discussion respond to classmates

please see attached 

Guided Response:

 

Answer any questions your instructor has about your initial post, and respond to at least two of your classmates’ postings by Day 5. Each of your responses to your classmates should be at least 100 words in length. Comment on the specificity of your classmate’s question: Is it overly general and philosophical, or is it so specific as to be of limited interest to other practitioners in the field? Offer some advice to your classmate about how he or she might revise the question to be more relevant to practitioners in the field

Discussion Forum

Respond to classmate one:

In this paper the topic of interest is the Environmental effects of pollution. In the beginning of the scholarly enquiry, it is mandatory that the chairperson and group members sign a Guiding Team Form and the original form be handed over to the progress adviser. Then all the learners forming supervisory teams are required to comprehend and submit the environmental effect of pollution, approving that they are aware of the necessity to comply with the university’s rules concerning the Environmental studies and the group requirements for researchers. The proposal for the research is then handed by the group to the supervisor for approval before undertaking the actual research (Feng et al, 2019). The research proposal contains the activities and the outcomes that are predicted. If the activities involve collecting data about environmental subjects, an environmental subject’s application is required.

When implementing the proposed activities the student regularly contacts the supervisor about their progress. Once completed the students submits their work for the final approval of the scholarly inquiry project.

The knowledge and skills that have been enhanced in this course and are helpful in competing the doctoral scholarly enquiry project include: time management skills for example ability to meet deadline, problem solving for example solving challenging essay questions, communication skills for example been able to interact one on one with others, critical thinking and money management skills for example paying utility bills. Some of the skills that need to be developed continuously are project organization and management, information management skills, solving problem and analysis skills and work habits and self-management (Thita & Ariya, 2020).

 

Reference

Feng, R., Wang, Q., Huang, C. C., Liang, J., Luo, K., Fan, J. R., & Cen, K. F. (2019). Investigation on air pollution control strategy in Hangzhou for post-G20/pre-Asian-games period (2018–2020). Atmospheric Pollution Research, 10(1), 197-208.

Thita, S., & Ariya, K. (2020). The local context-based instructional model of the 21st-century career skills development for primary students in Chiangrai. In RSU International Research Conference 2020 (pp. 1011-1019).

Respond to classmate two:

The process of scholarly inquiry has provided an opportunity to identify a research topic: Rural Health Care Access using Evidence-Based Practices to eliminate unmet Health Care Needs in Older Adult Communities

          Having the opportunity to compare qualitative, quantitative, and alternative sources have provided clarity in designing a quantitative research study using secondary data.  The importance is understanding the use of peer-reviewed articles; a geriatric social worker could use the knowledge gained to improve the lack of health care access and unmet health care needs for older adults living in rural areas (Lyman & Moore, 2019). The skills of a professional geriatric social worker are understanding how crucial evidence-based research is in developing a deepening understanding of the fragmentation of health care for older adults. The knowledge developed in evaluating research studies, questions, and methodology can influence the social structure in health promotions (Coughlan, Cronin, and Ryan, 2007).  Understanding how to build upon descriptive research in the cause of fragmentation in health care, and the effect is health disparity.

          To address the research question is in the less expensive methodology of quantitative research. Quantitative literacy is needed at the graduate level in understanding and using social science in the development of strategies to improve practices (Sheppard, 2015).  The skills and knowledge needed to continue to develop the doctoral research project are to continue to research peer-reviewed articles and continue to observe the organizations working with older adults. Logan (2017) suggest expanding one’s research and practices encourage future scholar/ practitioners to take an advocacy approach with useful theory and a clear conceptual foundation. Attending current workshops leading to health disparities also continue ongoing conversations aimed to evaluate current knowledge and identify research areas aimed at improving the field. To improve social services is ongoing education and training to problem solve with the advocacy to equality and diversity of the professional skills. Continued research is needed within the social environment to sustain a balance of engagement to address the gap in social, mental, and physical health, inaccessibility to managed services.

References:

Coughlan, M., Cronin, P., & Ryan, F. (2007). A step-by-step guide to critiquing research. Part 1:

            Quantitative research. British Journal of Nursing, 16(11), 658-663.

             https://info.britishjournalofnursing.com (Links to an external site.)

.

Logan, R. A. (2017). Seeking an expanded, multidimensional conceptual approach to health literacy

              and health disparities research. Information Services & Use, 37(1), 59–83. 

 Week 6 – Peer Feedback

Identifying a Research Question: Part 1

Respond to classmate one:

Research question:

What association exists between unmet health care needs and the lack of health care for older adults living in rural areas?

           The significance of selecting this question is to promote the profession as a geriatric social worker to advocate for improvements to the health promotion within the older adult population. According to Simmi et al. (2019), the subjective research question should be relevant; as pointed out by Douthit et al. (2015), unmet health care needs continue to burden the population’s health, presenting challenges and opportunities to the social worker and service providers and possible health care profession ageism. Mattick et al. (2018) suggest identifying the current problem and asking what research question can provide evidence to advance research. Simmi et al. (2019) suggest the results and analysis of data created from the research question may build upon a justified benefit. The benefit is to address the lack of health care access for older adults that live in rural areas leading to unmet health care needs (Wasserman, 2019). Devin et al. (2019) point out a few studies examine the factors that affect the lack of health care access for rural populations. Currently, the effort to meet health care needs can occur through the expansion of minute clinics in shopping areas; however, this effort only accommodates individuals that need short-term care for common illness. The emphasis is to achieve health equity, eliminate disparities, and create prevention and health promotion services.  The advancement should result in collaborative research working with the senior community and their health care problems contributing to the health of the population.

          The research question has the potential to advance the few studies that discuss the factors affecting the lack of health care access in rural areas and their poorer health care outcomes (Devin et al. 2019). When addressing the aging population, it is to understand those older adults 65 and over with disabilities from 1996 to 2030, estimating if disabilities do not change, 8.3 million of 26.9 million total population 65 plus will increase (www.census.gov. 2020). The expectation with increased support from researchers to investigate the potential of quantitative research will support the improvement of social worker’s ability to advocate and defend the wrongs of social implications with practitioners able to make decisions with information, to justify actions according to the best practices and not just using everyday logic.  Social worker’s organizations agree that quantitative research brings to the table possibilities of solutions in the outcome to services (Sheppard, 2015, p. 1522).

References:

Devin Incerti, John Browne, Caroline Huber, Christine L. Baker, Geoff Makinson, Amir Goren,

           Warren Stevens. (2019). An empirical tool for estimating the share of unmet needs due to

           healthcare inefficiencies, suboptimal access, and lack of effective technologies. BMC Health

          Services Research, (1), 1. 

https://doi-org.ezp.waldenulibrary.org/10.1186/s12913-019-3914-7

Respond to classmate two:

Why are prototypical leaders more effective than non-prototypical leaders in groups that value social identity?

Social cognition refers to the process of applying, storing and processing information about social circumstances and about others within our environment. Cognitive processes play a crucial role in social interactions. Therefore, social cognition is closely linked to social identity because it involves cognitive processes (Islam, 2014). In leadership, social identity is very important, especially in forging, transforming, and consolidating an individual’s identity as a member of a group (Hogg et al., 2012). Social identity implies that if their sense of self influences members of a group, a leader who understands what the group stands for is most likely to influence them. Such kind of a leader is said to be prototypical of the group.

For such groups that value social identity to be effective, the followers must perceive the leader as prototypical. As long as the leader’s attributes match the group’s desires, even if general leadership attributes decline, the team is still likely to be effective. Members believe that the leader’s identity and that of the group are closely matched. So he is likely to act in the group’s best interest at all times (Hogg et al., 2012). Members feel safe and attached to their leader, even when things go astray. They have more trust in their leader and are free to be more productive and innovative. However, for non-prototypical leaders, members of a group that values their sense of self may not trust them because of their differences (Rast et al.,2012). They may not act in the best interest of theb group because of their separate identity. Therefore, this research will examine why prototypical leaders are more effective than non-prototypical leaders in groups that value social identity.

 
 

               References

Hogg, M. A., van Knippenberg, D., & Rast III, D. E. (2012). The social identity theory of leadership: Theoretical origins, research findings, and conceptual developments. European Review of Social Psychology, 23(1), 258-304.

Rast III, D. E., Gaffney, A. M., Hogg, M. A., & Crisp, R. J. (2012). Leadership under uncertainty: When leaders who are non-prototypical group members can gain support. Journal of Experimental Social Psychology, 48(3), 646-653.

Islam, G. (2014). Social identity theory. Journal of Personality and Social Psychology, 67, 741-763.