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June 26, 2025

Intelligence Predicts Grades

Find and read a peer-reviewed research journal article using intelligence or achievement testing in research and share what you learned from this article with your classmates. Specifically (and in your own words):

1. Why was the study conducted? What hypotheses were being tested?,

2. What test(s) were used?,

3. What findings were reported, and what conclusions were drawn,

Why was the study conducted and what were its hypotheses?,
Which intelligence tests were used?
What findings were reported?
What conclusions did the researchers draw?
What implications does the study have for practice?

Intelligence Predicts Grades

✅ Comprehensive Answer:

1. Why the study was conducted & hypotheses:
Researchers Gygi et al. examined how well four commonly used intelligence tests—the IDS, RIAS, SON‑R 6‑40, and WISC‑IV—predict later academic performance in children en.wikipedia.org+8frontiersin.org+8pubmed.ncbi.nlm.nih.gov+8. The hypothesis: all four tests would significantly forecast overall school grades three years later, and that specific tests would be better predictors in subjects like math and language.

2. Tests Used:

IDS (Intelligence and Development Scales): a fluid-intelligence test for ages 5–10.
RIAS (Reynolds Intellectual Assessment Scales): measures both verbal and nonverbal intelligence for ages 3–90+.
SON‑R 6‑40: nonverbal test for fluid intelligence, ages 6–40.
WISC‑IV (Wechsler Intelligence Scale for Children, Fourth Edition): global IQ assessment for ages 6–16 frontiersin.org+1pubmed.ncbi.nlm.nih.gov+1.

3. Findings Reported:

All four tests predicted average school grades over three years.
IDS and RIAS scores were significant predictors of both math and language grades.
SON‑R 6‑40 specifically predicted math performance.
WISC‑IV did not predict math or language grades individually—only the composite grades frontiersin.org+1pubmed.ncbi.nlm.nih.gov+1.

Intelligence Predicts Grades

4. Conclusions Drawn:
The study concluded that intelligence test scores do offer valid predictive insight into later academic achievement, particularly when averaged across subjects. However, the effectiveness differs depending on the test and the discipline: IDS and RIAS had stronger subject-level predictive power, while WISC‑IV was less precise in forecasting specific subject outcomes researchgate.net+8frontiersin.org+8pubmed.ncbi.nlm.nih.gov+8. The authors did caution that the small sample size (n=54 at follow-up) limits the generalizability of their conclusions.

5. Practice Implications:
For practitioners, the results suggest choosing intelligence tests aligned with the desired predictive outcome. If anticipating performance in particular areas like math or language, IDS or RIAS may be more accurate. In educational planning or early intervention, test selection matters. The study also highlights the need to combine IQ data with other factors—motivation, learning environment, working memory—to better understand academic trajectories.

📌 Summary:

This longitudinal study supports using intelligence tests to help forecast academic achievement, with IDS and RIAS showing stronger subject-specific accuracy. However, small sample size and test design nuances limit definitive conclusions. For practical use, IQ testing is valuable—but should be paired with broader

June 26, 2025

NASW Ethics & Policy Negotiation

By Academic Wizard Blog

NASW Ethics & Policy Negotiation

How does the NASW Code of Ethics (linked in Resources) relate to the negotiation skills needed to effect policy change with stakeholders who disagree? Does it provide ideas for the needed skills? Why or why not? What is missing from the Code that would support the development of these skills? What skills do you need to develop and how might the Code help you with that?

https://www.socialworkers.org/

How does the NASW Code of Ethics relate to negotiation skills?,
Does the Code provide guidance for these skills?,
Why or why not?,
What is missing from the Code that could help build negotiation skills?,
What negotiation skills do you need to develop, and how can the Code support that?

NASW Ethics & Policy Negotiation

✅ Comprehensive Answer:

The NASW Code of Ethics is foundational to social work practice, and while it doesn’t explicitly outline negotiation techniques, it strongly informs the values and interpersonal skills needed to engage in effective policy negotiation—especially with stakeholders who may disagree. Negotiation in policy contexts often involves bridging ideological divides, advocating for vulnerable populations, and seeking collaborative solutions, all of which are aligned with the Code’s core values: service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence.

The Code supports the development of core negotiation-related skills like empathy, active listening, cultural awareness, ethical decision-making, and respectful dialogue. These interpersonal competencies are essential when navigating conflict or opposition in policy environments. For example, the commitment to social justice encourages social workers to challenge social injustice through advocacy, which requires communicating effectively even with stakeholders who resist change. The value placed on the importance of human relationships aligns well with interest-based negotiation approaches that prioritize mutual respect and long-term collaboration.

However, the Code does not explicitly teach or describe concrete negotiation methods such as framing, consensus-building, persuasive communication, or handling power imbalances in stakeholder dynamics. It also doesn’t provide guidance on strategic planning, policy mapping, or coalition-building—practical tools often needed to influence systemic change. These areas are vital for navigating opposition and strategically aligning with partners to effect policy shifts.

Personally, I recognize a need to strengthen skills in interest-based negotiation, particularly in managing power differentials and framing arguments in ways that appeal to diverse stakeholder values. I also need to develop greater confidence in high-conflict discussions while maintaining ethical professionalism. The Code helps by reinforcing the ethical foundation for these efforts—it reminds me to remain client-focused, equity-driven, and relationship-centered, even when tensions rise.

To fill the gaps, I would combine the NASW Code with negotiation frameworks from fields like organizational leadership and public policy. Integrating ethical grounding with practical skillsets can make a social worker a more effective advocate, negotiator, and policy influencer.

NASW Ethics & Policy Negotiation

June 26, 2025

Understanding Conflict Types

By Academic Wizard Blog

Understanding Conflict Types

Required readings

Read Textbook Chapter 12 Managing Workplace Conflict
Read Textbook Chapter 13 Managing Social Conflict

Answer each question individually, making connections and references to the textbook chapters.

1. Describe diversity-based conflict.

2. Please write as though writing a letter to a friend. Explain your worldview and how you believe your friend’s worldview to be. Identify some of the issues that you are likely to be in disagreement about. How can you and your friend create a space for disagreement within the friendship without simply walking around the topics all the time?

3. Please write an as though writing a letter to a friend. Explain an intractable issue you have experienced or observed and the steps that you took to try to resolve it. Demonstrate your understanding of the concepts in this chapter by advising your friend on how she/he might approachher/his own conflicts.

4. Describe work-life conflict.

What is diversity-based conflict?,
How can two people with different worldviews maintain friendship despite disagreements?,
How can intractable conflict be addressed and resolved?,
What is work-life conflict?,
How do Chapters 12 and 13 apply to these scenarios?

Understanding Conflict Types

✅ Comprehensive Answers:

1. Describe diversity-based conflict.
Diversity-based conflict arises when differences in identity, background, culture, or values cause misunderstanding or tension between individuals or groups in the workplace. According to Chapter 12 of the textbook, this kind of conflict often stems from varying communication styles, attitudes toward hierarchy, or contrasting problem-solving approaches tied to cultural norms. For example, someone from a direct communication culture may unintentionally offend someone from a more indirect or high-context communication background. These conflicts can escalate if not addressed constructively, but they also offer opportunities for growth and inclusion if handled with awareness, respect, and structured dialogue. Diversity training and inclusive leadership are key strategies to managing these conflicts effectively.

Understanding Conflict Types2. Letter about worldviews and disagreement
Dear Friend,

I’ve been thinking a lot lately about how our worldviews shape the way we interpret everything—politics, relationships, even small daily interactions. I know my worldview is grounded in community, shared responsibility, and empathy, probably shaped by my upbringing and cultural values. I believe your worldview leans more toward personal autonomy and freedom, which I really admire too.

Naturally, that means we don’t always see eye to eye, especially when it comes to how much responsibility individuals or governments should have in solving social issues. But I really value our friendship, and I don’t want our disagreements to become emotional landmines. Instead of avoiding tough conversations, maybe we can agree to approach them with curiosity rather than judgment. Let’s ask each other more questions, clarify rather than assume, and allow space for both of us to “be wrong” or change our views. We don’t have to solve everything, but we can at least understand each other better.

Your friend,
[Your Name]

3. Letter on intractable conflict
Dear Friend,

I remember a time when two co-workers were locked in an ongoing feud that affected the whole team. It started with a disagreement over project ownership, but it escalated into personal resentment. The issue became intractable—meaning, as Chapter 13 explains, it had deep-rooted emotional and identity components.

June 26, 2025

Workplace Communication Overview

By Academic Wizard Blog

Workplace Communication Overview

II. Page: Workplace Communication Essentials

A. Communication in the Healthcare Setting

B. Communication and Workplace Conflict

What are the essential features of communication in healthcare settings?,
How does communication influence workplace conflict?,
Why is effective communication vital in healthcare environments?,
What strategies improve communication and reduce conflict?,
How do teamwork and communication contribute to growth and safety?

Workplace Communication Overview

Write a paragraph (400 words) that provides and highlights the major and essential features of II. Page: Workplace Communication Essentials A. Communication in the Healthcare Setting B. Communication and Workplace Conflict in the workplace. You are welcome to include graphics and illustrations if you would like too as well.

Comprehensive Answer (General, 400 words):

Effective workplace communication is especially critical in healthcare settings, where timely, clear, and compassionate exchanges can directly impact patient outcomes and team efficiency. In high-stakes environments like hospitals, communication ensures that complex care processes are coordinated, that roles are understood, and that patients receive the right treatment at the right time. Healthcare communication encompasses verbal instructions, written documentation, and non-verbal cues—all of which must be precise and unambiguous. Tools like the SBAR (Situation, Background, Assessment, Recommendation) model are used widely in clinical settings to standardize information sharing and improve clarity during shift changes, emergencies, or handoffs between departments. Active listening, empathy, and cultural sensitivity are also essential for meaningful patient-provider interactions, building trust, and reducing medical errors.

In addition to clinical effectiveness, communication also plays a pivotal role in managing and resolving workplace conflict. Conflicts in healthcare often arise due to miscommunication, unclear job expectations, personality clashes, or the stress of demanding workloads. When not addressed, these conflicts can decrease morale, impair teamwork, and even compromise patient safety. Establishing a culture of open communication is key—where team members feel safe voicing concerns, giving feedback, and resolving misunderstandings constructively. Conflict resolution strategies such as direct dialogue, mediation, and team-building exercises promote healthier work environments. As emphasized in the Entrepreneur article, effective teamwork depends on strong, transparent communication where mutual respect and shared goals are emphasized.

Workplace Communication Overview

https://www.youtube.com/watch?v=HxGq1waX9kw

https://www.entrepreneur.com/en-in/entrepreneurs/in-business-effective-teamwork-is-the-secret-behind-growth/314817

image1.png

June 26, 2025

E-Waste Awareness Campaign

By Academic Wizard Blog

E-Waste Awareness Campaign

Objective:
Create a persuasive infographic that clearly communicates 3–6 scientific facts related to your topic, tailored specifically for your target audience. Your infographic should not just inform—it should persuade, leading the audience toward a clear call to action.

Part 1: Infographic
Your infographic should:

Include 3–6 scientifically accurate facts that are relevant and compelling to your audience.
Choose facts that support your overall message and goal.
Use reliable, cited sources for your data.
Organize the facts in a logical flow that builds toward your call to action.
Guide your audience from awareness to understanding to action.
Include a strong, persuasive headline.
This should grab attention and frame the infographic’s purpose.
Balance visual and textual information.
Use icons, illustrations, charts, or other visuals to help explain each fact.
Keep text concise but clear—avoid overwhelming the viewer.
Use language and design choices that appeal to your target audience.
Consider tone, color scheme, font, and layout.
Think about what styles or platforms your audience is already engaging with.
Tools you can use to design your infographic:
Canva, Adobe Illustrator, InDesign, PowerPoint, Excel, Word, or any web-based infographic creator. Save and submit your final version as a PDF.

Part 2: Explainer Document (Accompanying Text)
This is a 1–2 page document that explains your choices and provides context for your infographic. Include the following:

Scientific Facts
List the 3–6 facts you included in the infographic.
Sources
Provide the original sources for your data (APA or MLA format is fine).
Persuasive Goal and Call to Action
What do you want your audience to think, feel, or do after viewing your infographic?
Design Rationale
Briefly explain how your design decisions (e.g., colors, icons, layout, tone) are intended to resonate with your specific target audience.
What to Submit:
✅ A PDF of your infographic (designed by you)
✅ A 1–2 page explainer document (Word or PDF)
Note: You will not be graded on your design or artistic skill, but on how well you adapt and present scientific information for a persuasive, audience-specific science communication goal.

What 3–6 scientific facts about e-waste should be included?,
What sources support these facts?,
What is the persuasive goal and call to action?,
How should the infographic be designed for the audience?,
What should be explained in the explainer document?

June 25, 2025

Enzyme Activity with Gelatin

By Academic Wizard Blog

Enzyme Activity with Gelatin

Materials

· 1 package of gelatin – any brand or flavor (If you cannot use a cow or pig-based gelatin for any reason, try using a vegan gelatin based on agar-agar or carrageenan.)

· 3 Styrofoam or plastic cups

· Small amount of fresh pineapple, kiwi, papaya, mango, or figs (must be fresh)

· Canned pineapple, fruit cocktail, or boiled (for at least 5 minutes) pineapple, kiwi, papaya, mango or figs

Procedure

1. Prepare for the lab by first filling out the table in the Background section (following the Procedure section).

2. Prepare the gelatin as directed on the package.

3. After preparing the gelatin, pour equal amounts into each of your three cups.

4. Label cup 1 as control. Do not add anything to the cup.

5. Label cup 2 fresh fruit and add several chunks of the fresh fruit to the cup.

6. Label cup 3 canned fruit, and add several chunks of canned pineapple, several spoonfuls of fruit cocktail, or several pieces of boiled fruit.

Enzyme Activity with Gelatin

7. Complete your Hypothesis on the next page.

8. Place the cups in the refrigerator and leave until the gelatin in the control cup has set.

9. Remove cups from the refrigerator.

10. Get a piece of paper and write your name and UAG student ID on it. Place the paper next to the cups. Then take a picture of the cups with the paper clearly showing.

11. Complete the Data Table on the next page, insert or paste your picture in the Evidence section, and answer the questions.

Background

To prepare for the lab, fill out the following table. Questions you are to answer are in the left column. Do a search either in your reading materials or on the internet to answer the questions. In the column Source, write down or provide a link to the source which provided the answer. In the Quote column, copy and paste what the source says which answers the question. In the Your Paraphrase column, write the answer to the question in your own words. You will probably only need only one or two sentences for each answer.

Enzyme Activity with Gelatin

Question	Source	Quote	Your Paraphrase
What is the main ingredient in gelatin?
What is a protease, and what does it do?
What fruits contain protease?
What happens to an enzyme when it is heated to a very high temperature?

Hypothesis

Do you think that the gelatin in all the cups will set? Why or why not?

Data Table

Materials	Specific Material Used
Gelatin used (animal, vegetarian – agar, carrageenan, etc.)	(Type in here what gelatin you used: animal or vegetarian. If vegetarian, what was the gelatin using? Agar, carrageenan, etc.)
Fresh fruit	(Type in here what fresh fruit you used.)
Canned/boiled fruit	(Type in here what kind of canned fruit or boiled fruit that you used.)
Cup	Condition of Gelatin After Refrigeration
1 – Control
2 – Fresh fruit
3 – Canned fruit

Evidence

Insert the picture you took of your cups after refrigeration. Make sure the picture includes a piece of paper with your name and UAG student number clearly legible.

Conclusions (Write in complete sentences.)

1. Was your hypotheses correct? Explain.

2. Which cup(s) did not gel? Explain why.

3. Does the way that the fruit is prepared make a difference in the gelatin? Explain. Be thorough.

What is the main ingredient in gelatin?,
What is a protease, and what does it do?,
What fruits contain protease?,
What happens to an enzyme when it is heated to a very high temperature?,
Do you think the gelatin in all the cups will set? Why or why not?

June 25, 2025

Weekly Clinical Reflection

By Academic Wizard Blog

Weekly Clinical Reflection

Describe your clinical experience for this week.

Did you face any challenges, any success? If so, what were they?
Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
Mention the health promotion intervention for this patient.
What did you learn from this week’s clinical experience that can beneficial for you as an advanced practice nurse?
Support your plan of care with the current peer-reviewed research guideline.

Submission Instructions:

Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Weekly Clinical Reflection

Did you face any challenges or successes during clinical this week?,
What were the signs and symptoms assessment and plan of care for your patient?,
What are three possible differential diagnoses with rationales?,
What health promotion intervention was used?,
What did you learn that will benefit your advanced practice nursing role?

📝 Weekly Clinical Experience Reflection

This week’s clinical rotation offered an insightful experience that challenged my diagnostic and patient management skills while reinforcing the value of holistic care. One of the most notable encounters involved a 72-year-old male patient who presented with complaints of progressive fatigue, dyspnea on exertion, and occasional palpitations over the past three weeks. He denied chest pain, cough, fever, or lower extremity swelling. His past medical history included hypertension and osteoarthritis.

🌡️ Patient Assessment and Clinical Findings

Subjective (S):

Chief Complaint: “I feel exhausted even when walking short distances.”
Associated Symptoms: Dizziness, palpitations, mild headaches
ROS: Denied syncope, fever, cough, GI bleeding, or recent weight loss

Objective (O):

Vitals: BP 134/78 mmHg, HR 102 bpm (irregular), Temp 98.7°F, RR 18, O2 sat 96% RA
General: Pale, slightly fatigued but alert
Cardiac: Irregularly irregular rhythm, no murmurs
Pulmonary: Clear to auscultation
Abdomen: Soft, non-tender
Skin: Mild pallor noted
Labs: CBC revealed Hemoglobin 9.0 g/dL, MCV 78 fL, Ferritin 10 ng/mL, TSH within normal limits

Weekly Clinical Reflection

🩺 Assessment and Plan of Care

Assessment:
The patient was diagnosed with iron-deficiency anemia, likely secondary to chronic gastrointestinal blood loss.

Plan of Care:

Initiate iron supplementation (Ferrous sulfate 325 mg PO BID with vitamin C)
Order FOBT to assess for occult GI bleeding
Schedule colonoscopy for further investigation
Nutritional counseling for iron-rich diet
Educate on medication adherence and follow-up importance
Re-evaluate CBC in 4 weeks

🧠 Differential Diagnoses and Rationales

Iron-Deficiency Anemia
- Most consistent with patient’s fatigue, low hemoglobin, microcytic anemia (low MCV), and low ferritin. Common in elderly due to chronic GI loss.
Anemia of Chronic Disease
- Typically presents with normocytic or slightly microcytic anemia; less likely due to low ferritin, which is usually elevated in chronic disease.
Atrial Fibrillation
- Suggested by irregular heart rate and palpitations; could contribute to symptoms but is more likely secondary or concurrent than primary diagnosis. Requires ECG confirmation and further cardiac evaluation.

💡 Health Promotion Intervention

Health promotion included dietary education to encourage consumption of iron-rich foods (e.g., spinach, red meat, lentils) and avoidance of calcium-rich foods with iron supplements. The patient was also advised on hydration, medication compliance, and the importance of routine screenings for colorectal cancer, especially in the presence of unexplained anemia.

👩‍⚕️ Clinical Takeaways as an APRN

This week reinforced the importance of comprehensive assessment and the integration of subtle clinical signs to guide diagnostic reasoning. I learned to prioritize patient education and preventive screening, particularly in older adults at risk for hidden pathologies such as GI bleeding or malignancy. It also deepened my understanding of collaborative care—working with gastroenterologists, nutritionists, and pharmacists to support the patient’s full recovery.

June 25, 2025

Anemia SOAP Note

By Academic Wizard Blog

Anemia SOAP Note

Patient came in for being anemic. Was having episodes of dizziness and light headedness. Patient is a 68 year female. Married to a male with type 2 diabetes. 2 children with no issues. Patient have a history of 1 surgery 15 years ago removing a cyst in an ovary.

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

Instructions:

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

S =	Subjective data: Patient’s Chief Complaint (CC).
O =	Objective data: Including client behavior, physical assessment, vital signs, and meds.
A =	Assessment: Diagnosis of the patient’s condition. Include differential diagnosis.
P =	Plan: Treatment, diagnostic testing, and follow up

Click here to access and download the SOAP Note Template Download Click here to access and download the SOAP Note Template

Submission Instructions:

· Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

· You must use the template provided. Turnitin will recognize the template and not score against it.

Anemia SOAP Note

What is the patient’s chief complaint (CC)?,
What are the patient’s objective clinical findings (vitals, meds, physical exam)?,
What is the working diagnosis and differential?,
What is the plan for treatment and follow-up?,
How should this be formatted using the SOAP method?

📝 SOAP Note (Based on Provided Info)

S – Subjective:
Chief Complaint: “I’ve been feeling dizzy and lightheaded lately.”
68-year-old female presents with complaints of dizziness and lightheadedness. She reports intermittent episodes over the past week. She denies syncope, chest pain, or shortness of breath. No history of recent falls. She notes fatigue and a general sense of weakness. No melena, hematochezia, or abnormal bleeding. Denies dietary changes or significant weight loss.

Past Medical History:

One surgical procedure 15 years ago to remove an ovarian cyst
No history of chronic illnesses
Married to a husband with type 2 diabetes
Two children without medical concerns

O – Objective:
Vital Signs:

BP: 108/72 mmHg
HR: 92 bpm
RR: 16/min
Temp: 98.6°F
O2 Sat: 98% RA

Physical Exam:

General: Alert and oriented x3, appears fatigued
Cardiovascular: Regular rate and rhythm, no murmurs
Pulmonary: Clear to auscultation bilaterally
Abdomen: Soft, non-tender, no organomegaly
Neuro: Cranial nerves II–XII intact, no focal deficits
Skin: Pale, no bruising or petechiae

Labs (if available):

CBC: Hemoglobin 9.2 g/dL, Hematocrit 28%, MCV 70 fL (microcytic anemia)
Iron studies pending

Medications:

Multivitamin OTC daily
No other medications reported

A – Assessment:
Primary Diagnosis: Iron-deficiency anemia (likely)
Differential Diagnoses:

Anemia of chronic disease
Gastrointestinal blood loss
Vitamin B12 or folate deficiency
Myelodysplastic syndrome (age-related concern)

June 25, 2025

Nursing Philosophy and DNP Role

By Academic Wizard Blog

Nursing Philosophy and DNP Role

explanation of your philosophy of nursing practice. Include your nursing experience and expertise. Kindly explain the underlying tenets that support your philosophy of nursing practice and your goals for expanding your experience and practice as a DNP (e.g., embracing diversity, global health issues, and collaboration). Include how these dynamics are linked to the DNP’s role as a social change agent. Include a recommendation for at least one way to advocate for positive social change as a Walden DNP. Be specific and provide examples, with all citations in APA 7 style. This work must be well supported with professional references from the course and peer-reviewed journals. Outside articles are to be published no earlier than 2019. Your main post needs to be submitted by Wednesday

Nursing Philosophy and DNP Role

What is your personal philosophy of nursing practice?,
What experiences and expertise support this philosophy?,
How do you plan to expand your practice as a DNP?,
What is the DNP’s role in social change?,
How can you advocate for positive social change at Walden?

My Philosophy of Nursing Practice

My philosophy of nursing is grounded in holistic, patient-centered care, rooted in compassion, evidence-based practice, and social responsibility. I believe nursing is both a science and an art—a dynamic profession committed to alleviating suffering, restoring health, and advocating for the vulnerable. My approach emphasizes dignity, empathy, cultural competence, and clinical excellence across diverse populations.

With over a decade of clinical experience in acute care and community health settings, I’ve developed expertise in chronic disease management, health education, and interdisciplinary collaboration. These experiences have shaped my belief that nursing care must be adaptive, inclusive, and equitable to effectively meet the needs of individuals and communities in today’s complex healthcare environment.

Core Tenets Supporting My Nursing Philosophy

Humanistic Care and Compassion
Inspired by Jean Watson’s Theory of Human Caring, I regard every patient interaction as an opportunity for connection, healing, and trust-building (Watson, 2020). This perspective centers on the idea that caring relationships are foundational to effective health outcomes.
Evidence-Based Practice and Lifelong Learning
My commitment to integrating current research and clinical guidelines ensures that patient care is informed, safe, and effective. As a nurse practitioner, I continuously pursue professional development to remain aligned with the latest standards of practice (Melnyk & Fineout-Overholt, 2023).
Health Equity and Cultural Competence
I firmly believe that addressing social determinants of health is not optional—it’s a moral and professional obligation. Cultural humility and awareness of systemic disparities shape how I approach assessment, diagnosis, and treatment, particularly in underserved populations (Campinha-Bacote, 2020).

Goals as a DNP: Embracing Diversity and Driving Change

As I advance toward a Doctor of Nursing Practice (DNP) degree at Walden University, my goal is to become a transformative leader who influences practice, policy, and population health. The DNP role uniquely prepares nurses to:

Promote diversity by developing culturally responsive care models that reflect the needs of marginalized communities.
Engage with global health issues such as infectious disease outbreaks and chronic disease disparities through telehealth and international collaborations.
Lead interdisciplinary teams to design systems-level solutions that improve care quality and access.

By mastering these areas, I intend to influence healthcare delivery beyond individual encounters and into broader systems that shape community health.

Nursing Philosophy and DNP Role

The DNP as a Social Change Agent

The DNP-prepared nurse is positioned to drive social change by combining clinical expertise with advocacy and leadership. This role goes beyond bedside care, extending to policy reform, program development, and systems-level improvement. According to Zaccagnini and Pechacek (2021), DNPs are uniquely equipped to identify gaps in care and implement innovations that promote justice, access, and health equity.

For example, in Miami-Dade County, where I practice, high rates of hypertension and diabetes disproportionately affect Black and Hispanic populations. A DNP might lead a community outreach initiative that partners with faith-based organizations to deliver screenings and culturally tailored education programs. By combining epidemiological data with community engagement, the DNP becomes a catalyst for measurable change.

June 25, 2025

Assistive Tech & AAC Advocacy

By Academic Wizard Blog

Assistive Tech & AAC Advocacy

Please read the directions carefully as this is a two-part assignment. For the first part you must create an interview the school district for reference is in Miami-Dade County. This is due within 28 hours.

Part 1:

The use of augmentative and alternative communication (AAC) allows students with moderate to severe disabilities to communicate with others regardless of their condition. Technology provides students with the tools necessary to meet their educational needs, as well as a way to connect with those around them. Understanding how AAC works best for each age group or disability can help an educator make the best decisions for students. Allocate at least 1.5 hour in the field to complete this assignment.

In person, or via phone or internet-based communication such as FaceTime, Zoom, or Skype but not email, interview two individuals involved in the learning of students with moderate to severe disabilities. The interviewees can include special education teachers, special education directors, parents/families of special education students, or technology personnel at the district or state level that work with special education. Discuss the individual’s training and experience with students who use augmentative communication tools. Take notes, as these interviews will be submitted as part of the assignment deliverable. In your interviews, discuss the following:

· The individual’s experience working with students with moderate to severe disabilities, including the prevalence of various types of disabilities they have encountered in their work.

Assistive Tech & AAC Advocacy

· At least one assistive technology (AT) and one augmentative communication (AC) tool that could be used to assist students with moderate to severe disabilities with their communication needs.

· How, specifically, would this individual advocate for and support future use of both AT and AAC for students who require assistive technology and augmentative communication.

After your interviews, write a 250-500 word reflection in which you discuss what you have learned from the interactions. Describe how you plan to advocate for the use of assistive technology and augmentative communication tools to support instruction and learning in your future professional practice.

Submit your interview notes and reflection to the learning management system

Part 2: (For this please look at the attached document entitled “Sally Case Study “ ) Background to information to use about myself is that I am a Secondary Teacher within Miami-Dade I am family oriented etc…

Teachers of students with moderate to severe disabilities need to be able to identify the unique needs of their students and the best strategies for promoting their success in the classroom setting. These teachers should also strive for positive, open, and regular communication with their students’ families, which will allow them to collaborate in advocating for the students to achieve their fullest potential.

Assistive Tech & AAC Advocacy

For this assignment, using the “Sally Case Study,” write a 500-750 word letter to the student’s family in which you do the following:

· Identify six unique needs of the student in the case study.

· For each unique need, identify one strategy (instructional, positioning, communication, etc.) you or other teachers can use to support student success in the classroom setting.

· To promote self-advocacy, identify three ways the student can use assistive technology to create a digital presentation about herself to contribute during their IEP process.

· Identify three community resources, conferences, learning opportunities, or organizations the student’s family could use when advocating for and seeking assistance in meeting their child’s educational needs.

· Conclude by explaining how you will follow-up with the parents/guardians about their child’s progress in the classroom throughout the year and about upcoming community events.

Your letter should have an introduction to your family including personal information about yourself, professional information, and the reason for the letter. Conclude the letter with your contact information and times you can be reached.

Support your letter with at least two scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide

What are the experiences of professionals working with students with moderate to severe disabilities?,
,What assistive technology (AT) and augmentative communication (AAC) tools do they recommend?,
How do these professionals advocate for the continued use of AT and AAC?,
What did you learn from interviewing them, and how will you apply it in your future practice?,
What are the six unique needs of Sally, and how can each be addressed?

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