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  • [Solved] MADAME MICHELLE

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    In-depth study guidance and analytical solution covering MADAME MICHELLE.

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  • [Solved] week 5 discussion

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    ## **Quality Rating and Improvement Systems** We all agree that educational programs need to adhere to standards. Because state standards are so diverse across the United States, the early childhood field is moving towards developing state-specific rating systems. These systems, known as quality rat…

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    ## **Quality Rating and Improvement Systems**

    We all agree that educational programs need to adhere to standards. Because state standards are so diverse across the United States, the early childhood field is moving towards developing state-specific rating systems. These systems, known as quality rating and improvement systems (QRIS) will monitor quality across all the early education programs. Currently, few states focus on the cultural competence within their QRIS framework. In this discussion, you will explore how you can support culturally competent policies and equitable practices in your own educational setting.

    To prepare for this discussion:

    – Read Chapter 6 of the course text.
    – Read [_Building the System for EquityLinks to an external site._](https://info.teachstone.com/blog/building-the-system-for-equity).
    – Explore QRIS for the state that you work in at [_State Information_Links to an external site.](https://ecquality.acf.hhs.gov/states).

    In your initial post,

    – Identify if the state (Texas) you currently or plan to work in participates in the QRIS system.
    – Share any culturally competent policies that currently exist in your workplace or state.
    – Explain three key components of anti-bias/multicultural/culturally competent care and education that you think must be incorporated into all QRIS systems. Explain using research to support your thinking.
    – Describe how you can “speak up” for culturally diverse children and families that may not have a strong voice within your workplace/state.

    – 2 years ago

  • [Solved] week 5 discussion

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    ## **Quality Rating and Improvement Systems** We all agree that educational programs need to adhere to standards. Because state standards are so diverse across the United States, the early childhood field is moving towards developing state-specific rating systems. These systems, known as quality rat…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    ## **Quality Rating and Improvement Systems**

    We all agree that educational programs need to adhere to standards. Because state standards are so diverse across the United States, the early childhood field is moving towards developing state-specific rating systems. These systems, known as quality rating and improvement systems (QRIS) will monitor quality across all the early education programs. Currently, few states focus on the cultural competence within their QRIS framework. In this discussion, you will explore how you can support culturally competent policies and equitable practices in your own educational setting.

    To prepare for this discussion:

    – Read Chapter 6 of the course text.
    – Read [_Building the System for EquityLinks to an external site._](https://info.teachstone.com/blog/building-the-system-for-equity).
    – Explore QRIS for the state that you work in at [_State Information_Links to an external site.](https://ecquality.acf.hhs.gov/states).

    In your initial post,

    – Identify if the state (Texas) you currently or plan to work in participates in the QRIS system.
    – Share any culturally competent policies that currently exist in your workplace or state.
    – Explain three key components of anti-bias/multicultural/culturally competent care and education that you think must be incorporated into all QRIS systems. Explain using research to support your thinking.
    – Describe how you can “speak up” for culturally diverse children and families that may not have a strong voice within your workplace/state.

    – 2 years ago

  • [Solved] 3.11 Pert Strategic brand management

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    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) follow the requirment – 2 years ago

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

    follow the requirment

    – 2 years ago

  • [Solved] Nursing Map

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    – 2 years ago **files (3)** – ## ConceptMapTemplate.docx – ## ConceptMapExample.pdf – barcode.jpeg **## ConceptMapTemplate.docx** ### NIGHTINGALE COLLEGE ### DIRECT-FOCUSED CARE: **CONCEPT MAPPING ASSIGNMENT WORKSHEET** **_You may use this document to complete your Concept Map and submit it to Canva…

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    – 2 years ago

    **files (3)**

    – ## ConceptMapTemplate.docx

    – ## ConceptMapExample.pdf

    – barcode.jpeg

    **## ConceptMapTemplate.docx**

    ### NIGHTINGALE COLLEGE

    ### DIRECT-FOCUSED CARE: **CONCEPT MAPPING ASSIGNMENT WORKSHEET**

    **_You may use this document to complete your Concept Map and submit it to Canvas, or you may use the template provided within the instructions in Canvas. You don’t need to do both. This is just an alternative if you are having trouble manipulating the original template in Canvas._**

    **NURSING PROCESS TEMPLATE:**

    **Assessment (Recognizing Cues)**

    Which patient information is relevant? What patient data is most important? Which patient information is of immediate concern? Consider signs and symptoms, lab work, patient statements, H & P, and others. Consider subjective and objective data.

    **Analysis (Analyzing Cues)**

    Which patient conditions are consistent with the cues? Do the cues support a particular patient condition? What cues are a cause for concern? What other information would help to establish the significance of a cue?

    **Analysis (Prioritizing Hypotheses)**

    What explanations are most likely? What is the most serious explanation? What is the priority order for safe and effective care?

    **Planning (Generate Solutions)**

    What are the desirable outcomes? What interventions can achieve these outcomes? What should be avoided? (SMART Planning- specific, measurable, attainable, realistic/relevant, time-restricted- Goal setting)

    **Implementation (Take actions)**

    How should the intervention or combination of interventions be performed, requested, communicated, taught, etc.? What are the priority interventions? (Mark with asterisk)

    **Evaluation (Evaluating Outcomes)**

    What signs point to improving/declining/unchanged status? What interventions were effective? Are there other interventions that could be more effective? Did the patient’s care outlook or status improve?

    **CONCEPT MAP TEMPLATE:**

    **Nursing Process Template**

    **(All 6 areas of the Nursing Process Template should be thoroughly completed. The SBAR information below is correctly and thoroughly identified, and in the right format. The chosen concept is clearly identified below.)**

    **Patient Information (SBAR)**

    **(Use SBAR format. See ELO for proper SBAR format.)**

    **S:**

    **B:**

    **A:**

    **R:**

    **Main Concept (Should be focus of below map)**

    **(You may only use a concept ONCE per semester. The Giddens text lists concepts. No medical or nursing diagnoses.)**

    **Concept:**

    **Recognizing Cues (S&S)**

    **(Identify at least 4 critical cues that are significant and could impact the patient condition. May consider both subjective and objective data.)**

    **1.**

    **2.**

    **3.**

    **4.**

    **Disease Process/Pathophysiology/Risk Factors**

    **(Thorough review of the disease process pathophysiology and identify risk factors)**

    **Disease Process and Pathophysiology:**

    **Risk Factors:**

    **Analyzing Cues/Conditions**

    **(Based on identified cues, create 3 to 4 supporting connections between the relevant cues and client conditions/problems.)**

    **1.**

    **2.**

    **3.**

    **4.**

    **Prioritizing Hypotheses**

    **(Based on identified connections between cues and patient conditions/problems, identify and RANK 3 client conditions/problems critical to positive patient outcomes, with the most urgent problem first.)**

    **1.**

    **2.**

    **3.**

    **SMART PLANNING: Generate Solutions/Outcomes/Interventions**

    **(List 5 solutions/outcomes with appropriate nursing interventions that will positively impact client outcomes and are appropriate to the care of the client. Outcomes/goals are listed in SMART format.)**

    (ex: Within 30 minutes of breathing treatment and application of supplemental oxygen via nasal cannula, client will obtain and maintain oxygen saturation levels >95%.)

    **1.**

    **2.**

    **3.**

    **4.**

    **5.**

    **Taking Action – (How To)**

    **(Describe how each of the 5 identified nursing interventions will be performed, implemented, administered, communicated, or taught.)**

    **1.**

    **2.**

    **3.**

    **4.**

    **5.**

    **Evaluating Outcomes**

    **(Describe how you will determine the effectiveness of the 5 priority nursing interventions you implemented. How will you know if your interventions are effective or not?)**

    **1.**

    **2.**

    **3.**

    **4.**

    **5.**

    **## ConceptMapExample.pdf**

    NIGHTINGALE COLLEGE
    DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET

    NURSING PROCESS TEMPLATE:

    Assessment (Recognizing Cues)

    Which patient information is relevant? What patient data is most

    important? Which patient information is of immediate concern?

    Consider signs and symptoms, lab work, patient statements, H & P,

    and others. Consider subjective and objective data.

    Vital signs: Fevers can indicate infection and/or
    inflammation. Low oxygen saturation levels (< 90%) can
    indicate inflammation in the airways. Heart rate and
    respirations: Tachycardia and tachypnea are both signs of
    an inflammatory response in the airways, or asthma.

    Lung sounds: Wheezing can indicate a partially blocked
    airway or swollen bronchiole tubes from inflammation
    (Cleveland Clinic, 2020b). This client had inspiratory and
    expiratory wheezes, telling us that he had inflammation
    in his bronchiole tubes.

    Medical History: 5-year-old boy with a history of asthma
    and currently has a fever. Caregiver reports that inhaler
    has not been helping.

    Analysis (Analyzing Cues)

    Which patient conditions are consistent with the cues? Do the cues
    support a particular patient condition? What cues are a cause for
    concern? What other information would help to establish the
    significance of a cue?

    One condition that is consistent with the cues is severe
    acute asthma exacerbation. Another is that the client
    may have a respiratory tract infection. Because of these
    conditions, the bronchioles have become inflamed, and
    the client has classic symptoms of an asthma
    exacerbation: tachypnea, tachycardia, diaphoresis,
    wheezing, shortness of breath, and chest tightness
    (Jafarnejad & Khoshnezhad, 2020).

    Analysis (Prioritizing Hypotheses)

    What explanations are most likely? What is the most serious
    explanation? What is the priority order for safe and effective care?

    The client is most likely suffering from an asthma attack,
    which includes inflammation and narrowing of airways.
    This could be related to a respiratory infection affecting
    the airways. The most serious explanation at this time
    would be a severe asthma attack affecting the client’s
    ability to breathe. The priority for safe and effective care
    for this client would include maintaining patent airways
    and an adequate oxygen saturation level.

    Planning (Generate Solutions)

    What are the desirable outcomes? What interventions can achieve
    these outcomes? What should be avoided? (SMART Planning- specific,
    measurable, attainable, realistic/relevant, time-restricted- Goal
    setting)

    Achieve and maintain control of symptoms: medications,
    fluids, oxygen.

    Prevent respiratory decline: monitor client for any
    indication of decline and treat as necessary.

    Avoid dehydration, respiratory irritants, missing
    medications, excessive physical activity during acute
    exacerbation.

    Implementation (Take actions)

    How should the intervention or combination of interventions be
    performed, requested, communicated, taught, etc.? What are the
    priority interventions? (Mark with asterisk)

    Positioning the client in a high-fowlers or semi-fowlers
    can help with dyspnea while undergoing nebulizer
    therapy (Chanif & Prastika, 2019).

    Offer the client water to help thin secretions and hydrate.
    Some clients may experience a dry mouth from
    corticosteroids (Hira et al., 2015). Water can also be

    Page 2 of 5

    soothing since the client has a slight fever and is feeling
    warm.

    Client (and caregiver) education. This client is only 5 years
    old so it can be helpful to show him how to properly use
    his inhaler (with a chamber) by demonstrating on a
    stuffed animal or inanimate object (LaRue & Kelly, 2015).
    The caregiver should be educated on the medication
    regimen, as well as how to use the inhalers and nebulizer
    treatments. We should teach her the importance of the
    treatments and when to call the provider. It is important
    to inform her of common irritants such as being exposed
    to smoke, dust, and pets (National Asthma Council,
    2022).

    Therapeutic communication: Since this is a pediatric
    client, earning his trust can be tough but very important
    so that he will feel safe with us and be more likely to
    comply with the treatment. We must ask permission
    before performing examinations and explain the process
    as well as what he can expect.

    Offer to turn on a movie or music for him. We want the
    client to stay calm, comfortable, and happy. The
    distraction of the television may help him rest and feel
    more comfortable in such a stressful situation and
    setting, being away from home (Children’s Hospital of
    Pittsburgh, 2022).

    Evaluation (Evaluating Outcomes)

    What signs point to improving/declining/unchanged status? What
    interventions were effective? Are there other interventions that
    could be more effective? Did the patient’s care outlook or status
    improve?

    Before the assessment in the ED the client was not using
    the spacer and was inhaling too fast (the client should
    take a slow, deep breath). The nurse identified lack of
    coordination between activating the inhaler and initiating
    the deep breath, angling the inhaler to spray the tongue
    or side of the mouth, and the client failing to hold his
    breath for 10 seconds after inhalation. If this kind of
    management continues, client will not get the necessary
    medication he needs when another attack occurs.

    Client’s cough has subsided and has been able to relax
    without breathing difficulty. Oxygen saturation improved
    to 96%. Client’s heart rate and respiratory rate have
    dropped to WNL. Intermittent expiratory wheezes still
    present but diminishing.

    Page 3 of 5

    Patient Information (SBAR)

    Main Concept

    (Should be focus of below map)

    Disease Process/Pathophysiology/Risk Factors

    Recognizing Cues, (S&S)

    Analyzing Cues/Concerns

    Prioritizing Hypotheses

    Asthma is an airflow obstruction due to bronchial

    hyperresponsiveness and underlying inflammation. The

    bronchoconstriction quickly occurs to narrow the

    airways due to stimuli such as irritants, allergens, or

    infection. During an exacerbation, the epithelial cells

    that line the airway initiate an inflammatory response,

    causing the airways to become inflamed and begin to

    swell and narrow. The muscles around the airway

    contract and produce more mucus which leads to

    further narrowing of the bronchial tubes.

    • Step 1 – Mild intermittent asthma. Symptoms
    fewer than two times a week.

    • Step 2 – Mild persistent asthma. Symptoms
    more than two times a week, but no more
    than once a day.

    • Step 3 – Moderate persistent asthma.
    Symptoms every day.

    • Step 4 – Severe persistent asthma. Constant
    symptoms.

    Risk Factors: Allergies, family history,
    secondhand smoke, environmental exposures,
    more prevalent in children

    S: 5-year-old boy with an apparent acute

    severe exacerbation of asthma.

    B: The client was alert and speaking in short

    sentences due to shortness of breath.

    Inspiratory and expiratory wheezes audible

    without the use of a stethoscope. Fever of

    100.4 F, HR of 130 bpm, RR 40 bpm, O2 sat

    of 90%. Patient has NKDA and no significant

    past medical history other than diagnosis of

    asthma.

    A: I think the patient is experiencing asthma

    exacerbation possibly due to respiratory

    illness.

    R: I recommend starting nebulizer

    treatments and would like you to come place

    orders as soon as possible, please.

    INFLAMMATION

    Prioritize client conditions and care:

    1. Wheezing/dyspnea

    2. Hypoxia

    3. Fever

    • Respiratory rate – 40 bpm

    • Low oxygen saturation – 90%

    • Fever – 100.4 F

    • Chest tightness

    • Inspiratory and expiratory wheezes

    • Rapid heart rate – 130 bpm

    Supporting connections between the cues

    (S&S) and the client condition:

    • Wheezing indicates bronchiole

    inflammation causing airway

    constriction.

    • Dyspnea (shortness of breath)

    causes tachypnea and tachycardia.

    • Hypoxia (low oxygen saturation) is

    related to the impaired gas

    exchange due to the airway

    constriction.

    • Fever is related to suspected

    respiratory infection.

    Page 4 of 5

    Generate Solutions/Outcomes/Interventions

    SMART Planning Taking Action – (How To)

    Evaluating Outcomes

    1. Apply nasal cannula and titrate oxygen to

    maintain oxygen saturation >95%.

    2. Administer medications/breathing treatments

    as directed to decrease inflammation and

    wheezing. Listen to lungs every 30 minutes x2

    hours to assess for wheezing.

    3. Position the client in a high-fowlers or semi-

    fowlers position to maintain airway clearance.

    4. Administer antipyretic medication as need to

    decrease fever and provide comfort.

    5. Educate the client and caregiver regarding plan

    of care, medications, and inhaler use. Verbalize

    and demonstrate correct spacer use and

    educate on importance of proper use.

    1. The client’s O2 saturation was 98% on room air without evidence of dyspnea or chest tightness following

    oxygen therapy.

    2. Client’s respiratory rate decreased to 24 bpm and heart rate decreased to 100 bpm. Client verbalized ease of

    breathing. Mild intermittent expiratory wheezes audible only with stethoscope.

    3. Client able to sit upright to expectorate mucus and maintain airway clearance. Lungs clear with intermittent

    expiratory wheezes.

    4. Client’s temperature decreased from 100.4 F to 98.9 F by end of shift.

    5. Caregiver and client demonstrated the appropriate use of inhaler with spacer, ensuring client inhales the

    amount of medication needed, optimizing the effectiveness of the medication.

    6.

    4.

    5.

    1. Within 30 minutes of breathing treatment

    and application of supplemental oxygen via

    nasal cannula, client will obtain and maintain

    oxygen saturation levels >95%.

    2. Within 30 minutes of breathing treatment,

    respiratory rate will be within 20-30 bpm and

    heart rate will be within 75-115 bpm.

    3. Client will have improved airway clearance

    related to repositioning as evidenced by clear

    lung sounds in all four lung fields anteriorly and

    posteriorly by the end of the shift.

    4. By end of the shift, client’s temperature will

    be decreased from 100.4 F down to <99 F

    following antipyretic medication administration.

    5. By end of shift, client will correctly

    demonstrate the use of inhaler spacer three

    times, as a result of proper client and caregiver

    education.

    Page 5 of 5

    References

    Children’s Hospital of Pittsburgh. (2022). Distraction techniques | Children’s Hospital Pittsburgh.

    https://www.chp.edu/our-services/radiology/our-approach/distractiontechniques

    Cleveland Clinic. (2020b). Wheezing: Definition, causes & treatment.

    https://my.clevelandclinic.org/health/symptoms/15203-wheezing

    Giddens, J. F. (2017). Concepts for nursing practice (2nd ed.). Elsevier.

    Jafarnejad, S., & Khoshnezhad Ebrahimi, H. (2020). Clinical guidelines on pediatric asthma exacerbation in emergency

    department, a narrative review. European journal of translational myology, 30(1), 8682.

    https://doi.org/10.4081/ejtm.2019.8682

    National Asthma Council. (2022). The National Asthma Council Australia. https://www.nationalasthma.org.au/living-

    with-asthma/resources/patientscarers/factsheets/pets-and-allergies

    [https://www.chp.edu/our-services/radiology/our-approach/distractiontechniques](https://www.chp.edu/our-services/radiology/our-approach/distractiontechniques)

    [https://my.clevelandclinic.org/health/symptoms/15203-wheezing](https://my.clevelandclinic.org/health/symptoms/15203-wheezing)

    [https://doi.org/10.4081/ejtm.2019.8682](https://doi.org/10.4081/ejtm.2019.8682)

    **barcode.jpeg**

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    **## ConceptMapTemplate.docx**

    ### NIGHTINGALE COLLEGE

    ### DIRECT-FOCUSED CARE: **CONCEPT MAPPING ASSIGNMENT WORKSHEET**

    **_You may use this document to complete your Concept Map and submit it to Canvas, or you may use the template provided within the instructions in Canvas. You don’t need to do both. This is just an alternative if you are having trouble manipulating the original template in Canvas._**

    **NURSING PROCESS TEMPLATE:**

    **Assessment (Recognizing Cues)**

    Which patient information is relevant? What patient data is most important? Which patient information is of immediate concern? Consider signs and symptoms, lab work, patient statements, H & P, and others. Consider subjective and objective data.

    **Analysis (Analyzing Cues)**

    Which patient conditions are consistent with the cues? Do the cues support a particular patient condition? What cues are a cause for concern? What other information would help to establish the significance of a cue?

    **Analysis (Prioritizing Hypotheses)**

    What explanations are most likely? What is the most serious explanation? What is the priority order for safe and effective care?

    **Planning (Generate Solutions)**

    What are the desirable outcomes? What interventions can achieve these outcomes? What should be avoided? (SMART Planning- specific, measurable, attainable, realistic/relevant, time-restricted- Goal setting)

    **Implementation (Take actions)**

    How should the intervention or combination of interventions be performed, requested, communicated, taught, etc.? What are the priority interventions? (Mark with asterisk)

    **Evaluation (Evaluating Outcomes)**

    What signs point to improving/declining/unchanged status? What interventions were effective? Are there other interventions that could be more effective? Did the patient’s care outlook or status improve?

    **CONCEPT MAP TEMPLATE:**

    **Nursing Process Template**

    **(All 6 areas of the Nursing Process Template should be thoroughly completed. The SBAR information below is correctly and thoroughly identified, and in the right format. The chosen concept is clearly identified below.)**

    **Patient Information (SBAR)**

    **(Use SBAR format. See ELO for proper SBAR format.)**

    **S:**

    **B:**

    **A:**

    **R:**

    **Main Concept (Should be focus of below map)**

    **(You may only use a concept ONCE per semester. The Giddens text lists concepts. No medical or nursing diagnoses.)**

    **Concept:**

    **Recognizing Cues (S&S)**

    **(Identify at least 4 critical cues that are significant and could impact the patient condition. May consider both subjective and objective data.)**

    **1.**

    **2.**

    **3.**

    **4.**

    **Disease Process/Pathophysiology/Risk Factors**

    **(Thorough review of the disease process pathophysiology and identify risk factors)**

    **Disease Process and Pathophysiology:**

    **Risk Factors:**

    **Analyzing Cues/Conditions**

    **(Based on identified cues, create 3 to 4 supporting connections between the relevant cues and client conditions/problems.)**

    **1.**

    **2.**

    **3.**

    **4.**

    **Prioritizing Hypotheses**

    **(Based on identified connections between cues and patient conditions/problems, identify and RANK 3 client conditions/problems critical to positive patient outcomes, with the most urgent problem first.)**

    **1.**

    **2.**

    **3.**

    **SMART PLANNING: Generate Solutions/Outcomes/Interventions**

    **(List 5 solutions/outcomes with appropriate nursing interventions that will positively impact client outcomes and are appropriate to the care of the client. Outcomes/goals are listed in SMART format.)**

    (ex: Within 30 minutes of breathing treatment and application of supplemental oxygen via nasal cannula, client will obtain and maintain oxygen saturation levels >95%.)

    **1.**

    **2.**

    **3.**

    **4.**

    **5.**

    **Taking Action – (How To)**

    **(Describe how each of the 5 identified nursing interventions will be performed, implemented, administered, communicated, or taught.)**

    **1.**

    **2.**

    **3.**

    **4.**

    **5.**

    **Evaluating Outcomes**

    **(Describe how you will determine the effectiveness of the 5 priority nursing interventions you implemented. How will you know if your interventions are effective or not?)**

    **1.**

    **2.**

    **3.**

    **4.**

    **5.**

    **## ConceptMapExample.pdf**

    NIGHTINGALE COLLEGE
    DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET

    NURSING PROCESS TEMPLATE:

    Assessment (Recognizing Cues)

    Which patient information is relevant? What patient data is most

    important? Which patient information is of immediate concern?

    Consider signs and symptoms, lab work, patient statements, H & P,

    and others. Consider subjective and objective data.

    Vital signs: Fevers can indicate infection and/or
    inflammation. Low oxygen saturation levels (< 90%) can
    indicate inflammation in the airways. Heart rate and
    respirations: Tachycardia and tachypnea are both signs of
    an inflammatory response in the airways, or asthma.

    Lung sounds: Wheezing can indicate a partially blocked
    airway or swollen bronchiole tubes from inflammation
    (Cleveland Clinic, 2020b). This client had inspiratory and
    expiratory wheezes, telling us that he had inflammation
    in his bronchiole tubes.

    Medical History: 5-year-old boy with a history of asthma
    and currently has a fever. Caregiver reports that inhaler
    has not been helping.

    Analysis (Analyzing Cues)

    Which patient conditions are consistent with the cues? Do the cues
    support a particular patient condition? What cues are a cause for
    concern? What other information would help to establish the
    significance of a cue?

    One condition that is consistent with the cues is severe
    acute asthma exacerbation. Another is that the client
    may have a respiratory tract infection. Because of these
    conditions, the bronchioles have become inflamed, and
    the client has classic symptoms of an asthma
    exacerbation: tachypnea, tachycardia, diaphoresis,
    wheezing, shortness of breath, and chest tightness
    (Jafarnejad & Khoshnezhad, 2020).

    Analysis (Prioritizing Hypotheses)

    What explanations are most likely? What is the most serious
    explanation? What is the priority order for safe and effective care?

    The client is most likely suffering from an asthma attack,
    which includes inflammation and narrowing of airways.
    This could be related to a respiratory infection affecting
    the airways. The most serious explanation at this time
    would be a severe asthma attack affecting the client’s
    ability to breathe. The priority for safe and effective care
    for this client would include maintaining patent airways
    and an adequate oxygen saturation level.

    Planning (Generate Solutions)

    What are the desirable outcomes? What interventions can achieve
    these outcomes? What should be avoided? (SMART Planning- specific,
    measurable, attainable, realistic/relevant, time-restricted- Goal
    setting)

    Achieve and maintain control of symptoms: medications,
    fluids, oxygen.

    Prevent respiratory decline: monitor client for any
    indication of decline and treat as necessary.

    Avoid dehydration, respiratory irritants, missing
    medications, excessive physical activity during acute
    exacerbation.

    Implementation (Take actions)

    How should the intervention or combination of interventions be
    performed, requested, communicated, taught, etc.? What are the
    priority interventions? (Mark with asterisk)

    Positioning the client in a high-fowlers or semi-fowlers
    can help with dyspnea while undergoing nebulizer
    therapy (Chanif & Prastika, 2019).

    Offer the client water to help thin secretions and hydrate.
    Some clients may experience a dry mouth from
    corticosteroids (Hira et al., 2015). Water can also be

    Page 2 of 5

    soothing since the client has a slight fever and is feeling
    warm.

    Client (and caregiver) education. This client is only 5 years
    old so it can be helpful to show him how to properly use
    his inhaler (with a chamber) by demonstrating on a
    stuffed animal or inanimate object (LaRue & Kelly, 2015).
    The caregiver should be educated on the medication
    regimen, as well as how to use the inhalers and nebulizer
    treatments. We should teach her the importance of the
    treatments and when to call the provider. It is important
    to inform her of common irritants such as being exposed
    to smoke, dust, and pets (National Asthma Council,
    2022).

    Therapeutic communication: Since this is a pediatric
    client, earning his trust can be tough but very important
    so that he will feel safe with us and be more likely to
    comply with the treatment. We must ask permission
    before performing examinations and explain the process
    as well as what he can expect.

    Offer to turn on a movie or music for him. We want the
    client to stay calm, comfortable, and happy. The
    distraction of the television may help him rest and feel
    more comfortable in such a stressful situation and
    setting, being away from home (Children’s Hospital of
    Pittsburgh, 2022).

    Evaluation (Evaluating Outcomes)

    What signs point to improving/declining/unchanged status? What
    interventions were effective? Are there other interventions that
    could be more effective? Did the patient’s care outlook or status
    improve?

    Before the assessment in the ED the client was not using
    the spacer and was inhaling too fast (the client should
    take a slow, deep breath). The nurse identified lack of
    coordination between activating the inhaler and initiating
    the deep breath, angling the inhaler to spray the tongue
    or side of the mouth, and the client failing to hold his
    breath for 10 seconds after inhalation. If this kind of
    management continues, client will not get the necessary
    medication he needs when another attack occurs.

    Client’s cough has subsided and has been able to relax
    without breathing difficulty. Oxygen saturation improved
    to 96%. Client’s heart rate and respiratory rate have
    dropped to WNL. Intermittent expiratory wheezes still
    present but diminishing.

    Page 3 of 5

    Patient Information (SBAR)

    Main Concept

    (Should be focus of below map)

    Disease Process/Pathophysiology/Risk Factors

    Recognizing Cues, (S&S)

    Analyzing Cues/Concerns

    Prioritizing Hypotheses

    Asthma is an airflow obstruction due to bronchial

    hyperresponsiveness and underlying inflammation. The

    bronchoconstriction quickly occurs to narrow the

    airways due to stimuli such as irritants, allergens, or

    infection. During an exacerbation, the epithelial cells

    that line the airway initiate an inflammatory response,

    causing the airways to become inflamed and begin to

    swell and narrow. The muscles around the airway

    contract and produce more mucus which leads to

    further narrowing of the bronchial tubes.

    • Step 1 – Mild intermittent asthma. Symptoms
    fewer than two times a week.

    • Step 2 – Mild persistent asthma. Symptoms
    more than two times a week, but no more
    than once a day.

    • Step 3 – Moderate persistent asthma.
    Symptoms every day.

    • Step 4 – Severe persistent asthma. Constant
    symptoms.

    Risk Factors: Allergies, family history,
    secondhand smoke, environmental exposures,
    more prevalent in children

    S: 5-year-old boy with an apparent acute

    severe exacerbation of asthma.

    B: The client was alert and speaking in short

    sentences due to shortness of breath.

    Inspiratory and expiratory wheezes audible

    without the use of a stethoscope. Fever of

    100.4 F, HR of 130 bpm, RR 40 bpm, O2 sat

    of 90%. Patient has NKDA and no significant

    past medical history other than diagnosis of

    asthma.

    A: I think the patient is experiencing asthma

    exacerbation possibly due to respiratory

    illness.

    R: I recommend starting nebulizer

    treatments and would like you to come place

    orders as soon as possible, please.

    INFLAMMATION

    Prioritize client conditions and care:

    1. Wheezing/dyspnea

    2. Hypoxia

    3. Fever

    • Respiratory rate – 40 bpm

    • Low oxygen saturation – 90%

    • Fever – 100.4 F

    • Chest tightness

    • Inspiratory and expiratory wheezes

    • Rapid heart rate – 130 bpm

    Supporting connections between the cues

    (S&S) and the client condition:

    • Wheezing indicates bronchiole

    inflammation causing airway

    constriction.

    • Dyspnea (shortness of breath)

    causes tachypnea and tachycardia.

    • Hypoxia (low oxygen saturation) is

    related to the impaired gas

    exchange due to the airway

    constriction.

    • Fever is related to suspected

    respiratory infection.

    Page 4 of 5

    Generate Solutions/Outcomes/Interventions

    SMART Planning Taking Action – (How To)

    Evaluating Outcomes

    1. Apply nasal cannula and titrate oxygen to

    maintain oxygen saturation >95%.

    2. Administer medications/breathing treatments

    as directed to decrease inflammation and

    wheezing. Listen to lungs every 30 minutes x2

    hours to assess for wheezing.

    3. Position the client in a high-fowlers or semi-

    fowlers position to maintain airway clearance.

    4. Administer antipyretic medication as need to

    decrease fever and provide comfort.

    5. Educate the client and caregiver regarding plan

    of care, medications, and inhaler use. Verbalize

    and demonstrate correct spacer use and

    educate on importance of proper use.

    1. The client’s O2 saturation was 98% on room air without evidence of dyspnea or chest tightness following

    oxygen therapy.

    2. Client’s respiratory rate decreased to 24 bpm and heart rate decreased to 100 bpm. Client verbalized ease of

    breathing. Mild intermittent expiratory wheezes audible only with stethoscope.

    3. Client able to sit upright to expectorate mucus and maintain airway clearance. Lungs clear with intermittent

    expiratory wheezes.

    4. Client’s temperature decreased from 100.4 F to 98.9 F by end of shift.

    5. Caregiver and client demonstrated the appropriate use of inhaler with spacer, ensuring client inhales the

    amount of medication needed, optimizing the effectiveness of the medication.

    6.

    4.

    5.

    1. Within 30 minutes of breathing treatment

    and application of supplemental oxygen via

    nasal cannula, client will obtain and maintain

    oxygen saturation levels >95%.

    2. Within 30 minutes of breathing treatment,

    respiratory rate will be within 20-30 bpm and

    heart rate will be within 75-115 bpm.

    3. Client will have improved airway clearance

    related to repositioning as evidenced by clear

    lung sounds in all four lung fields anteriorly and

    posteriorly by the end of the shift.

    4. By end of the shift, client’s temperature will

    be decreased from 100.4 F down to <99 F

    following antipyretic medication administration.

    5. By end of shift, client will correctly

    demonstrate the use of inhaler spacer three

    times, as a result of proper client and caregiver

    education.

    Page 5 of 5

    References

    Children’s Hospital of Pittsburgh. (2022). Distraction techniques | Children’s Hospital Pittsburgh.

    https://www.chp.edu/our-services/radiology/our-approach/distractiontechniques

    Cleveland Clinic. (2020b). Wheezing: Definition, causes & treatment.

    https://my.clevelandclinic.org/health/symptoms/15203-wheezing

    Giddens, J. F. (2017). Concepts for nursing practice (2nd ed.). Elsevier.

    Jafarnejad, S., & Khoshnezhad Ebrahimi, H. (2020). Clinical guidelines on pediatric asthma exacerbation in emergency

    department, a narrative review. European journal of translational myology, 30(1), 8682.

    https://doi.org/10.4081/ejtm.2019.8682

    National Asthma Council. (2022). The National Asthma Council Australia. https://www.nationalasthma.org.au/living-

    with-asthma/resources/patientscarers/factsheets/pets-and-allergies

    [https://www.chp.edu/our-services/radiology/our-approach/distractiontechniques](https://www.chp.edu/our-services/radiology/our-approach/distractiontechniques)

    [https://my.clevelandclinic.org/health/symptoms/15203-wheezing](https://my.clevelandclinic.org/health/symptoms/15203-wheezing)

    [https://doi.org/10.4081/ejtm.2019.8682](https://doi.org/10.4081/ejtm.2019.8682)

    **barcode.jpeg**

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    **## ConceptMapTemplate.docx**

    ### NIGHTINGALE COLLEGE

    ### DIRECT-FOCUSED CARE: **CONCEPT MAPPING ASSIGNMENT WORKSHEET**

    **_You may use this document to complete your Concept Map and submit it to Canvas, or you may use the template provided within the instructions in Canvas. You don’t need to do both. This is just an alternative if you are having trouble manipulating the original template in Canvas._**

    **NURSING PROCESS TEMPLATE:**

    **Assessment (Recognizing Cues)**

    Which patient information is relevant? What patient data is most important? Which patient information is of immediate concern? Consider signs and symptoms, lab work, patient statements, H & P, and others. Consider subjective and objective data.

    **Analysis (Analyzing Cues)**

    Which patient conditions are consistent with the cues? Do the cues support a particular patient condition? What cues are a cause for concern? What other information would help to establish the significance of a cue?

    **Analysis (Prioritizing Hypotheses)**

    What explanations are most likely? What is the most serious explanation? What is the priority order for safe and effective care?

    **Planning (Generate Solutions)**

    What are the desirable outcomes? What interventions can achieve these outcomes? What should be avoided? (SMART Planning- specific, measurable, attainable, realistic/relevant, time-restricted- Goal setting)

    **Implementation (Take actions)**

    How should the intervention or combination of interventions be performed, requested, communicated, taught, etc.? What are the priority interventions? (Mark with asterisk)

    **Evaluation (Evaluating Outcomes)**

    What signs point to improving/declining/unchanged status? What interventions were effective? Are there other interventions that could be more effective? Did the patient’s care outlook or status improve?

    **CONCEPT MAP TEMPLATE:**

    **Nursing Process Template**

    **(All 6 areas of the Nursing Process Template should be thoroughly completed. The SBAR information below is correctly and thoroughly identified, and in the right format. The chosen concept is clearly identified below.)**

    **Patient Information (SBAR)**

    **(Use SBAR format. See ELO for proper SBAR format.)**

    **S:**

    **B:**

    **A:**

    **R:**

    **Main Concept (Should be focus of below map)**

    **(You may only use a concept ONCE per semester. The Giddens text lists concepts. No medical or nursing diagnoses.)**

    **Concept:**

    **Recognizing Cues (S&S)**

    **(Identify at least 4 critical cues that are significant and could impact the patient condition. May consider both subjective and objective data.)**

    **1.**

    **2.**

    **3.**

    **4.**

    **Disease Process/Pathophysiology/Risk Factors**

    **(Thorough review of the disease process pathophysiology and identify risk factors)**

    **Disease Process and Pathophysiology:**

    **Risk Factors:**

    **Analyzing Cues/Conditions**

    **(Based on identified cues, create 3 to 4 supporting connections between the relevant cues and client conditions/problems.)**

    **1.**

    **2.**

    **3.**

    **4.**

    **Prioritizing Hypotheses**

    **(Based on identified connections between cues and patient conditions/problems, identify and RANK 3 client conditions/problems critical to positive patient outcomes, with the most urgent problem first.)**

    **1.**

    **2.**

    **3.**

    **SMART PLANNING: Generate Solutions/Outcomes/Interventions**

    **(List 5 solutions/outcomes with appropriate nursing interventions that will positively impact client outcomes and are appropriate to the care of the client. Outcomes/goals are listed in SMART format.)**

    (ex: Within 30 minutes of breathing treatment and application of supplemental oxygen via nasal cannula, client will obtain and maintain oxygen saturation levels >95%.)

    **1.**

    **2.**

    **3.**

    **4.**

    **5.**

    **Taking Action – (How To)**

    **(Describe how each of the 5 identified nursing interventions will be performed, implemented, administered, communicated, or taught.)**

    **1.**

    **2.**

    **3.**

    **4.**

    **5.**

    **Evaluating Outcomes**

    **(Describe how you will determine the effectiveness of the 5 priority nursing interventions you implemented. How will you know if your interventions are effective or not?)**

    **1.**

    **2.**

    **3.**

    **4.**

    **5.**

    **## ConceptMapExample.pdf**

    NIGHTINGALE COLLEGE
    DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET

    NURSING PROCESS TEMPLATE:

    Assessment (Recognizing Cues)

    Which patient information is relevant? What patient data is most

    important? Which patient information is of immediate concern?

    Consider signs and symptoms, lab work, patient statements, H & P,

    and others. Consider subjective and objective data.

    Vital signs: Fevers can indicate infection and/or
    inflammation. Low oxygen saturation levels (< 90%) can
    indicate inflammation in the airways. Heart rate and
    respirations: Tachycardia and tachypnea are both signs of
    an inflammatory response in the airways, or asthma.

    Lung sounds: Wheezing can indicate a partially blocked
    airway or swollen bronchiole tubes from inflammation
    (Cleveland Clinic, 2020b). This client had inspiratory and
    expiratory wheezes, telling us that he had inflammation
    in his bronchiole tubes.

    Medical History: 5-year-old boy with a history of asthma
    and currently has a fever. Caregiver reports that inhaler
    has not been helping.

    Analysis (Analyzing Cues)

    Which patient conditions are consistent with the cues? Do the cues
    support a particular patient condition? What cues are a cause for
    concern? What other information would help to establish the
    significance of a cue?

    One condition that is consistent with the cues is severe
    acute asthma exacerbation. Another is that the client
    may have a respiratory tract infection. Because of these
    conditions, the bronchioles have become inflamed, and
    the client has classic symptoms of an asthma
    exacerbation: tachypnea, tachycardia, diaphoresis,
    wheezing, shortness of breath, and chest tightness
    (Jafarnejad & Khoshnezhad, 2020).

    Analysis (Prioritizing Hypotheses)

    What explanations are most likely? What is the most serious
    explanation? What is the priority order for safe and effective care?

    The client is most likely suffering from an asthma attack,
    which includes inflammation and narrowing of airways.
    This could be related to a respiratory infection affecting
    the airways. The most serious explanation at this time
    would be a severe asthma attack affecting the client’s
    ability to breathe. The priority for safe and effective care
    for this client would include maintaining patent airways
    and an adequate oxygen saturation level.

    Planning (Generate Solutions)

    What are the desirable outcomes? What interventions can achieve
    these outcomes? What should be avoided? (SMART Planning- specific,
    measurable, attainable, realistic/relevant, time-restricted- Goal
    setting)

    Achieve and maintain control of symptoms: medications,
    fluids, oxygen.

    Prevent respiratory decline: monitor client for any
    indication of decline and treat as necessary.

    Avoid dehydration, respiratory irritants, missing
    medications, excessive physical activity during acute
    exacerbation.

    Implementation (Take actions)

    How should the intervention or combination of interventions be
    performed, requested, communicated, taught, etc.? What are the
    priority interventions? (Mark with asterisk)

    Positioning the client in a high-fowlers or semi-fowlers
    can help with dyspnea while undergoing nebulizer
    therapy (Chanif & Prastika, 2019).

    Offer the client water to help thin secretions and hydrate.
    Some clients may experience a dry mouth from
    corticosteroids (Hira et al., 2015). Water can also be

    Page 2 of 5

    soothing since the client has a slight fever and is feeling
    warm.

    Client (and caregiver) education. This client is only 5 years
    old so it can be helpful to show him how to properly use
    his inhaler (with a chamber) by demonstrating on a
    stuffed animal or inanimate object (LaRue & Kelly, 2015).
    The caregiver should be educated on the medication
    regimen, as well as how to use the inhalers and nebulizer
    treatments. We should teach her the importance of the
    treatments and when to call the provider. It is important
    to inform her of common irritants such as being exposed
    to smoke, dust, and pets (National Asthma Council,
    2022).

    Therapeutic communication: Since this is a pediatric
    client, earning his trust can be tough but very important
    so that he will feel safe with us and be more likely to
    comply with the treatment. We must ask permission
    before performing examinations and explain the process
    as well as what he can expect.

    Offer to turn on a movie or music for him. We want the
    client to stay calm, comfortable, and happy. The
    distraction of the television may help him rest and feel
    more comfortable in such a stressful situation and
    setting, being away from home (Children’s Hospital of
    Pittsburgh, 2022).

    Evaluation (Evaluating Outcomes)

    What signs point to improving/declining/unchanged status? What
    interventions were effective? Are there other interventions that
    could be more effective? Did the patient’s care outlook or status
    improve?

    Before the assessment in the ED the client was not using
    the spacer and was inhaling too fast (the client should
    take a slow, deep breath). The nurse identified lack of
    coordination between activating the inhaler and initiating
    the deep breath, angling the inhaler to spray the tongue
    or side of the mouth, and the client failing to hold his
    breath for 10 seconds after inhalation. If this kind of
    management continues, client will not get the necessary
    medication he needs when another attack occurs.

    Client’s cough has subsided and has been able to relax
    without breathing difficulty. Oxygen saturation improved
    to 96%. Client’s heart rate and respiratory rate have
    dropped to WNL. Intermittent expiratory wheezes still
    present but diminishing.

    Page 3 of 5

    Patient Information (SBAR)

    Main Concept

    (Should be focus of below map)

    Disease Process/Pathophysiology/Risk Factors

    Recognizing Cues, (S&S)

    Analyzing Cues/Concerns

    Prioritizing Hypotheses

    Asthma is an airflow obstruction due to bronchial

    hyperresponsiveness and underlying inflammation. The

    bronchoconstriction quickly occurs to narrow the

    airways due to stimuli such as irritants, allergens, or

    infection. During an exacerbation, the epithelial cells

    that line the airway initiate an inflammatory response,

    causing the airways to become inflamed and begin to

    swell and narrow. The muscles around the airway

    contract and produce more mucus which leads to

    further narrowing of the bronchial tubes.

    • Step 1 – Mild intermittent asthma. Symptoms
    fewer than two times a week.

    • Step 2 – Mild persistent asthma. Symptoms
    more than two times a week, but no more
    than once a day.

    • Step 3 – Moderate persistent asthma.
    Symptoms every day.

    • Step 4 – Severe persistent asthma. Constant
    symptoms.

    Risk Factors: Allergies, family history,
    secondhand smoke, environmental exposures,
    more prevalent in children

    S: 5-year-old boy with an apparent acute

    severe exacerbation of asthma.

    B: The client was alert and speaking in short

    sentences due to shortness of breath.

    Inspiratory and expiratory wheezes audible

    without the use of a stethoscope. Fever of

    100.4 F, HR of 130 bpm, RR 40 bpm, O2 sat

    of 90%. Patient has NKDA and no significant

    past medical history other than diagnosis of

    asthma.

    A: I think the patient is experiencing asthma

    exacerbation possibly due to respiratory

    illness.

    R: I recommend starting nebulizer

    treatments and would like you to come place

    orders as soon as possible, please.

    INFLAMMATION

    Prioritize client conditions and care:

    1. Wheezing/dyspnea

    2. Hypoxia

    3. Fever

    • Respiratory rate – 40 bpm

    • Low oxygen saturation – 90%

    • Fever – 100.4 F

    • Chest tightness

    • Inspiratory and expiratory wheezes

    • Rapid heart rate – 130 bpm

    Supporting connections between the cues

    (S&S) and the client condition:

    • Wheezing indicates bronchiole

    inflammation causing airway

    constriction.

    • Dyspnea (shortness of breath)

    causes tachypnea and tachycardia.

    • Hypoxia (low oxygen saturation) is

    related to the impaired gas

    exchange due to the airway

    constriction.

    • Fever is related to suspected

    respiratory infection.

    Page 4 of 5

    Generate Solutions/Outcomes/Interventions

    SMART Planning Taking Action – (How To)

    Evaluating Outcomes

    1. Apply nasal cannula and titrate oxygen to

    maintain oxygen saturation >95%.

    2. Administer medications/breathing treatments

    as directed to decrease inflammation and

    wheezing. Listen to lungs every 30 minutes x2

    hours to assess for wheezing.

    3. Position the client in a high-fowlers or semi-

    fowlers position to maintain airway clearance.

    4. Administer antipyretic medication as need to

    decrease fever and provide comfort.

    5. Educate the client and caregiver regarding plan

    of care, medications, and inhaler use. Verbalize

    and demonstrate correct spacer use and

    educate on importance of proper use.

    1. The client’s O2 saturation was 98% on room air without evidence of dyspnea or chest tightness following

    oxygen therapy.

    2. Client’s respiratory rate decreased to 24 bpm and heart rate decreased to 100 bpm. Client verbalized ease of

    breathing. Mild intermittent expiratory wheezes audible only with stethoscope.

    3. Client able to sit upright to expectorate mucus and maintain airway clearance. Lungs clear with intermittent

    expiratory wheezes.

    4. Client’s temperature decreased from 100.4 F to 98.9 F by end of shift.

    5. Caregiver and client demonstrated the appropriate use of inhaler with spacer, ensuring client inhales the

    amount of medication needed, optimizing the effectiveness of the medication.

    6.

    4.

    5.

    1. Within 30 minutes of breathing treatment

    and application of supplemental oxygen via

    nasal cannula, client will obtain and maintain

    oxygen saturation levels >95%.

    2. Within 30 minutes of breathing treatment,

    respiratory rate will be within 20-30 bpm and

    heart rate will be within 75-115 bpm.

    3. Client will have improved airway clearance

    related to repositioning as evidenced by clear

    lung sounds in all four lung fields anteriorly and

    posteriorly by the end of the shift.

    4. By end of the shift, client’s temperature will

    be decreased from 100.4 F down to <99 F

    following antipyretic medication administration.

    5. By end of shift, client will correctly

    demonstrate the use of inhaler spacer three

    times, as a result of proper client and caregiver

    education.

    Page 5 of 5

    References

    Children’s Hospital of Pittsburgh. (2022). Distraction techniques | Children’s Hospital Pittsburgh.

    https://www.chp.edu/our-services/radiology/our-approach/distractiontechniques

    Cleveland Clinic. (2020b). Wheezing: Definition, causes & treatment.

    https://my.clevelandclinic.org/health/symptoms/15203-wheezing

    Giddens, J. F. (2017). Concepts for nursing practice (2nd ed.). Elsevier.

    Jafarnejad, S., & Khoshnezhad Ebrahimi, H. (2020). Clinical guidelines on pediatric asthma exacerbation in emergency

    department, a narrative review. European journal of translational myology, 30(1), 8682.

    https://doi.org/10.4081/ejtm.2019.8682

    National Asthma Council. (2022). The National Asthma Council Australia. https://www.nationalasthma.org.au/living-

    with-asthma/resources/patientscarers/factsheets/pets-and-allergies

    [https://www.chp.edu/our-services/radiology/our-approach/distractiontechniques](https://www.chp.edu/our-services/radiology/our-approach/distractiontechniques)

    [https://my.clevelandclinic.org/health/symptoms/15203-wheezing](https://my.clevelandclinic.org/health/symptoms/15203-wheezing)

    [https://doi.org/10.4081/ejtm.2019.8682](https://doi.org/10.4081/ejtm.2019.8682)

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – 2 years ago **files (10)** – ## 2.3DiscussionFinalTheGoodLifeSynthesisPaperOutline.docx – ## 2.2Discussion.CapstoneProjectImplementation.docx – ## 3.4Assignment.GeneralReflectionJournal.docx – ## 2.3Discussi…

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    – ## 2.3DiscussionFinalTheGoodLifeSynthesisPaperOutline.docx

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    – ## 3.4Assignment.GeneralReflectionJournal.docx

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    – ## 2.1Discussion.TheThinSilenceofGod.docx

    – ## 3.4Assignment.TED-StyleTalkReflectionJournal1.docx

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    – 3.4AssignmentJournal.TED-StyleTalkReflectionJournal3.docx
    – 5.4Assignment.CapstoneProjectOutlineUpdate.docx

    **## 2.3DiscussionFinalTheGoodLifeSynthesisPaperOutline.docx**

    **The Good Life Synthesis Paper Outline**

    1. Provide a Title Page

    2. Introduce your Synthesis Paper (1/2 to 1 page)

    3. Reflect on and summarize major learnings from your “Personal Reflection Journal” (1 to 2 pages)

    4. Identify three to five major concepts or themes related to what the Good Life means to you (3 pages)

    a. Reference your Personal, TED-Style Talk and Capstone Reflection Journals

    b. Cite at least 10 relevant positive psychology resources from your previous research in the foundation or specialization courses or from new sources

    c. Support your Good Life ideas with spiritual formation principles, personal faith experiences, and biblical concepts

    5. Write a concluding paragraph (1/2 to 1 page)

    6. Include a Reference Page

    **## 2.2Discussion.CapstoneProjectImplementation.docx**

    2.2 Discussion: Capstone Project Implementation

    **Getting Started**

    Ready. Set. Action. Or, you could say, brainstorm, research, study, plan, revise, write some more, brainstorm again, prototype, and implement.

    When you began this program, you explored a number of ideas that interested you. During the program, you conducted research in your respective fields of Life Coaching and I/O along with foundational concepts and theories related to positive psychology.

    As you are implementing your project, think about all that you have learned. Stop for a moment, take a deep breath and thank God for where you’ve come from in life and in this program.

    **Upon successful completion of this discussion, you will be able to:**

    · Implement your Capstone Project.

    **Background Information**

    Now it is time to take what you have learned, what you have discovered and what you have planned and put it into action. Whether you are implementing an I/O nonprofit project, a creative work, a Life Coaching approach, or any other concept or model that you have developed, you will be taking the next steps of putting your new knowledge into the real world.

    **Instructions**

    1. Begin to implement your project based on your Implementation Plan.

    2. Write about your capstone journey and the current process you are experiencing. Share the joys, frustrations, and barriers you are facing.

    3. Write 3-4 paragraphs that share the details of your week with others in the class by the fourth day of the workshop.

    **## 3.4Assignment.GeneralReflectionJournal.docx**

    1

    FAITH AND MOTHERHOOD 4

    Faith and Motherhood

    My TED Talk will be about faith and motherhood. It will discuss faith's role in motherhood, particularly concerning the uncertainty that comes with early motherhood. It will explore the role of faith when raising a child, from birth to teenage years, and even as an adult.

    I chose to have this topic because it is something I have experienced as a mother. One of the thoughts that would always plague me was whether I would do right by my children. I was always concerned about their safety. I even cried when it was time for my son to go to school. My biggest concern was protection. I was constantly worried that I would get a call that something had happened to my child. This worry intensified as my son and daughter entered high school, and it became much worse as they advanced into life. I would want to explore how having faith, even though a mother cannot see it at the time, can help ease some of this uncertainty.

    One of the positive psychology elements that I would like to incorporate is faith as a coping mechanism to deal with stress. Positive psychology highlights the role of optimism, hope, and purpose in enhancing mental well-being, particularly during uncertain times (Carr et al., 2021). This is something that faith can provide. In addition, having a clear sense of purpose, an essential aspect of positive psychology, helps people find meaning in their experiences. Faith can imbue the journey of motherhood with a deeper purpose, supporting a mother's resilience through each stage of her child's development (Carr et al., 2021). This can benefit many mothers out there who listen to my TED Talk.

    I am thinking about challenging myself for this assignment. I want to use a YouTube Presentation, which I can record with help from a few tech-savvy friends. This will give me the best way to express my points while practicing my on-camera skills. I also look forward to practicing for the TED talk and learning to express myself best during the conversation.

    References

    Carr, A., Cullen, K., Keeney, C., Canning, C., Mooney, O., Chinseallaigh, E., & O'Dowd, A. (2021). Effectiveness of positive psychology interventions: a systematic review and meta-analysis.
    _The journal of positive psychology_,
    _16_(6), 749-769.

    **## 2.3Discussion.TheGoodLifeSynthesisPaper.docx**

    2.3 Discussion: The Good Life Synthesis Paper

    **Getting Started**

    In Workshop One, you reflected on your Personal Reflection Journal entries from throughout the program. You also watched a TED talk about the Good Life and read about the longest research study in American history related to well-being and happiness. In this assignment, you will continue to reflect on concepts in positive psychology, philosophy and the Christian faith that inform your developing philosophy and approach to what it means to lead a good life.

    **Upon successful completion of this discussion, you will be able to:**

    · Synthesize core aspects of what the Good Life means to you.

    **Background Information**

    Continue to build on your Reflection Journal Summary and the beginnings of your Synthesis paper from Workshop One. You will need to do additional research related to The Good Life and incorporate your findings in a draft due in this assignment. The final synthesis paper is due in Workshop Four.

    **Instructions**

    1. Refer to your
    **Personal Reflection Journal Summary**,
    **Capstone** and
    **TED Talk Journal** entries, other course work, and the paper from Workshop Assignment 1.4, as needed.

    2. Open the
    **Good Life Synthesis Paper** that you started for Assignment 1.4. In a six to eight-page paper, add to your previous work by completing the remaining sections of the outline. Identify key lessons learned throughout the program as you continue to develop your own ideas around what the Good Life means to you. Conduct additional research as needed related to positive psychology and the Good Life; you should have tremendous resources from your previous coursework that you can also look back on.

    3. According to the
    [Good Life Synthesis Paper Outline\
    _(Word document)_](https://brightspace.indwes.edu/content/enforced/262083-4SP2025PSY-590-01C/Files/1.3%20-%20Final%20The%20Good%20Life%20Synthesis%20Paper%20Outline_1.docx?isCourseFile=true&ou=262083), be sure to provide a title page, an introduction, a summary of your journals, additional content with in-text citations in the body of the paper, a conclusion to your paper, and a reference page.

    4. You will need to cite additional sources according to APA formatting. By the end of Workshop 4, when your final paper is due, you will need to include at least 10 sources on a reference page, so, build on the two that you used in Workshop 1 for this assignment and include at least six sources.

    **## 2.1Discussion.TheThinSilenceofGod.docx**

    2.1 Discussion: The Thin Silence of God

    **Getting Started**

    In this workshop assignment, you will continue to reflect on another portion of the documentary
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_. As you continue the implementation of your own Capstone Project, you will find insight into the dynamics of what it means to follow through with your plan, the challenges that you encounter along the hero’s journey, and the resolve and grit it takes.

    **Upon successful completion of this discussion, you will be able to:**

    · Integrate biblical principles with positive psychology concepts.

    **Background Information**

    After the earthquake came a fire, but the Lord was not in the fire. And after the fire came a gentle whisper. When Elijah heard it, he pulled his cloak over his face and went out and stood at the mouth of the cave.

    Then a voice said to him, “What are you doing here, Elijah?” (
    _New International Version_, 1978/2011,
    [1 Kings 19:12-13\
    _(new tab)_](https://www.biblegateway.com/passage/?search=1+kings+19%3A12-13&version=NIV))

    God comes to us in many ways and through a diverse set of experiences. There are times when He may need to shout, to get our attention through a crisis or overwhelming set of circumstances. But more often than not, I believe God speaks to us as He did with Elijah, in a ‘gentle whisper’, or a ‘thin silence’ as some translators suggest. And in order to hear God in the silence, we must be able to quiet our lives and hearts down a bit, to find the space to listen.

    In this week’s clips of
    _Dr. Dave and the Girl Who Couldn’t Laugh_, you will listen to and watch the first two segments of my creative journey to get my laugh back and discern my calling. You will follow me to Michigan behind the scenes of a movie and to Kentucky behind the doors of a monastery and into the silence.

    **Instructions**

    1. Take brief notes as you watch and listen to
    segment 2 (5:19-8:23 and segment 3 (8:23:13:20) clips from the video from
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_:

    2. Reflect on 1 Kings 19:12-13 and the videos.

    3. Steal away for 15 minutes or even a few moments and sit in stillness and silence. Listen to the thin silence of God.

    4. Write down anything that comes to mind.

    5. Formulate your reflections, prayers, and thoughts into a discussion post that includes the following in two paragraphs (200 words).

    a. A paragraph summary of your notes on key points from the documentary.

    b. Reflection on the verses mentioned and what you heard in the thin silence as you respond to the following question: When have you heard God’s voice clearly or struggled to hear His voice in the past?

    6. Your postings should also:

    a. Be well developed by providing clear answers with evidence of critical thinking.

    b. Add greater depth to the discussion by introducing new ideas.

    **## 3.4Assignment.TED-StyleTalkReflectionJournal1.docx**

    1

    REFINING MY TED-TALK 4

    Refining My TED-Talk

    **Summarize the topic of your TED-style talk in one sentence:**

    The topic of my TED-style talk is, "The Power of Faith in Motherhood: How God Can Be an Anchor in Motherhood."

    **Outline Of The TED-Style Talk**

    **I. Introduction: The Uncertainty of Motherhood**

    A. Personal Story: I will share a personal story concerning my time in motherhood. The particular story I want to share is how doubtful I was when I first became a mother. I will also talk about how this did not change after I became a second-time mother, as a friend had shared the sentiment, "Children are like pancakes. The rest can turn out great, but you have to apologize to the first one."

    B. The Role of Faith: Introduce the idea of faith as a stabilizing force for mothers dealing with the uncertainties of motherhood. That relying on God is the way to successful marriages.

    II. Main Point 1: Faith as a Coping Mechanism in Stressful Times

    A. The Impact of Stress in Motherhood: Here, I will talk about the many stresses of motherhood.

    B. Faith as a Source of Resilience: Here, I will expound on God's love and speak on how it translates to motherhood.

    III. Main Point 2: The Role of Faith in Building Purpose and Meaning

    A. Purpose in Parenthood: Explore how faith helps mothers see their role in a broader, more meaningful context. Here I will talk about God's purpose for motherhood.

    B. Finding Strength Through Purpose: Discuss how a clear sense of purpose, supported by faith, enables mothers to endure and stay positive even during challenging moments.

    IV. Main Point 3: Optimism, Hope, and Trust in God's Plan

    A. Optimism Rooted in Faith: Since motherhood is shrouded in uncertainty, optimism can be very helpful in this situation.

    B. Hope for the Future: I will also talk about God's plan for children and the future, with the key verse being Jeremiah 29:11.

    V. Conclusion: Call to Action

    Here, I will encourage listeners to lean on their faith as an anchor in their motherhood journey, trusting that God will provide the guidance and strength they need. I will also provide actionable steps, such as prayer, scripture reading, or seeking community support, to bring peace and purpose into their parenting.

    **What is your chosen delivery format for the TED-type talk?**

    The mode of delivery I have chosen is a YouTube presentation. I will be recording it with the help of a few friends.

    **What equipment, software, consultation, or learning do you need to acquire before the end of this course in order to start building developing your actual talk? Again, be specific about both how you intend to acquire these resources and how you intend to use them.**

    I might need a smartphone with a good camera, microphone, lighting, cue cards, proper lighting, and video editing software.

    **What steps will you need to take in order to secure those resources before the end of the course? Provide a timetable for when you will acquire them.**

    I have begun approaching a few friends to help me with this endeavor. In addition, my church sound team does a fantastic job producing their vignettes. I intend to approach them to help me in this endeavor.

    **What other help do you need from your instructor that would enable you to start developing your talk at the start of the next course?**

    After drafting it, I will also need my professor to help make the discussion more attractive. I also need the professor's help reviewing my work and ensuring that it is of good quality and does not stray far from the initial message.

    **## 1.4Assignment.CapstoneReflectionJournal-DevelopingYourCapstoneProject1.docx**

    1

    CLARIFYING MY CAPSTONE PROJECT 4

    Clarifying My Capstone Project

    My capstone project is titled, “Empowering Christian Women in the African-American Community to Cultivate Purpose, Potential, and Identity through Faith-Based Life Coaching.” the project aims to integrate life coaching principles, positive psychology, and the Bible to help women cultivate purpose, potential, and identity. It aims to start by identifying the narratives and sources of limiting beliefs among women and breaking these limiting beliefs with Biblical truths. To do this, I will host a group of women for six weeks to tackle these elements. We will also be using the PERMA model to create a holistic approach to finding purpose, potential, and identity.

    My target audience is the women in my community, with the choice being a group of African-American women in my church. They are of diverse ages, ranging from 25 to 45. The main reason why I chose them was because they were geographically close to me. I also chose them because we have rapport and it was easy to begin a program with them. In addition, since we are in the same church community, I understand their challenges, which can help us engage and connect more easily.

    The specific need I am trying to meet is addressing identity confusion and a lack of purpose among African-American women. Tenets like social media, movies, television shows, and cultural narratives have brought so much confusion to the identity of the contemporary African-American woman. I intend to use this project to find ways to use positive psychology, the Bible, and life coaching to uplift African-American women to newer heights and to help them know that there is more to their lives and identity than what is portrayed in the media. I want to show these women that they have value in God and that they can become more than they are visually imagining.

    I had initially created a six-week program with meetings once a week. However, upon revision of the timeline, I shall have to do two sessions per week. In the first week, I intend to establish rapport and guide the women through the VIA assessment tool. This can be done in the first two sessions of the meeting. In the first session of the second week, we can then explore the idea of limiting beliefs and understanding how media and societal narratives impact how these women think. In the three remaining sessions, we can explore the topics of purpose, identity, and potential. Each week, we will look at each of these tenets to see what God says about them and what goals we can establish to guarantee that we grow in these three areas.

    My intended action points align closely with life coaching principles and positive psychology. For one, the action points are goal-oriented. Life coaching insists on setting and achieving goals to achieve personal and professional growth. I am leveraging a fundamental life coaching principle- transformational goal setting- by helping participants identify and overcome limiting beliefs and setting goals in areas like purpose, identity, and potential. In addition, the PERMA model and strength-based approach are all closely related to positive psychology.

    My project is heavily reliant on my literature review. It takes insights from my literature review to help me understand what limiting beliefs exist. The literature review helped me understand the root causes of the limiting beliefs and how Biblical approaches can be used to overcome them. It provided me with evidence-based strategies that I can leverage, such as the impact of the strength-based approach and the value of Biblical tenets. With this, I know how to guide the discussion on limiting beliefs. I also know how to discuss identity, purpose, and potential from a Biblical perspective.

    I will be conducting this project from a warm, intimate setting. I began having weekly meetings with these individuals to get to know them and establish rapport. I intend to continue with this measure, hoping they will agree to meet twice weekly for three weeks.

    One of the major resources I need is guidance on leading the conversation. I want to ensure the project is successful, so my communication needs to be on par. In addition, I hope to find time for this endeavor and be consistent. I do not want to be a leader who is constantly canceling meetings. I want to be present and available for these women, meaning I need to treat time as a resource. In addition, I also need financial resources. I am planning on having beverages and snacks as part of these meetings. These items are not cheap, and I hope I can consistently provide them.

    **## 2.4Assignment.PersonalReflectionsonGratitude1.docx**

    1

    USING GRATITUDE IN MY SPIRITUAL DEVELOPMENT 5

    Using Gratitude in My Spiritual Development

    _“Rejoice always, pray continually, give thanks in all circumstances; for this is God’s will for you in Christ Jesus.” –_ 1 Thessalonians 5:16-18

    The practice of utilizing gratitude is an integral part of growth. You cannot truly progress unless you accept all you have achieved. Showing gratitude acts as the backbone for spiritual and personal development. I have been actively trying to implement measures to help me use gratitude for my spiritual and personal development. One of the measures I have taken is practicing daily gratitude journaling. I enjoy having quiet time early in the morning (Dunaetz & Lanum, 2020). This allows me to interact with God through prayer and read His word in solitude before everyone is up. I have added a daily gratitude section as part of my quiet time, noting ten things I am grateful for. This has helped me change my perspective on life, where instead of looking for what I should complain to God about, I look for things I should thank God for. It has been a beneficial practice as I am now looking for positive things in my family and friends that I can write about in my journal.

    I have also embraced a new approach to prayer. Before, my prayer time was mainly clouded by things I needed God to intervene in. One morning, during my quiet meditation, it dawned on me after reading 1 Thessalonians 5:16-18 that I rarely showed God any gratitude for what He had done. This inspired me to keep a prayer journal in addition to my gratitude journal (Dunaetz & Lanum, 2020). This was where I would note what I wanted God to do for me and review it once a week to determine what God had answered. I also embraced the ACTS approach to prayer (Prusak et al., 2021). This is where I begin with Acknowledgment, which is praising God and honoring Him in His role over my life (Knabb et al., 2023). I then proceed to Confession, where I confess my sins and ask for forgiveness from my Father in heaven. I then proceed to Thanksgiving, where I appreciate God for answering the prayers I gave Him and all I have gotten this year. I then conclude with Supplication, where I lay my burdens and needs to Christ for Him to deal with (Dunaetz & Lanum, 2020). This approach has been constructive, as I now embrace thanksgiving in my prayer life more often.

    Another action I have taken is to show gratitude to others. I have learned to reach out to my friends and say thank you to them for being in my life. I learned this after I saw a post on a friend's WhatsApp status that read, "Don't wait until they're dead so you can give them their flowers." This quote brought me back to when my Father was alive and I realized that while he knew I loved Him, I never communicated it as often as I should have. I should have told him I loved him a lot more and that thought put a tear in my eye. I realized I needed to appreciate the people in my life more (Dunaetz & Lanum, 2020). This made me more vulnerable with my husband, children, friends, and extended family. I learned to show them love, enjoy them, and appreciate them for the love they show me.

    These steps have had a significant impact on my life. For one, I have learned that God is faithful to His word and even when it may look like He is not working, when you keep close track, He is doing more than you can even imagine (Knabb et al., 2023). This has been my testimony, and being grateful has shown me what the Lord is doing. I now realize that my Father in Heaven has my best interest at heart, and this revelation has blessed me.

    I have also learned the value of appreciating friendships, which has made me a better person. Gratitude has helped me see that differing views do not always mean the other person is wrong. It simply means we disagree on this particular issue, which is fine. This has truly helped me grow as an individual.

    References

    Dunaetz, D. R., & Lanum, P. (2020). What forms of gratitude expression are most appreciated? Applications for Christian leaders.
    _Journal of Applied Christian Leadership_,
    _14_(1), 55-70.

    Knabb, J. J., Vazquez, V. E., Wang, K. T., & Pate, R. A. (2023). The Christian Gratitude Scale: An emic approach to measuring thankfulness in every season of life.
    _Spirituality in Clinical Practice_,
    _10_(4), 304.

    Prusak, J., Kwapis, K., Pilecka, B., Chemperek, A., Krawczyk, A., Jabłoński, M., & Nowakowski, K. (2021). The quality of life, meaning in life, positive orientation to life and gratitude of Catholic seminarians in Poland: A comparative analysis.
    _Archive for the Psychology of Religion_,
    _43_(1), 78-94.

    **3.4AssignmentJournal.TED-StyleTalkReflectionJournal3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-4assignmentjournal-ted-styletalkreflectionjournal3-docx)

    **5.4Assignment.CapstoneProjectOutlineUpdate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/5-4assignment-capstoneprojectoutlineupdate-docx-10219297)

    **5.4Assignment.CapstoneProjectOutlineUpdate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/5-4assignment-capstoneprojectoutlineupdate-docx-10219297)

    **## 2.3DiscussionFinalTheGoodLifeSynthesisPaperOutline.docx**

    **The Good Life Synthesis Paper Outline**

    1. Provide a Title Page

    2. Introduce your Synthesis Paper (1/2 to 1 page)

    3. Reflect on and summarize major learnings from your “Personal Reflection Journal” (1 to 2 pages)

    4. Identify three to five major concepts or themes related to what the Good Life means to you (3 pages)

    a. Reference your Personal, TED-Style Talk and Capstone Reflection Journals

    b. Cite at least 10 relevant positive psychology resources from your previous research in the foundation or specialization courses or from new sources

    c. Support your Good Life ideas with spiritual formation principles, personal faith experiences, and biblical concepts

    5. Write a concluding paragraph (1/2 to 1 page)

    6. Include a Reference Page

    **## 2.2Discussion.CapstoneProjectImplementation.docx**

    2.2 Discussion: Capstone Project Implementation

    **Getting Started**

    Ready. Set. Action. Or, you could say, brainstorm, research, study, plan, revise, write some more, brainstorm again, prototype, and implement.

    When you began this program, you explored a number of ideas that interested you. During the program, you conducted research in your respective fields of Life Coaching and I/O along with foundational concepts and theories related to positive psychology.

    As you are implementing your project, think about all that you have learned. Stop for a moment, take a deep breath and thank God for where you’ve come from in life and in this program.

    **Upon successful completion of this discussion, you will be able to:**

    · Implement your Capstone Project.

    **Background Information**

    Now it is time to take what you have learned, what you have discovered and what you have planned and put it into action. Whether you are implementing an I/O nonprofit project, a creative work, a Life Coaching approach, or any other concept or model that you have developed, you will be taking the next steps of putting your new knowledge into the real world.

    **Instructions**

    1. Begin to implement your project based on your Implementation Plan.

    2. Write about your capstone journey and the current process you are experiencing. Share the joys, frustrations, and barriers you are facing.

    3. Write 3-4 paragraphs that share the details of your week with others in the class by the fourth day of the workshop.

    **## 3.4Assignment.GeneralReflectionJournal.docx**

    1

    FAITH AND MOTHERHOOD 4

    Faith and Motherhood

    My TED Talk will be about faith and motherhood. It will discuss faith's role in motherhood, particularly concerning the uncertainty that comes with early motherhood. It will explore the role of faith when raising a child, from birth to teenage years, and even as an adult.

    I chose to have this topic because it is something I have experienced as a mother. One of the thoughts that would always plague me was whether I would do right by my children. I was always concerned about their safety. I even cried when it was time for my son to go to school. My biggest concern was protection. I was constantly worried that I would get a call that something had happened to my child. This worry intensified as my son and daughter entered high school, and it became much worse as they advanced into life. I would want to explore how having faith, even though a mother cannot see it at the time, can help ease some of this uncertainty.

    One of the positive psychology elements that I would like to incorporate is faith as a coping mechanism to deal with stress. Positive psychology highlights the role of optimism, hope, and purpose in enhancing mental well-being, particularly during uncertain times (Carr et al., 2021). This is something that faith can provide. In addition, having a clear sense of purpose, an essential aspect of positive psychology, helps people find meaning in their experiences. Faith can imbue the journey of motherhood with a deeper purpose, supporting a mother's resilience through each stage of her child's development (Carr et al., 2021). This can benefit many mothers out there who listen to my TED Talk.

    I am thinking about challenging myself for this assignment. I want to use a YouTube Presentation, which I can record with help from a few tech-savvy friends. This will give me the best way to express my points while practicing my on-camera skills. I also look forward to practicing for the TED talk and learning to express myself best during the conversation.

    References

    Carr, A., Cullen, K., Keeney, C., Canning, C., Mooney, O., Chinseallaigh, E., & O'Dowd, A. (2021). Effectiveness of positive psychology interventions: a systematic review and meta-analysis.
    _The journal of positive psychology_,
    _16_(6), 749-769.

    **## 2.3Discussion.TheGoodLifeSynthesisPaper.docx**

    2.3 Discussion: The Good Life Synthesis Paper

    **Getting Started**

    In Workshop One, you reflected on your Personal Reflection Journal entries from throughout the program. You also watched a TED talk about the Good Life and read about the longest research study in American history related to well-being and happiness. In this assignment, you will continue to reflect on concepts in positive psychology, philosophy and the Christian faith that inform your developing philosophy and approach to what it means to lead a good life.

    **Upon successful completion of this discussion, you will be able to:**

    · Synthesize core aspects of what the Good Life means to you.

    **Background Information**

    Continue to build on your Reflection Journal Summary and the beginnings of your Synthesis paper from Workshop One. You will need to do additional research related to The Good Life and incorporate your findings in a draft due in this assignment. The final synthesis paper is due in Workshop Four.

    **Instructions**

    1. Refer to your
    **Personal Reflection Journal Summary**,
    **Capstone** and
    **TED Talk Journal** entries, other course work, and the paper from Workshop Assignment 1.4, as needed.

    2. Open the
    **Good Life Synthesis Paper** that you started for Assignment 1.4. In a six to eight-page paper, add to your previous work by completing the remaining sections of the outline. Identify key lessons learned throughout the program as you continue to develop your own ideas around what the Good Life means to you. Conduct additional research as needed related to positive psychology and the Good Life; you should have tremendous resources from your previous coursework that you can also look back on.

    3. According to the
    [Good Life Synthesis Paper Outline\
    _(Word document)_](https://brightspace.indwes.edu/content/enforced/262083-4SP2025PSY-590-01C/Files/1.3%20-%20Final%20The%20Good%20Life%20Synthesis%20Paper%20Outline_1.docx?isCourseFile=true&ou=262083), be sure to provide a title page, an introduction, a summary of your journals, additional content with in-text citations in the body of the paper, a conclusion to your paper, and a reference page.

    4. You will need to cite additional sources according to APA formatting. By the end of Workshop 4, when your final paper is due, you will need to include at least 10 sources on a reference page, so, build on the two that you used in Workshop 1 for this assignment and include at least six sources.

    **## 2.1Discussion.TheThinSilenceofGod.docx**

    2.1 Discussion: The Thin Silence of God

    **Getting Started**

    In this workshop assignment, you will continue to reflect on another portion of the documentary
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_. As you continue the implementation of your own Capstone Project, you will find insight into the dynamics of what it means to follow through with your plan, the challenges that you encounter along the hero’s journey, and the resolve and grit it takes.

    **Upon successful completion of this discussion, you will be able to:**

    · Integrate biblical principles with positive psychology concepts.

    **Background Information**

    After the earthquake came a fire, but the Lord was not in the fire. And after the fire came a gentle whisper. When Elijah heard it, he pulled his cloak over his face and went out and stood at the mouth of the cave.

    Then a voice said to him, “What are you doing here, Elijah?” (
    _New International Version_, 1978/2011,
    [1 Kings 19:12-13\
    _(new tab)_](https://www.biblegateway.com/passage/?search=1+kings+19%3A12-13&version=NIV))

    God comes to us in many ways and through a diverse set of experiences. There are times when He may need to shout, to get our attention through a crisis or overwhelming set of circumstances. But more often than not, I believe God speaks to us as He did with Elijah, in a ‘gentle whisper’, or a ‘thin silence’ as some translators suggest. And in order to hear God in the silence, we must be able to quiet our lives and hearts down a bit, to find the space to listen.

    In this week’s clips of
    _Dr. Dave and the Girl Who Couldn’t Laugh_, you will listen to and watch the first two segments of my creative journey to get my laugh back and discern my calling. You will follow me to Michigan behind the scenes of a movie and to Kentucky behind the doors of a monastery and into the silence.

    **Instructions**

    1. Take brief notes as you watch and listen to
    segment 2 (5:19-8:23 and segment 3 (8:23:13:20) clips from the video from
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_:

    2. Reflect on 1 Kings 19:12-13 and the videos.

    3. Steal away for 15 minutes or even a few moments and sit in stillness and silence. Listen to the thin silence of God.

    4. Write down anything that comes to mind.

    5. Formulate your reflections, prayers, and thoughts into a discussion post that includes the following in two paragraphs (200 words).

    a. A paragraph summary of your notes on key points from the documentary.

    b. Reflection on the verses mentioned and what you heard in the thin silence as you respond to the following question: When have you heard God’s voice clearly or struggled to hear His voice in the past?

    6. Your postings should also:

    a. Be well developed by providing clear answers with evidence of critical thinking.

    b. Add greater depth to the discussion by introducing new ideas.

    **## 3.4Assignment.TED-StyleTalkReflectionJournal1.docx**

    1

    REFINING MY TED-TALK 4

    Refining My TED-Talk

    **Summarize the topic of your TED-style talk in one sentence:**

    The topic of my TED-style talk is, "The Power of Faith in Motherhood: How God Can Be an Anchor in Motherhood."

    **Outline Of The TED-Style Talk**

    **I. Introduction: The Uncertainty of Motherhood**

    A. Personal Story: I will share a personal story concerning my time in motherhood. The particular story I want to share is how doubtful I was when I first became a mother. I will also talk about how this did not change after I became a second-time mother, as a friend had shared the sentiment, "Children are like pancakes. The rest can turn out great, but you have to apologize to the first one."

    B. The Role of Faith: Introduce the idea of faith as a stabilizing force for mothers dealing with the uncertainties of motherhood. That relying on God is the way to successful marriages.

    II. Main Point 1: Faith as a Coping Mechanism in Stressful Times

    A. The Impact of Stress in Motherhood: Here, I will talk about the many stresses of motherhood.

    B. Faith as a Source of Resilience: Here, I will expound on God's love and speak on how it translates to motherhood.

    III. Main Point 2: The Role of Faith in Building Purpose and Meaning

    A. Purpose in Parenthood: Explore how faith helps mothers see their role in a broader, more meaningful context. Here I will talk about God's purpose for motherhood.

    B. Finding Strength Through Purpose: Discuss how a clear sense of purpose, supported by faith, enables mothers to endure and stay positive even during challenging moments.

    IV. Main Point 3: Optimism, Hope, and Trust in God's Plan

    A. Optimism Rooted in Faith: Since motherhood is shrouded in uncertainty, optimism can be very helpful in this situation.

    B. Hope for the Future: I will also talk about God's plan for children and the future, with the key verse being Jeremiah 29:11.

    V. Conclusion: Call to Action

    Here, I will encourage listeners to lean on their faith as an anchor in their motherhood journey, trusting that God will provide the guidance and strength they need. I will also provide actionable steps, such as prayer, scripture reading, or seeking community support, to bring peace and purpose into their parenting.

    **What is your chosen delivery format for the TED-type talk?**

    The mode of delivery I have chosen is a YouTube presentation. I will be recording it with the help of a few friends.

    **What equipment, software, consultation, or learning do you need to acquire before the end of this course in order to start building developing your actual talk? Again, be specific about both how you intend to acquire these resources and how you intend to use them.**

    I might need a smartphone with a good camera, microphone, lighting, cue cards, proper lighting, and video editing software.

    **What steps will you need to take in order to secure those resources before the end of the course? Provide a timetable for when you will acquire them.**

    I have begun approaching a few friends to help me with this endeavor. In addition, my church sound team does a fantastic job producing their vignettes. I intend to approach them to help me in this endeavor.

    **What other help do you need from your instructor that would enable you to start developing your talk at the start of the next course?**

    After drafting it, I will also need my professor to help make the discussion more attractive. I also need the professor's help reviewing my work and ensuring that it is of good quality and does not stray far from the initial message.

    **## 1.4Assignment.CapstoneReflectionJournal-DevelopingYourCapstoneProject1.docx**

    1

    CLARIFYING MY CAPSTONE PROJECT 4

    Clarifying My Capstone Project

    My capstone project is titled, “Empowering Christian Women in the African-American Community to Cultivate Purpose, Potential, and Identity through Faith-Based Life Coaching.” the project aims to integrate life coaching principles, positive psychology, and the Bible to help women cultivate purpose, potential, and identity. It aims to start by identifying the narratives and sources of limiting beliefs among women and breaking these limiting beliefs with Biblical truths. To do this, I will host a group of women for six weeks to tackle these elements. We will also be using the PERMA model to create a holistic approach to finding purpose, potential, and identity.

    My target audience is the women in my community, with the choice being a group of African-American women in my church. They are of diverse ages, ranging from 25 to 45. The main reason why I chose them was because they were geographically close to me. I also chose them because we have rapport and it was easy to begin a program with them. In addition, since we are in the same church community, I understand their challenges, which can help us engage and connect more easily.

    The specific need I am trying to meet is addressing identity confusion and a lack of purpose among African-American women. Tenets like social media, movies, television shows, and cultural narratives have brought so much confusion to the identity of the contemporary African-American woman. I intend to use this project to find ways to use positive psychology, the Bible, and life coaching to uplift African-American women to newer heights and to help them know that there is more to their lives and identity than what is portrayed in the media. I want to show these women that they have value in God and that they can become more than they are visually imagining.

    I had initially created a six-week program with meetings once a week. However, upon revision of the timeline, I shall have to do two sessions per week. In the first week, I intend to establish rapport and guide the women through the VIA assessment tool. This can be done in the first two sessions of the meeting. In the first session of the second week, we can then explore the idea of limiting beliefs and understanding how media and societal narratives impact how these women think. In the three remaining sessions, we can explore the topics of purpose, identity, and potential. Each week, we will look at each of these tenets to see what God says about them and what goals we can establish to guarantee that we grow in these three areas.

    My intended action points align closely with life coaching principles and positive psychology. For one, the action points are goal-oriented. Life coaching insists on setting and achieving goals to achieve personal and professional growth. I am leveraging a fundamental life coaching principle- transformational goal setting- by helping participants identify and overcome limiting beliefs and setting goals in areas like purpose, identity, and potential. In addition, the PERMA model and strength-based approach are all closely related to positive psychology.

    My project is heavily reliant on my literature review. It takes insights from my literature review to help me understand what limiting beliefs exist. The literature review helped me understand the root causes of the limiting beliefs and how Biblical approaches can be used to overcome them. It provided me with evidence-based strategies that I can leverage, such as the impact of the strength-based approach and the value of Biblical tenets. With this, I know how to guide the discussion on limiting beliefs. I also know how to discuss identity, purpose, and potential from a Biblical perspective.

    I will be conducting this project from a warm, intimate setting. I began having weekly meetings with these individuals to get to know them and establish rapport. I intend to continue with this measure, hoping they will agree to meet twice weekly for three weeks.

    One of the major resources I need is guidance on leading the conversation. I want to ensure the project is successful, so my communication needs to be on par. In addition, I hope to find time for this endeavor and be consistent. I do not want to be a leader who is constantly canceling meetings. I want to be present and available for these women, meaning I need to treat time as a resource. In addition, I also need financial resources. I am planning on having beverages and snacks as part of these meetings. These items are not cheap, and I hope I can consistently provide them.

    **## 2.4Assignment.PersonalReflectionsonGratitude1.docx**

    1

    USING GRATITUDE IN MY SPIRITUAL DEVELOPMENT 5

    Using Gratitude in My Spiritual Development

    _“Rejoice always, pray continually, give thanks in all circumstances; for this is God’s will for you in Christ Jesus.” –_ 1 Thessalonians 5:16-18

    The practice of utilizing gratitude is an integral part of growth. You cannot truly progress unless you accept all you have achieved. Showing gratitude acts as the backbone for spiritual and personal development. I have been actively trying to implement measures to help me use gratitude for my spiritual and personal development. One of the measures I have taken is practicing daily gratitude journaling. I enjoy having quiet time early in the morning (Dunaetz & Lanum, 2020). This allows me to interact with God through prayer and read His word in solitude before everyone is up. I have added a daily gratitude section as part of my quiet time, noting ten things I am grateful for. This has helped me change my perspective on life, where instead of looking for what I should complain to God about, I look for things I should thank God for. It has been a beneficial practice as I am now looking for positive things in my family and friends that I can write about in my journal.

    I have also embraced a new approach to prayer. Before, my prayer time was mainly clouded by things I needed God to intervene in. One morning, during my quiet meditation, it dawned on me after reading 1 Thessalonians 5:16-18 that I rarely showed God any gratitude for what He had done. This inspired me to keep a prayer journal in addition to my gratitude journal (Dunaetz & Lanum, 2020). This was where I would note what I wanted God to do for me and review it once a week to determine what God had answered. I also embraced the ACTS approach to prayer (Prusak et al., 2021). This is where I begin with Acknowledgment, which is praising God and honoring Him in His role over my life (Knabb et al., 2023). I then proceed to Confession, where I confess my sins and ask for forgiveness from my Father in heaven. I then proceed to Thanksgiving, where I appreciate God for answering the prayers I gave Him and all I have gotten this year. I then conclude with Supplication, where I lay my burdens and needs to Christ for Him to deal with (Dunaetz & Lanum, 2020). This approach has been constructive, as I now embrace thanksgiving in my prayer life more often.

    Another action I have taken is to show gratitude to others. I have learned to reach out to my friends and say thank you to them for being in my life. I learned this after I saw a post on a friend's WhatsApp status that read, "Don't wait until they're dead so you can give them their flowers." This quote brought me back to when my Father was alive and I realized that while he knew I loved Him, I never communicated it as often as I should have. I should have told him I loved him a lot more and that thought put a tear in my eye. I realized I needed to appreciate the people in my life more (Dunaetz & Lanum, 2020). This made me more vulnerable with my husband, children, friends, and extended family. I learned to show them love, enjoy them, and appreciate them for the love they show me.

    These steps have had a significant impact on my life. For one, I have learned that God is faithful to His word and even when it may look like He is not working, when you keep close track, He is doing more than you can even imagine (Knabb et al., 2023). This has been my testimony, and being grateful has shown me what the Lord is doing. I now realize that my Father in Heaven has my best interest at heart, and this revelation has blessed me.

    I have also learned the value of appreciating friendships, which has made me a better person. Gratitude has helped me see that differing views do not always mean the other person is wrong. It simply means we disagree on this particular issue, which is fine. This has truly helped me grow as an individual.

    References

    Dunaetz, D. R., & Lanum, P. (2020). What forms of gratitude expression are most appreciated? Applications for Christian leaders.
    _Journal of Applied Christian Leadership_,
    _14_(1), 55-70.

    Knabb, J. J., Vazquez, V. E., Wang, K. T., & Pate, R. A. (2023). The Christian Gratitude Scale: An emic approach to measuring thankfulness in every season of life.
    _Spirituality in Clinical Practice_,
    _10_(4), 304.

    Prusak, J., Kwapis, K., Pilecka, B., Chemperek, A., Krawczyk, A., Jabłoński, M., & Nowakowski, K. (2021). The quality of life, meaning in life, positive orientation to life and gratitude of Catholic seminarians in Poland: A comparative analysis.
    _Archive for the Psychology of Religion_,
    _43_(1), 78-94.

    **3.4AssignmentJournal.TED-StyleTalkReflectionJournal3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-4assignmentjournal-ted-styletalkreflectionjournal3-docx)

    **5.4Assignment.CapstoneProjectOutlineUpdate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/5-4assignment-capstoneprojectoutlineupdate-docx-10219297)

    **## 2.3DiscussionFinalTheGoodLifeSynthesisPaperOutline.docx**

    **The Good Life Synthesis Paper Outline**

    1. Provide a Title Page

    2. Introduce your Synthesis Paper (1/2 to 1 page)

    3. Reflect on and summarize major learnings from your “Personal Reflection Journal” (1 to 2 pages)

    4. Identify three to five major concepts or themes related to what the Good Life means to you (3 pages)

    a. Reference your Personal, TED-Style Talk and Capstone Reflection Journals

    b. Cite at least 10 relevant positive psychology resources from your previous research in the foundation or specialization courses or from new sources

    c. Support your Good Life ideas with spiritual formation principles, personal faith experiences, and biblical concepts

    5. Write a concluding paragraph (1/2 to 1 page)

    6. Include a Reference Page

    **## 2.2Discussion.CapstoneProjectImplementation.docx**

    2.2 Discussion: Capstone Project Implementation

    **Getting Started**

    Ready. Set. Action. Or, you could say, brainstorm, research, study, plan, revise, write some more, brainstorm again, prototype, and implement.

    When you began this program, you explored a number of ideas that interested you. During the program, you conducted research in your respective fields of Life Coaching and I/O along with foundational concepts and theories related to positive psychology.

    As you are implementing your project, think about all that you have learned. Stop for a moment, take a deep breath and thank God for where you’ve come from in life and in this program.

    **Upon successful completion of this discussion, you will be able to:**

    · Implement your Capstone Project.

    **Background Information**

    Now it is time to take what you have learned, what you have discovered and what you have planned and put it into action. Whether you are implementing an I/O nonprofit project, a creative work, a Life Coaching approach, or any other concept or model that you have developed, you will be taking the next steps of putting your new knowledge into the real world.

    **Instructions**

    1. Begin to implement your project based on your Implementation Plan.

    2. Write about your capstone journey and the current process you are experiencing. Share the joys, frustrations, and barriers you are facing.

    3. Write 3-4 paragraphs that share the details of your week with others in the class by the fourth day of the workshop.

    **## 3.4Assignment.GeneralReflectionJournal.docx**

    1

    FAITH AND MOTHERHOOD 4

    Faith and Motherhood

    My TED Talk will be about faith and motherhood. It will discuss faith's role in motherhood, particularly concerning the uncertainty that comes with early motherhood. It will explore the role of faith when raising a child, from birth to teenage years, and even as an adult.

    I chose to have this topic because it is something I have experienced as a mother. One of the thoughts that would always plague me was whether I would do right by my children. I was always concerned about their safety. I even cried when it was time for my son to go to school. My biggest concern was protection. I was constantly worried that I would get a call that something had happened to my child. This worry intensified as my son and daughter entered high school, and it became much worse as they advanced into life. I would want to explore how having faith, even though a mother cannot see it at the time, can help ease some of this uncertainty.

    One of the positive psychology elements that I would like to incorporate is faith as a coping mechanism to deal with stress. Positive psychology highlights the role of optimism, hope, and purpose in enhancing mental well-being, particularly during uncertain times (Carr et al., 2021). This is something that faith can provide. In addition, having a clear sense of purpose, an essential aspect of positive psychology, helps people find meaning in their experiences. Faith can imbue the journey of motherhood with a deeper purpose, supporting a mother's resilience through each stage of her child's development (Carr et al., 2021). This can benefit many mothers out there who listen to my TED Talk.

    I am thinking about challenging myself for this assignment. I want to use a YouTube Presentation, which I can record with help from a few tech-savvy friends. This will give me the best way to express my points while practicing my on-camera skills. I also look forward to practicing for the TED talk and learning to express myself best during the conversation.

    References

    Carr, A., Cullen, K., Keeney, C., Canning, C., Mooney, O., Chinseallaigh, E., & O'Dowd, A. (2021). Effectiveness of positive psychology interventions: a systematic review and meta-analysis.
    _The journal of positive psychology_,
    _16_(6), 749-769.

    **## 2.3Discussion.TheGoodLifeSynthesisPaper.docx**

    2.3 Discussion: The Good Life Synthesis Paper

    **Getting Started**

    In Workshop One, you reflected on your Personal Reflection Journal entries from throughout the program. You also watched a TED talk about the Good Life and read about the longest research study in American history related to well-being and happiness. In this assignment, you will continue to reflect on concepts in positive psychology, philosophy and the Christian faith that inform your developing philosophy and approach to what it means to lead a good life.

    **Upon successful completion of this discussion, you will be able to:**

    · Synthesize core aspects of what the Good Life means to you.

    **Background Information**

    Continue to build on your Reflection Journal Summary and the beginnings of your Synthesis paper from Workshop One. You will need to do additional research related to The Good Life and incorporate your findings in a draft due in this assignment. The final synthesis paper is due in Workshop Four.

    **Instructions**

    1. Refer to your
    **Personal Reflection Journal Summary**,
    **Capstone** and
    **TED Talk Journal** entries, other course work, and the paper from Workshop Assignment 1.4, as needed.

    2. Open the
    **Good Life Synthesis Paper** that you started for Assignment 1.4. In a six to eight-page paper, add to your previous work by completing the remaining sections of the outline. Identify key lessons learned throughout the program as you continue to develop your own ideas around what the Good Life means to you. Conduct additional research as needed related to positive psychology and the Good Life; you should have tremendous resources from your previous coursework that you can also look back on.

    3. According to the
    [Good Life Synthesis Paper Outline\
    _(Word document)_](https://brightspace.indwes.edu/content/enforced/262083-4SP2025PSY-590-01C/Files/1.3%20-%20Final%20The%20Good%20Life%20Synthesis%20Paper%20Outline_1.docx?isCourseFile=true&ou=262083), be sure to provide a title page, an introduction, a summary of your journals, additional content with in-text citations in the body of the paper, a conclusion to your paper, and a reference page.

    4. You will need to cite additional sources according to APA formatting. By the end of Workshop 4, when your final paper is due, you will need to include at least 10 sources on a reference page, so, build on the two that you used in Workshop 1 for this assignment and include at least six sources.

    **## 2.1Discussion.TheThinSilenceofGod.docx**

    2.1 Discussion: The Thin Silence of God

    **Getting Started**

    In this workshop assignment, you will continue to reflect on another portion of the documentary
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_. As you continue the implementation of your own Capstone Project, you will find insight into the dynamics of what it means to follow through with your plan, the challenges that you encounter along the hero’s journey, and the resolve and grit it takes.

    **Upon successful completion of this discussion, you will be able to:**

    · Integrate biblical principles with positive psychology concepts.

    **Background Information**

    After the earthquake came a fire, but the Lord was not in the fire. And after the fire came a gentle whisper. When Elijah heard it, he pulled his cloak over his face and went out and stood at the mouth of the cave.

    Then a voice said to him, “What are you doing here, Elijah?” (
    _New International Version_, 1978/2011,
    [1 Kings 19:12-13\
    _(new tab)_](https://www.biblegateway.com/passage/?search=1+kings+19%3A12-13&version=NIV))

    God comes to us in many ways and through a diverse set of experiences. There are times when He may need to shout, to get our attention through a crisis or overwhelming set of circumstances. But more often than not, I believe God speaks to us as He did with Elijah, in a ‘gentle whisper’, or a ‘thin silence’ as some translators suggest. And in order to hear God in the silence, we must be able to quiet our lives and hearts down a bit, to find the space to listen.

    In this week’s clips of
    _Dr. Dave and the Girl Who Couldn’t Laugh_, you will listen to and watch the first two segments of my creative journey to get my laugh back and discern my calling. You will follow me to Michigan behind the scenes of a movie and to Kentucky behind the doors of a monastery and into the silence.

    **Instructions**

    1. Take brief notes as you watch and listen to
    segment 2 (5:19-8:23 and segment 3 (8:23:13:20) clips from the video from
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_:

    2. Reflect on 1 Kings 19:12-13 and the videos.

    3. Steal away for 15 minutes or even a few moments and sit in stillness and silence. Listen to the thin silence of God.

    4. Write down anything that comes to mind.

    5. Formulate your reflections, prayers, and thoughts into a discussion post that includes the following in two paragraphs (200 words).

    a. A paragraph summary of your notes on key points from the documentary.

    b. Reflection on the verses mentioned and what you heard in the thin silence as you respond to the following question: When have you heard God’s voice clearly or struggled to hear His voice in the past?

    6. Your postings should also:

    a. Be well developed by providing clear answers with evidence of critical thinking.

    b. Add greater depth to the discussion by introducing new ideas.

    **## 3.4Assignment.TED-StyleTalkReflectionJournal1.docx**

    1

    REFINING MY TED-TALK 4

    Refining My TED-Talk

    **Summarize the topic of your TED-style talk in one sentence:**

    The topic of my TED-style talk is, "The Power of Faith in Motherhood: How God Can Be an Anchor in Motherhood."

    **Outline Of The TED-Style Talk**

    **I. Introduction: The Uncertainty of Motherhood**

    A. Personal Story: I will share a personal story concerning my time in motherhood. The particular story I want to share is how doubtful I was when I first became a mother. I will also talk about how this did not change after I became a second-time mother, as a friend had shared the sentiment, "Children are like pancakes. The rest can turn out great, but you have to apologize to the first one."

    B. The Role of Faith: Introduce the idea of faith as a stabilizing force for mothers dealing with the uncertainties of motherhood. That relying on God is the way to successful marriages.

    II. Main Point 1: Faith as a Coping Mechanism in Stressful Times

    A. The Impact of Stress in Motherhood: Here, I will talk about the many stresses of motherhood.

    B. Faith as a Source of Resilience: Here, I will expound on God's love and speak on how it translates to motherhood.

    III. Main Point 2: The Role of Faith in Building Purpose and Meaning

    A. Purpose in Parenthood: Explore how faith helps mothers see their role in a broader, more meaningful context. Here I will talk about God's purpose for motherhood.

    B. Finding Strength Through Purpose: Discuss how a clear sense of purpose, supported by faith, enables mothers to endure and stay positive even during challenging moments.

    IV. Main Point 3: Optimism, Hope, and Trust in God's Plan

    A. Optimism Rooted in Faith: Since motherhood is shrouded in uncertainty, optimism can be very helpful in this situation.

    B. Hope for the Future: I will also talk about God's plan for children and the future, with the key verse being Jeremiah 29:11.

    V. Conclusion: Call to Action

    Here, I will encourage listeners to lean on their faith as an anchor in their motherhood journey, trusting that God will provide the guidance and strength they need. I will also provide actionable steps, such as prayer, scripture reading, or seeking community support, to bring peace and purpose into their parenting.

    **What is your chosen delivery format for the TED-type talk?**

    The mode of delivery I have chosen is a YouTube presentation. I will be recording it with the help of a few friends.

    **What equipment, software, consultation, or learning do you need to acquire before the end of this course in order to start building developing your actual talk? Again, be specific about both how you intend to acquire these resources and how you intend to use them.**

    I might need a smartphone with a good camera, microphone, lighting, cue cards, proper lighting, and video editing software.

    **What steps will you need to take in order to secure those resources before the end of the course? Provide a timetable for when you will acquire them.**

    I have begun approaching a few friends to help me with this endeavor. In addition, my church sound team does a fantastic job producing their vignettes. I intend to approach them to help me in this endeavor.

    **What other help do you need from your instructor that would enable you to start developing your talk at the start of the next course?**

    After drafting it, I will also need my professor to help make the discussion more attractive. I also need the professor's help reviewing my work and ensuring that it is of good quality and does not stray far from the initial message.

    **## 1.4Assignment.CapstoneReflectionJournal-DevelopingYourCapstoneProject1.docx**

    1

    CLARIFYING MY CAPSTONE PROJECT 4

    Clarifying My Capstone Project

    My capstone project is titled, “Empowering Christian Women in the African-American Community to Cultivate Purpose, Potential, and Identity through Faith-Based Life Coaching.” the project aims to integrate life coaching principles, positive psychology, and the Bible to help women cultivate purpose, potential, and identity. It aims to start by identifying the narratives and sources of limiting beliefs among women and breaking these limiting beliefs with Biblical truths. To do this, I will host a group of women for six weeks to tackle these elements. We will also be using the PERMA model to create a holistic approach to finding purpose, potential, and identity.

    My target audience is the women in my community, with the choice being a group of African-American women in my church. They are of diverse ages, ranging from 25 to 45. The main reason why I chose them was because they were geographically close to me. I also chose them because we have rapport and it was easy to begin a program with them. In addition, since we are in the same church community, I understand their challenges, which can help us engage and connect more easily.

    The specific need I am trying to meet is addressing identity confusion and a lack of purpose among African-American women. Tenets like social media, movies, television shows, and cultural narratives have brought so much confusion to the identity of the contemporary African-American woman. I intend to use this project to find ways to use positive psychology, the Bible, and life coaching to uplift African-American women to newer heights and to help them know that there is more to their lives and identity than what is portrayed in the media. I want to show these women that they have value in God and that they can become more than they are visually imagining.

    I had initially created a six-week program with meetings once a week. However, upon revision of the timeline, I shall have to do two sessions per week. In the first week, I intend to establish rapport and guide the women through the VIA assessment tool. This can be done in the first two sessions of the meeting. In the first session of the second week, we can then explore the idea of limiting beliefs and understanding how media and societal narratives impact how these women think. In the three remaining sessions, we can explore the topics of purpose, identity, and potential. Each week, we will look at each of these tenets to see what God says about them and what goals we can establish to guarantee that we grow in these three areas.

    My intended action points align closely with life coaching principles and positive psychology. For one, the action points are goal-oriented. Life coaching insists on setting and achieving goals to achieve personal and professional growth. I am leveraging a fundamental life coaching principle- transformational goal setting- by helping participants identify and overcome limiting beliefs and setting goals in areas like purpose, identity, and potential. In addition, the PERMA model and strength-based approach are all closely related to positive psychology.

    My project is heavily reliant on my literature review. It takes insights from my literature review to help me understand what limiting beliefs exist. The literature review helped me understand the root causes of the limiting beliefs and how Biblical approaches can be used to overcome them. It provided me with evidence-based strategies that I can leverage, such as the impact of the strength-based approach and the value of Biblical tenets. With this, I know how to guide the discussion on limiting beliefs. I also know how to discuss identity, purpose, and potential from a Biblical perspective.

    I will be conducting this project from a warm, intimate setting. I began having weekly meetings with these individuals to get to know them and establish rapport. I intend to continue with this measure, hoping they will agree to meet twice weekly for three weeks.

    One of the major resources I need is guidance on leading the conversation. I want to ensure the project is successful, so my communication needs to be on par. In addition, I hope to find time for this endeavor and be consistent. I do not want to be a leader who is constantly canceling meetings. I want to be present and available for these women, meaning I need to treat time as a resource. In addition, I also need financial resources. I am planning on having beverages and snacks as part of these meetings. These items are not cheap, and I hope I can consistently provide them.

    **## 2.4Assignment.PersonalReflectionsonGratitude1.docx**

    1

    USING GRATITUDE IN MY SPIRITUAL DEVELOPMENT 5

    Using Gratitude in My Spiritual Development

    _“Rejoice always, pray continually, give thanks in all circumstances; for this is God’s will for you in Christ Jesus.” –_ 1 Thessalonians 5:16-18

    The practice of utilizing gratitude is an integral part of growth. You cannot truly progress unless you accept all you have achieved. Showing gratitude acts as the backbone for spiritual and personal development. I have been actively trying to implement measures to help me use gratitude for my spiritual and personal development. One of the measures I have taken is practicing daily gratitude journaling. I enjoy having quiet time early in the morning (Dunaetz & Lanum, 2020). This allows me to interact with God through prayer and read His word in solitude before everyone is up. I have added a daily gratitude section as part of my quiet time, noting ten things I am grateful for. This has helped me change my perspective on life, where instead of looking for what I should complain to God about, I look for things I should thank God for. It has been a beneficial practice as I am now looking for positive things in my family and friends that I can write about in my journal.

    I have also embraced a new approach to prayer. Before, my prayer time was mainly clouded by things I needed God to intervene in. One morning, during my quiet meditation, it dawned on me after reading 1 Thessalonians 5:16-18 that I rarely showed God any gratitude for what He had done. This inspired me to keep a prayer journal in addition to my gratitude journal (Dunaetz & Lanum, 2020). This was where I would note what I wanted God to do for me and review it once a week to determine what God had answered. I also embraced the ACTS approach to prayer (Prusak et al., 2021). This is where I begin with Acknowledgment, which is praising God and honoring Him in His role over my life (Knabb et al., 2023). I then proceed to Confession, where I confess my sins and ask for forgiveness from my Father in heaven. I then proceed to Thanksgiving, where I appreciate God for answering the prayers I gave Him and all I have gotten this year. I then conclude with Supplication, where I lay my burdens and needs to Christ for Him to deal with (Dunaetz & Lanum, 2020). This approach has been constructive, as I now embrace thanksgiving in my prayer life more often.

    Another action I have taken is to show gratitude to others. I have learned to reach out to my friends and say thank you to them for being in my life. I learned this after I saw a post on a friend's WhatsApp status that read, "Don't wait until they're dead so you can give them their flowers." This quote brought me back to when my Father was alive and I realized that while he knew I loved Him, I never communicated it as often as I should have. I should have told him I loved him a lot more and that thought put a tear in my eye. I realized I needed to appreciate the people in my life more (Dunaetz & Lanum, 2020). This made me more vulnerable with my husband, children, friends, and extended family. I learned to show them love, enjoy them, and appreciate them for the love they show me.

    These steps have had a significant impact on my life. For one, I have learned that God is faithful to His word and even when it may look like He is not working, when you keep close track, He is doing more than you can even imagine (Knabb et al., 2023). This has been my testimony, and being grateful has shown me what the Lord is doing. I now realize that my Father in Heaven has my best interest at heart, and this revelation has blessed me.

    I have also learned the value of appreciating friendships, which has made me a better person. Gratitude has helped me see that differing views do not always mean the other person is wrong. It simply means we disagree on this particular issue, which is fine. This has truly helped me grow as an individual.

    References

    Dunaetz, D. R., & Lanum, P. (2020). What forms of gratitude expression are most appreciated? Applications for Christian leaders.
    _Journal of Applied Christian Leadership_,
    _14_(1), 55-70.

    Knabb, J. J., Vazquez, V. E., Wang, K. T., & Pate, R. A. (2023). The Christian Gratitude Scale: An emic approach to measuring thankfulness in every season of life.
    _Spirituality in Clinical Practice_,
    _10_(4), 304.

    Prusak, J., Kwapis, K., Pilecka, B., Chemperek, A., Krawczyk, A., Jabłoński, M., & Nowakowski, K. (2021). The quality of life, meaning in life, positive orientation to life and gratitude of Catholic seminarians in Poland: A comparative analysis.
    _Archive for the Psychology of Religion_,
    _43_(1), 78-94.

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    **files (1)**

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    **## weekIse592disccusion2025a.docx**

    **MSN 592 Week 5 Discussion Repeat class repeat class 2025a**

    **Clinical Resources**

    Resources are an important part of daily practice.  Identify and describe two resources you have seen being used in clinic that are helpful in determining diagnosis, assessment or treatment plans.  Citation and reference required.

    Initial Post:

    · Due: Tuesday, 11:59 pm PT

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    · Citations: At least one high-level scholarly reference in APA from within the last 5 years

    *Please write this study in “regular discussion style,” not in APA paper style. Answer all questions together, do not include numbers. I Would prefer the discussion written in Lato 14 style preferably, not Times Roman

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    **## weekIse592disccusion2025a.docx**

    **MSN 592 Week 5 Discussion Repeat class repeat class 2025a**

    **Clinical Resources**

    Resources are an important part of daily practice.  Identify and describe two resources you have seen being used in clinic that are helpful in determining diagnosis, assessment or treatment plans.  Citation and reference required.

    Initial Post:

    · Due: Tuesday, 11:59 pm PT

    · Length: A minimum of 250 words, not including references

    · Citations: At least one high-level scholarly reference in APA from within the last 5 years

    *Please write this study in “regular discussion style,” not in APA paper style. Answer all questions together, do not include numbers. I Would prefer the discussion written in Lato 14 style preferably, not Times Roman

    Thanks