Miley Cyrus s Original Image Essay - 1654 Words

As Miley Cyrus’s audience matured she purposefully changed her image by creating a new star text that was the polar opposite of her previous. A star text is considered to be everything that we associate with a start, including their promotion and body of work. Her hit sitcom Hannah Montana built her previous brand identity that connected with her audience of adolescent children. Miley’s original image was known for being a sweet and innocent teenage girl. Now her current start text identifies with heartbreak, drugs, activism and nonconformity. The extreme change of start text shocked and dismayed individuals. Many social media users and celebrity journalist wrote the transformation off implying it as a lost girl in her twenties making mistakes she will eventually regret. Despite the negative comments, Miley has embraced her star text using it for free publicity and media attention. Despite Miley Cyrus’s claims that her controversial change was not for reward or fame. Her old star text became mundane to mainstream media and her maturing audience, compelling her to reinvent her star text in order to continue being famous and successful in the music industry. To illustrate, many still remember Miley Cyrus as the sweet pop-star and down to earth character from her role as Hannah Montana on Disney Channel. At some point many fans believed that the personality of Miley Cyrus corresponded to her role on Hannah Montana. In her honest interviews and real encounters with fans,Show MoreRelatedMiley Cyrus s Influence On The Media Essay1660 Words   |  7 PagesThrough Miley Cyrus’s years on her hit sitcom her brand identity and start text were made. Her original star text was known a young sweet innocent teenage girl that believed in love. As Miley and her audience matured she began to revolutionize her image by creating herself a new star text that was the polar opposite of her previous. Her new star text was completely self and media driven. Now her current start text identifies with heartbreak, drugs, activism and nonconformity. The extreme changeRead MoreThe Evolution Of Miley Cyrus Essay1652 Words   |  7 PagesThe Evolution of M iley Cyrus As Miley Cyrus’s audience matured, she purposefully changed her image by creating a new star text that was the polar opposite of her previous. A star text is everything that we associate with a start, including their promotion and body of work. Her hit sitcom Hannah Montana built her previous brand identity that connected with her audience of adolescent children. Miley’s original image was known for being a sweet and innocent teenage girl. Now her current start textRead MoreIs Miley Cyrus s Brand Identity? Essay1701 Words   |  7 PagesI am student in our class and wanted to recommended anyone who wants to check their paper s grammar or plagiarism to use paperrater.com Miley Cyrus’s brand identity that configured her start text was created through her years on her hit sitcom. She was thought of as a young sweet innocent teenage girl that believed in love. Through her evolution she created herself a new star text that was polar opposite to what fans and media had taken her for. Her new star text was completely self and media drivenRead MoreMiley Cyrus s Brand Identity Essay1655 Words   |  7 PagesMiley Cyrus’s brand identity and start text was configured through her years on her hit sitcom. She was known as a young sweet innocent teenage girl that believed in love. Through her evolution she created herself a new star text that was the polar opposite of what she was previously thought of. Her new star text was completely self and media driven. She is currently identifying herself with heartbreak, drugs, activism and nonconformity. 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Analysis of the Metaphor in the “Fisherman” Poem by Kurt...

13 November, 2011 Analysis of the Metaphor in the â€Å"Fisherman† poem by Kurt Brown Life is a fishing ocean. This reveals the activities of man on a daily basis, where man has to go in search of his daily bread and the obstacles that he encounters. Brown’s poem, â€Å"Fisherman,† illustrates the sad condition of man and life’s struggles through the metaphor of a fisherman. Reading the poem makes me observe how life is in this period of recession, where man’s ego is far seen but his contentment is appreciated. Life is known not to be easy, and man still existing, hoping that he wakes someday and life is better. Brown uses the fishing and ocean metaphors to convey these key meanings and emotions: broken ego, envy, hope with perseverance and†¦show more content†¦This demonstrates how envy originates in the life of a man. Life struggles can be frustrating if no profit is seen and will definitely make a man envious of others. Man could see his peer’s prosperity as a challenge of patient and encouragement. In the case of the fisherman, he is a man without fear to strive on, though with a broken ego, he is not letting go and is ready to do whatever it takes to change his condition. Brown illustrates these concepts in this verse: â€Å"each day he grabs his gear and makes his way to the ocean, at least he is sure of that† (15-17). This suggests hope and perseverance. A man that is hopeful has a better opportunity for tomorrow; this is shown in the life of the fisherman as he goes out everyday not minding his circumstances but hopeful that tomorrow will be better. Hope gives birth to perseverance because he accepts his condition no matter how overwhelming it is. Brown uses the metaphor â€Å"soon he’s drifting under clouds, wind whispering blandishment is his ears. It could be today: the water heaves and settles like a chest he’s not far out† (25-30). Man’s life s truggles is frustrating, irksome but he is still thankful and appreciative that he has a means of livelihood and can still afford comfort no matter how small. The poet uses the metaphor to convey contentment: â€Å"Soon hes drifting under clouds, wind whispering blandishments / in his ears. It could

Workforce Education Free Essays

Author Note Heartfelt thanks to Dr. Terre Eversden to have given me an opportunity to present a paper on the Adult Educational Philosophies – Benefits and Challenges their involvement in real life scenarios or the environment we live in. The paper captures the benefits, challenges and example to each Adult Education Philosophy i. We will write a custom essay sample on Workforce Education or any similar topic only for you Order Now e. Liberal, Behavioral, Humanistic and Progressive. Abstract An adult education philosophy, or philosophical orientation, is the categorization of an individual’s beliefs, values, and attitudes toward adult education and what the purpose and outcome of adult education should be. In this paper, I shall discuss of Liberal Educational Philosophy, Behaviorist Educational Philosophy, Progressive Educational Philosophy, Humanistic Educational Philosophy and finally Radical Humanistic Philosophy. These are the Adult Educational Philosophies. Benefits and Challenges of each of these philosophies shall be discussed in brief. Keywords: liberal, behaviorist, progressive, humanistic, radical, educational, philosophy Liberal Educational Philosophy The liberal adult education philosophy stresses the development of intellectual powers. Liberals always seek knowledge. They work to transmit knowledge and clearly direct learning. The educator is the â€Å"expert†, and directs the learning process with complete authority. Learning methods used include lecture, study groups, and discussion. Socrates, Plato, and Piaget were practitioners of the liberal philosophy. (Note: Liberal adult education does not refer to liberal political views; it is related to Liberal Arts. ). According to liberal adult education, â€Å"the educated person possesses the four components of a liberal education: rational or intellectual education which involves wisdom, moral values, a spiritual or religious dimension, and an aesthetic sense† (Elias Merriam, 1995, p. 26). Liberal adult education emphasizes liberal learning, organized knowledge, and the development of the intellectual powers of the mind. It also stresses philosophy, religion, and the humanities over science. The teacher is given a prominent place within this philosophy, and must be well-versed in many intellectual interests. Liberal adult education employs heavy promotion of theoretical thinking. This philosophy is suited for adult learners because it requires life experience in order to fully gain from the reflection and contemplation involved in liberal education’s goals. To illustrate the significance of this philosophy, Elias and Merriam (1995) write: As long as the human person does these things [searches for truth, desires to develop their moral character, strives for spiritual and religious visions, and seeks the beautiful in life and nature], the liberal tradition in education will be a potent force.  (p. 42). The negatives of liberal approach are not everyone is critical thinkers and problem solvers and their opinions can be swayed by others. Example: A liberal classroom setting is a more traditional environment. In the classroom you my just have a lecture or even break students or adults into study groups to help each other out. Another option is critical reading and discussion. This approach allows students to free themselves from past experience. They are able to prepare themselves for diversity and change. It teacher teaches them to be critical thinkers and problem solvers. Behaviorist Educational Philosophy A major tenet of behaviorism is the belief that â€Å"all human behavior is the result of a person’s prior conditioning and is determined by external forces in the environment over which a person has little or no control† (Elias and Merriam, 1995, p. 79). Because behaviorism fundamentally aims toward individual and societal survival, emphasis is put on skill acquisition and learning how to learn. Thus, the teacher must create an environment that is optimal for bringing about behavior that ensures survival. The behaviorist adult education philosophy emphasizes the importance of the environment in shaping the learner. The traits of the behaviorist teacher are close to those of the liberal, in that the behaviorist â€Å"manages† the learning process and directs learning. Behaviorist concepts include mastery learning and standards-based education. Some teaching methods used by behaviorist educators include programmed instruction, contract learning, and computer guided instruction. Learners are active and able to demonstrate a measurable, learned behavior. Accountability is an important concept in behaviorism and punctuates that teachers and learners are both accountable for successful learning. Behaviorism is strong in setting clearly defined purposes, learning objectives, and in selecting experiences that work toward those purposes and objectives. Evaluation is valued in assessing the attainment of the behaviors being taught. Vocational training and teacher certifications are both behaviorist practices. Skinner, Thorndike, and Steinberg were believers in the behaviorist philosophical tenet. Example: A good example of Behaviorist is a coach. If a coach tells you what to do then you have to do it, otherwise you won’t get to play. You must practice the task on hand in order to be successful just like in sports. The teacher has to be a manager who directs the learner outcomes and design the environment. Many teachers must be competency-based teacher. Competency-based focuses on outcomes and has a certain curriculum that teachers have to follow to get the outcome that they want. Progressive Educational Philosophy The power of progressivism runs deep in American adult education, as stressed by Elias and Merriam (1995): â€Å"Progressivism has had a greater impact upon the adult 14 education movement in the United States than any other single school of thought† (p. 45). The progressive philosophy of adult education stresses an experiential, problem-solving approach to learning. Like behaviorism, progressivism sees the goal of education being individual and societal. However, the goal of progressive education is improvement rather than survival, which is achieved through liberating the learner. There are five basic principles of adult progressive education. The first is a broadened view or concept of education, meaning that education is not restricted to formal, classroom instruction but is a lifelong process influenced by many sectors of society and daily life. The second principle is a new focus on the learner and the potential of that person to learn more than his or her immediate interests. The third principle is the introduction of new instructional methodologies. Diversifying these teaching methods in turn diversified learner knowledge gained by learning from those methods. The fourth principle is a new teacher-learner relationship that is interactive and reciprocal. The fifth principle is that education is an instrument for preparing learners to change society. Learners of this philosophy need problem solving skills and practical knowledge. They learn by doing, inquiring, being involved in the community, and responding to problems. Teaching methods used in this philosophy include problem solving, the scientific method, and cooperative learning. The educator is an organizer who guides learning instead of directing learning and evaluates the learning process. Progressive proponents include Spencer, Dewey, and Lindeman Example: Progressive setting is showing someone how to frame a wall while constructing a house and then watching them do it themselves. Progressive is showing someone how to do something and then they do it while you guide them through the task. Training and Development in present organizations follow such type of education. Humanistic Educational Philosophy Humanistic education aims at the development of people who are open to change and continued learning, people who strive for self-actualization, and people who can live together as fully-functioning individuals. The humanistic philosophy of adult education follows some basic principles such as the following: human nature is naturally good; freedom and autonomy influence behavior; individuality and potentiality are unlimited and should be nurtured; self-concept leads to self-actualization; perception of the world explains behavior; and individuals have a responsibility to humanity. Foundations of humanistic education lie in the following: the notion of self-concept; that the adult defines himself in terms of the accumulation of a unique set of life experiences; that an adult’s readiness to learn is linked to developmental tasks unique to a stage in life; and that adults desire an immediate application of knowledge. The humanistic adult education philosophy seeks to facilitate personal growth and development. Humanists are highly motivated and self-directed learners; responsibility to learn is assumed by the learner. The humanist educator facilitates learning but does not direct learning. According to Elias and Merriam (1995), â€Å"Humanistic adult educators are concerned with the development of the whole person with a special emphasis upon the emotional and affective dimensions of the personality† (p. 109). The educator and learner are â€Å"partners. † Concepts that define the humanistic philosophy include experiential learning, individuality, self-directedness, and self-actualization. Humanistic teaching methods contain group discussion, team teaching, individualized learning, and the discovery method. Rogers, Maslow, Knowles, and McKenzie are facilitators of the humanistic philosophy. The challenge is as this concentrates on people’s natural desire to learn, the teacher is a facilitator and students relate to past experience with this approach; however, if there isn’t mutual respect between the students and teacher this method will probably fail. Radical Educational Philosophy The radical adult education philosophy promotes extreme social, political, and economic change through education. Radical education does not work within existing social norms or structures, but strives to change those structures. Within this philosophy, the educator and learner are equal partners in the learning process. The educator is the coordinator of the class and makes suggestions but does not direct the learning process. This philosophy embraces concepts such as noncompulsory learning and deschooling. Exposure to the media and people in real life situations are considered effective teaching methods. Holt, Freire, and Illich are proponents of the radical adult education philosophy. Radicalism falls outside the realm on mainstream adult education philosophy, mainly because the purposes of many adult education activities are not parallel with the purposes of radical adult education. Identification of Adult Education Philosophical Orientation How to cite Workforce Education, Papers

Faecal Incontinence and Constipation †Free Samples to Students

Question: Discuss about the Faecal Incontinence and Constipation. Answer: Introduction The assignment deals with the case study of Ron (88, M) experiencing cough, headache, and fever since 8 days. The purpose of the assignment is to discuss the factors to be considered for conducting the health assessment for Ron. Further, it covers risk assessments needed for the patient supporting with rationale. The assignment discusses the implications of hospitalisation on the patient and his family and intends to high light the ways to overcome them. Based on the case study, the nursing care plan is developed using NANDA guidelines. These include nursing diagnosis, goals, and nursing interventions appropriate for Ron. Factors when considering the health assessment data There is a need of past medical history and need to know the physiological conditions. Past medication history is needed as certain medications are risk factors for constipation. For instance, the use of statins and antimuscarinics are known to be associated with clinical constipation. Past medical history is required to know the factors that may cause infection, or probability of other chronic illnesses such as COPD and others. Poor mental health can be the risk factor for older adults. Smoking, alcohols or drug abuse stress, anxiety and depression can lead to chronic conditions. Mental health and the cognitive ability (Confusion, and delirium) are the factors to be considered during the health assessment as they are contributors of may complicated illnesses (Iqbal, Gupta, Venkatarao, 2015). Social history is the other factors to be considered in the health assessment. Social isolation in old age leads to poor mental and physical health. Since Ron is restricted to home with decreased gait and mobility, he may be at risk of decreasing physical and mental health. In addition, Ron does not have his wife with him and hence he may be lacking the emotional support needed at this age. Social isolation leads to loneliness and depression at old age. It is necessary to know the family members support and other important people in the life of Ron. Further economic factors need to be considered to determine the care plan accordingly. Financial barrier may hamper the diagnosis and care process (Jarvis, 2015) Other factor to consider for risk is age. Ron is 88 years old and with aging alteration in mobility is evident. It is due to the decreasing muscle function, strength and loss of muscle mass and decrease gait. The decrease in gait is evident in Ron. Age is the risk factor for various chronic illnesses (Bickley Szilagyi, 2012). In addition there is need to consider the gender issues as there is a difference in the health reacted behaviour between men and women. Some patient may prefer to talk about health issue to same sex person. Knowing the patients culture and ethnicity is important as health belies vireos in different culture and may hamper the health assessment process. Language may act as barrier to health assessment, therefore it is required to know the language preferred by Ron and if he needs medical interpreter (Jarvis, 2015) Risk assessments and Rationale Fall risk assessment- Since Ron is needs assistance with activities of daily living as he has an unsteady gait and walks with the 4-wheelie walker; there is an increased risk of fall. Fall leads to complicated outcomes such as serious injury such as fracture, decline in functional status, admission in hospitals, and increased use of medical service, and death from injury. Most elderly people develop a fear of falling after a fall. Thus, it is necessary to assess the risk of fall or near falls in the case of Ron (Aranda-Gallardo, et al., 2013) Risk assessment for pressure ulcer- Ron is at high risk of pressure ulcer. Patients who are bound to bed or wheelchair are at high risk of developing pressure ulcer. These are more likely to occur at hips, buttocks, and sacrum. The risk of pressure ulcer needs to be assessed as it is difficult to treat. Pressure ulcers significantly hamper the patients quality of life and thus early identifying the conditions that may lead to this condition will help prevent(Chou, et al., 2013). Mental state assessment includes risk assessment for geriatric depression and cognitive impairment. The rationale for selecting this assessment is high prevalence of depression among older adults. Depression decreases the quality of life as it commonly accompanies complicating medical illnesses. Ron is 88 years old and lives with his daughter. He is dependent on her physically and may be at risk of depression. His depression can be due to social isolation for being mostly restricted to house (Conradsson, et al., 2013). Pneumonia risk assessment- The symptom commonly presented in pneumonia are fever, headache, cough, tachypnoea, increased confusion, loss of appetite, breathlessness and wheezing. These symptoms are also evident in Ron and hence it s necessary to identify if he is at risk of pneumonia. The vital signs of the patient include pulse 105, BP 125/70, respiratory rate 28, and temperature 37.8. Ron has not open bowels since four days and symptoms similar to this are found in pneumonia (Iinuma, et al., 2015). Implications of hospitalisations Illness hampers the quality of life and decreases the self-esteem of any patient. In this situation, the knowledge of body image and self identity can affect care. Ron may feel stressed about frailty and decreasing physical strength. Greater attention to body image can hamper the delivery of care. Many elderly patients after the illness and hospital admission may feel themselves as less attractive. Hospitalisation and illness are accompanied with dietary changes and social isolation and loneliness. The psychological implications of the illness and bed rest are worse. In addition to functional decline, the patients may feel anxious and depressed caused by feeling of dependency. Ron may experience a sudden change in the mental function. As Ron is dependent on his daughter for activities of daily living and emotional support, he may feel the loss of autonomy. He may not be able to participate in clinical decision-making and may have fear of compromising his preferences and values. The p atient may also feel a loss of respect and dignity. Hospitalisation of the household member leads to psychological distress among other members in the family due to uncertainty of the health outcomes (Bello, et al., 2014). The patient may feel homesickness and boredom, as he is mainly restricted to house due to poor mobility. The illness may affect the education of the other in the house such as grandchildren. It may influence the household responsibilities of Rons daughter and her husband. Admission to hospital involves financial burden. Depending on the length of the hospital stay, the financial difficulties may increase. If the socioeconomic status of the family is low then the illness is an added burden on the family. Ron may also feel like burden on the family (Berman, et al., 2014). Nurse can deliver patient centred care where the patients values, beliefs and preferences will be considered. Nurse can reduce the psychological implications in Ron by giving motivational session and involving him in clinical decision-making. It will reduce the anxiety, depression and poor self-image. By following the ethical principles of beneficence, non-maleficence and social justice, it is possible to overcome the psychological implications on Ron and his family (Berman, et al., 2014). Nursing process Nursing Diagnosis Goal Intervention Rationale Evaluation Risk of ineffective airway clearance and infection related to respiratory tract as evident from persistent fever, and cough since 8 days in the patient and high respiratory rate (North American Nursing Diagnosis Association., 2015) To reduce the infection like symptoms such as fever and headache and promote airway clearance in-patient which will be evidenced by decreased cough, tachypnoea and respiratory rate. Conduct lung assessment for breath sound and coarse crackles. Note cough for efficacy and coordinate with the respiratory therapist (Ghosh, OKelly, Roberts, Barker, Swift, 2016). The presence of coarse crackles during the late inspiration is indicative of fluid in airway. Airway obstruction can be confirmed by wheezing (Gatford Phillips, 2016). The patient demonstrates effective coughing, decrease in fever. The patient will demonstrate normal vital signs. No sign of tachypnea after the intervention Time- 48-72 hours Give medication as prescribed by the physician for fever and cough. These may include antibiotics, bronchodilators, mucolytic agents and monitor for side effects and effectiveness (Ghosh, OKelly, Roberts, Barker, Swift, 2016) A variety of medications are available to that treats the specific problem. Most of them may promote airway clearance. It may decrease the airway resistance (Bullock Manias, 2013). Educate the patient on coughing, deep breathing and splinting techniques and proper use of the medication and inhalers. The breathing technique that will be taught to the patient is to take deep breath, and hold for two seconds followed by coughing two to three times in succession(Ghosh, OKelly, Roberts, Barker, Swift, 2016). It is important for the patient to know the proper technique and underlying principle for keeping airway clean. An ineffective coughing leads to compromised airway clearance Patient education is necessary as understanding the prescription will promote the safe and effective administration of medication (Tiziani, 2017). Impaired elimination and exchange due to risk for constipation as evident from the stool retention for 4 days in Ron (North American Nursing Diagnosis Association., 2015) To improve the bowel movement of the patient and relief from discomfort due to unopened bowels. Encourage the patient to increase the fluid intake unless cardiac limitations (Ghosh, O'Kelly, Roberts, Barker, Swift, 2016) Adequate fluid amount is required to keep the faecal mass soft (Coggrave, Norton, Cody, 2014) The patient has improved bowel frequency that is normal at this age The patient demonstrates relive from discomfort. The patient learns the measure that treats constipation The patient maintain normal diet. Time- 48 hours Suggest balanced diet to the patient that consists of adequate fresh fruits, fibres, vegetables and grains (Ghosh, O'Kelly, Roberts, Barker, Swift, 2016) One should not have around 20 grams of fibres per day as it adds bulk to the stool and a makes the defecation process easier (Coggrave, Norton, Cody, 2014) The patient can be administered with laxative (Ghosh, O'Kelly, Roberts, Barker, Swift, 2016) Laxative irritate the bowel mucosa and causes rapid propulsion of the small intestine contents (Moini, 2015) Impaired safety due to risk of fall and injury as evident from decreased gait and mobility (North American Nursing Diagnosis Association., 2015) Improve patient safety by preventing fall, so the patient will be free of fall during his hospitalisation 1.During every shift the patient should asses the fall score of Ron and the nurse must screen Ron for stability and mobility skills(sit to stand, supine to sit, walking and turning around) (Zwar, et al., 2016) Fall scores helps to determine the risk of falling in the patient. Depending on the score preventive measures can be taught to the client. Screening will help to determine methods to ensure safety (Cangany, Back, Hamilton-Kelly, Altman, Lacey, 2015) The patient demonstrates safety behaviour in two weeks of time The patient has the knowledge of fall and fall prevention techniques Time -24-72 hours2. Nurse should keep the patients bed in the lowest position all the time and modify the environment such as removing tables and chairs in the path(Zwar, et al., 2016). n case the patient wakes up at night to drink water or toilet, lower bed positioning will reduce his risk of fall. It is necessary to remove obstacles in the patients path such as chairs and tables or any other object to avoid accident and fall or injury. It is evident from literature that majority of falls are related to toileting. Therefore it is necessary that path to washroom is clear (Cangany, Back, Hamilton-Kelly, Altman, Lacey, 2015) 3. Ron should be given yellow fall risk bracelet and yellow socks so that other nurses and staff will be aware of his delicate situation (Zwar, et al., 2016) Yellow bracelet and socks act as alert for other nursing staff. It will increase their vigilance and they will be greatly obliged to watch for falls (Cangany, Back, Hamilton-Kelly, Altman, Lacey, 2015) Conclusion The paper comprehensively discusses the factors that are to be considered for the health assessment of Ron. The risk assessment appropriate for the case study are highlighted and the implications of hospitalisation on the patient is discussed. Illness hampers the quality of life and decreases the self-esteem of any patient. It significantly hampers the mental wellbeing of the family members. The nursing process presented in this paper comprises of diagnosis and goals that are based on the NANDA principles. Risk of ineffective airway clearance and infection, risk of fall and injury, and Impaired elimination and exchange are the three priority nursing diagnosis. The interventions are designed corresponding to diagnosis and goals. NANDA guidelines are useful and effective in designing appropriate care for the patient. Bibliography Aranda-Gallardo, M., Morales-Asencio, J. M., Canca-Sanchez, J. C., Barrero-Sojo, S., Perez-Jimenez, C., Morales-Fernandez, A., Mora-Banderas, A. M. (2013). Instruments for assessing the risk of falls in acute hospitalized patients: a systematic review and meta-analysis.. BMC health services research,, 122. Bello, N. A., Claggett, B., Desai, A. S., McMurray, J. J., Granger, C. B., Yusuf, S., Solomon, S. D. (2014). Influence of prior heart failure hospitalization on cardiovascular events in patients with reduced and preserved ejection fraction. Circulation: Heart Failure, CIRCHEARTFAILURE, 113. Berman, A., Snyder, S. J., Kozier, B., Erb, G. L., Levett-Jones, T., Dwyer, T., Parker, B. (2014). Kozier Erb's Fundamentals of Nursing Australian Edition. Pearson Higher Education AU. Bickley, L., Szilagyi, P. G. (2012). Bates' guide to physical examination and history-taking. Lippincott Williams Wilkins. Bullock, S., Manias, E. (2013). Fundamentals of pharmacology. . Pearson Higher Education AU. Cangany, M., Back, D., Hamilton-Kelly, T., Altman, M., Lacey, S. (2015). Bedside nurses leading the way for falls prevention: an evidence-based approach. Critical care nurse, 82-84. Chou, R., Dana, T., Bougatsos, C., Blazina, I., Starmer, A. J., Reitel, K., Buckley, D. (2013). Pressure ulcer risk assessment and prevention.. Ann Intern Med,, 28-38. Coggrave, M., Norton, C., Cody, J. D. (2014). Management of faecal incontinence and constipation in adults with central neurological diseases.. The Cochrane Library. Conradsson, M., Rosendahl, E., Littbrand, H., Gustafson, Y., Olofsson, B., Lvheim, H. (2013). Usefulness of the Geriatric Depression Scale 15-item version among very old people with and without cognitive impairment. Aging mental health,, 638-645. Gatford, J. D., Phillips, N. (2016). Nursing Calculations E-Book. . Elsevier Health Sciences. Ghosh, S., O'Kelly, N., Roberts, E. J., Barker, C., Swift, J. (2016). Combined interventions for COPD admissions within an urban setting. . British Journal of Healthcare Management,, 123-131. Ghosh, S., OKelly, N., Roberts, E. J., Barker, C., Swift, J. (2016). The clinical and economic impact of the combined interventions of telehealth, specialist respiratory nursing care and health coaching interventions for COPD admissions within an urban setting. Iinuma, T., Arai, Y., Abe, Y., Takayama, M., Fukumoto, M., Fukui, Y., Komiyama, K. (2015). Denture wearing during sleep doubles the risk of pneumonia in the very elderly.. Journal of dental research,, 28S-36S. Iqbal, S., Gupta, S., Venkatarao, E. (2015). Stress, anxiety depression among medical undergraduate students their socio-demographic correlates. The Indian journal of medical research,, 354. Jarvis, C. (2015). Physical Examination and Health Assessment-. Elsevier Health Sciences. Moini, J. (2015). Fundamental Pharmacology for Pharmacy Technicians. . Cengage Learning. North American Nursing Diagnosis Association. (2015). Nursing diagnoses of NANDA: definitions and classification 2015-2017. Porto Alegre: Artmed. Tiziani, A. P. (2017). Havard's Nursing Guide to Drugs-Mobile Optimised Site. . Elsevier Health Sciences. Zwar, N. A., Bunker, J. M., Reddel, H. K., Dennis, S. M., Middleton, S., van Schayck, O. C., Xuan, W. (2016). Early intervention for chronic obstructive pulmonary disease by practice nurse and GP teams: a cluster randomized trial. . Family practice,, 663-670.