle homelessness.
Ireland has been here before in terms of needing to provide good quality housing to meet our
people?s needs. In the past, we showed ourselves to be capable of rising to the challenge
and I am committed to ensuring that we will do so again, in a manner that delivers strong,
sustainable communities.
This Plan sets out a clear roadmap to achieve the Government?s goals to significantly increase
and expedite the delivery of social housing units, boost private housing construction, improve
the rental market, and deliver on the commitment to see housing supply, in overall terms,
increase to some 25,000 new homes every year by 2020.
Ending rough sleeping and the use of unsuitable long-term emergency accommodation,
including hotels and B&Bs, for homeless families, are key priorities that take precedence within
the Plan.
The range of actions set out in the Plan is ambitious, both in the scale of investment of some
?5.5 billion in social housing and housing infrastructure, but also in its pursuit of appropriate
reform, acknowledging the need for new thinking if we are going to deliver the kind of housing
that people want, in the right places and in a manner that they can afford.
Just as the drafting of this Action Plan has been a collaborative process involving a wide range
of interests, so too will its implementation rely on all stakeholders, including Government
departments, local authorities, housing agencies, voluntary bodies, and the construction
sector, to achieve its ambitious goals.
In order to ensure its success, the key targets of this Action Plan will be subject to regular
Cabinet review. The Cabinet Committee on Housing, which I chair, will actively oversee its
implementation.
This is a cross-Government plan, which also stretches beyond into the local government and
voluntary sectors. I am committed to ensuring that it results in us achieving our critical national
ambition of ensuring that all of our people have access to quality and affordable housing,
either through their own endeavours or with the support of the State.
An Taoiseach,
Enda Kenny, T.D.
July 2016
6
Foreword by the Minister
I was appointed as Minister with specific responsibility for Housing, Planning, Community and
Local Government to focus intensively on the challenge of tackling the housing crisis.
The Government?s mission is to ensure that everyone can access a home, either on their own
or with State support. We are determined to deal with the dramatic under-supply of housing
and the problems it generates for families and communities.
I have described the problems faced by our people, particularly in our urban centres, as an
emergency situation. None of us can fail to be moved by the plight of people who are
homeless, especially families and children living in hotels, and people who are sleeping on our
streets.
These are particularly visible examples of our broken housing sector, but no less urgent are the
challenges faced by households who face the loss of the home they currently live in, or the
lives kept on hold as people struggle to access the housing and rental market.
Rebuilding Ireland, an Action Plan for Housing and Homelessness, comprises five pillars of
concerted actions right across Government ? addressing homelessness, accelerating social
housing, building more homes, improving the rental sector and utilising existing housing.
A key priority is addressing the unacceptable level of homeless families and long-term
homeless people in emergency accommodation, by providing rapid-delivery housing,
alongside measures to support those at risk of losing their homes.
A truly ambitious social housing programme of 47,000 units to 2021 will be delivered with
funding of ?5.35 billion.
We have also put in place a ?200m Infrastructure Fund to open up large sites where homes
are needed and where homes are now going to be built.
In addition, we have increased the levels of Rent Supplement and the Housing Assistance
Payment to give people, who need it most, more security to remain in their homes.
The output of private housing will increase, by enhancing the viability of construction, in order
to double the completion level of additional homes in the next four years to deliver the 25,000
homes or more we need annually.
We will develop a strategy for a viable, sustainable and affordable rental sector, with early
legislative actions to protect tenants and landlords.
We will also ensure that available existing housing is used to the maximum degree possible.
Achieving these goals will rebuild Ireland in a way that affects every aspect of our lives. Good
housing anchors strong communities, a performing economy and an environment of quality.
7
This Plan will be driven by the Government in a way that will be visible, tangible and totally
focused around results on the ground ? more homes, at an affordable price, in the places
where they are needed and a reduction in the numbers of homeless people in hotels and
emergency accommodation.
The publication of this Plan is only the beginning and the implementation has already started.
I am establishing a special Housing Delivery Office within my Department which will play a key
role in the implementation of this Plan. There will also be a new Housing Procurement Unit in
the Housing Agency and the role of local authorities and Approved Housing Bodies will be
critical. So that the Plan?s delivery is grounded in reality, I am establishing a Stakeholder Forum
that will act as a vehicle for continuous feedback on the practical experience of
implementation.
This Plan fulfils the strong commitment made in the Programme for a Partnership Government
to deliver an action plan for housing in the first 100 days. Working with my colleague Damien
English T.D., Minister of State for Housing and Urban Renewal, its preparation has been
informed, in particular, by the Report of the Oireachtas Committee on Housing and
Homelessness published last month and by extensive engagement with key stakeholders. I
wish to record my appreciation to all those who shared their thoughts and ideas with my
Department and with me directly and I also wish to thank my Government colleagues for their
vital support in putting this Action Plan together.
Rebuilding Ireland is a far-reaching and ambitious programme. By actively and constructively
working together, we will accelerate supply and transform housing in a way that will affect
every community in Ireland. I am determined that visible evidence of this Plan?s effectiveness
will be seen across the country in the months and years ahead.
Simon Coveney, T.D.
Minister for Housing, Planning, Community and Local Government
July 2016
8
Overview of the Action Plan
Why we need an Action Plan for Housing and Homelessness
Housing is a basic human and social requirement.
Good housing anchors strong communities, a performing economy and an environment of
quality.
Since the economic collapse in 2008, very low levels of housing have been constructed,
especially in the main cities and urban areas where they have continued to be needed.
Our economy has recovered quickly and increasing population and employment mean that
a significant increase in new homes is needed for a growing and working economy, and to
address the significant level of social housing need.
Under-provision of housing, whether by insufficient construction of new housing or existing
housing not being used to its full potential, is one of the last significant legacies of the economic
downturn to be tackled. While it has been a major focus for Government over the past five
years, it is apparent now that the actions taken to date, while important steps in their own right,
have not delivered a response of the scale and speed required.
Construction 2020 A Strategy for a Renewed Construction Sector and the Social Housing
Strategy 2020, both of which were published in 2014, contain measures to address issues and
constraints in the construction and development sectors and in the provision of a range of
social housing outcomes, respectively. The packages of actions being delivered through these
Strategies are having a positive impact, but not at the pace necessary to meet current
pressures and pent-up demands.
Accelerating delivery of housing for the private, social and rented sectors is a key priority for
the Government. Ensuring sufficient stable and sustained provision of housing that is
affordable, in the right locations, meets peoples different needs and is of lasting quality is one
of the greatest challenges facing the country at present. The solutions to this challenge are
wide-ranging and require a number of immediate-, medium- and long-term actions to
increase delivery and address underlying structural issues that, up to now, have been obstacles
to creating a more stable and sustainable housing market.
The response to current housing challenges must be of sufficient scale to address both the
pent-up demand from years of under-supply of new housing and the projected needs over
the coming years.
While this Action Plan does not represent the first effort in recent years by the State to respond
to housing challenges, it represents a significant step forward in accelerating the delivery of
housing units in the right locations and to facilitate sustained provision into the long term.
Core Objectives of the Plan
The overarching aim of this Action Plan is to ramp up delivery of housing from its current undersupply
across all tenures to help individuals and families meet their housing needs, and to help
those who are currently housed to remain in their homes or be provided with appropriate
options of alternative accommodation, especially those families in emergency
accommodation.
This Plan sets ambitious targets to double the annual level of residential construction to 25,000
homes and deliver 47,000 units of social housing in the period to 2021, while at the same time
making the best use of the existing housing stock and laying the foundations for a more vibrant
9
and responsive private rented sector. Achieving the aim of accelerated delivery will
contribute to the following core objectives:
? Addressing the unacceptable level of households, particularly families, in emergency
accommodation;
? Moderating rental and purchase price inflation, particularly in urban areas;
? Addressing a growing affordabil

Methicillin resistant Staphylococcus aureus (MRSA) has become a big concern in hospitals throughout the country and the world as have other antibiotic resistant bacterial strains.

Assignment Details

Methicillin resistant Staphylococcus aureus (MRSA) has become a big concern in hospitals throughout the country and the world, as have other antibiotic resistant bacterial strains.

Part 1

  • The use, overuse, and abuse of antibiotics is accredited with creating these antibiotic resistant strains. Explain how this relates to natural selection.
  • Describe 1–2 of the things that people do (you can include individuals, doctors, health care professionals, hospitals, farmers, etc.) that contribute to this problem? Why?

Part 2

  • How can you prevent or slow down the spread and further the selection of new antibiotic resistant strains of bacteria?
  • Are there things that you can personally do to reduce your risk or even to reduce the spread of these dangerous microbes?
  • What is your reaction to the following sign that is commonly found in restrooms? Is it significant to the discussion of antibiotic resistance?

(Free Sinage, 2006)

Provide references in APA format. This includes a reference list and in-text citations for references used throughout the assignment.

In your own words, please post responses to the Discussion Board posts of at least two of your classmates. Responses must be substantive, i.e. say something of substance that advances the discussion about the concepts. You will be graded on the quality of your postings.

For assistance with your assignment, please use your text, the AIU Library, Web resources, and all course materials. Please refer to the following:

  • Understanding Evolution
  • Observed Instance of Speciation
  • University of California Museum of Paleontology

Correlational Analysis Assignment

Correlational Analysis

Before beginning this assignment, please watch the following videos on correlation:
Correlation – The Basic Idea Explained (Links to an external site.)
Correlation Basics (Links to an external site.)

Study Description: A school educator is interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator takes a random sample of 30 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full Scale IQ (FSIQ; however, for this assignment we will just call it IQ).

Output file: See Week 5 SPSS Output.pdf file (Links to an external site.).

Answer the following Questions:

  1. Hypotheses – Formulate null and alternative hypotheses. What do you think is the relationship between IQ scores and GPA?
  2. Variables – Describe the scale of measurement (nominal, ordinal, interval, or ratio) for each of the variables.
  3. Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
    1. Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
    1. Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
    1. Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
    1. What do the results tell us about your hypotheses?
    1. What conclusions can we draw from these results? What conclusions can we NOT make using these results?

Write a total of 400-700 words in response to these questions.

Resources

Required Text

Malec, T. & Newman, M. (2013). Research methods: Building a knowledge base. San Diego, CA: Bridgepoint Education, Inc. ISBN-13: 9781621785743, ISBN-10: 1621785742.
Chapter 4: Survey Research-Describing and Predicting Behavior

Required References

Benedict K (2014, April 11). Correlation – The Basic Idea Explained [Video file]. Retrieved from Correlation – The Basic Idea Explained (Links to an external site.)

Diem, K. G. (2002). A step-by-step guide to developing effective questionnaires and survey procedures for program evaluation & research. Available at http://njaes.rutgers.edu/pubs/publication.asp?pid=FS995 (Links to an external site.)

Mariampolski, H. (2001). Qualitative vs. quantitative. Qualitative Market Research, 22-25. SAGE Publications Ltd. doi: 10.4135/9781412985529.n13

Rice, G. T. (2005). Developing high quality multiple-choice test questions. Available at http://circle.adventist.org/files/jae/en/jae200567043006.pdf (Links to an external site.)

Smith, Lara (2013, November 18). Correlation Basics [Video file]. Retrieved from Correlation Basics

(914) Correlation – The Basic Idea Explained – YouTube

(914) Correlation Basics – YouTube

Reflection on Behavioral Change Self-Help Group Simulation

Wk 6 – Reflection on Behavioral Change Self-Help Group Simulation

Consider the 4 self-help group simulations you led and participated in with your Learning Team throughout the course. The self-help group simulations were on how to change the behavior of internet use.

Reflect on your behavioral change, the progress you made toward your identified goals, and the challenges you experienced.

Write a 350- to 700-word reflection paper describing your experience. Include the following:

  • Describe the challenges related to facilitating behavioral change that you experienced while facilitating the group.
  • Describe your experiences with trying to change the behavior you identified.
  • Explain what was most difficult during this process.
  • Describe what you learned from this experience.
  • Examine how going through this experience may influence future counseling sessions with clients experiencing issues related to substance abuse and addiction.

Format your paper according to APA guidelines.