Create A 750 To 1000 Word Case Study Of A Real One

Create A 750 to 1000 Word Case Study Of A Real Either Yourself Or A

Create a 750- to 1000-word case study of a real (either yourself or a willing adult volunteer) or fictitious person who has developed the competencies of their academic program at Ashford University. Evaluate your real or fictitious person’s learning within the program as it contributes to the overall attainment of the institutional outcomes. Include at least one personal life example and one career example of applying the competencies to resolve personal challenges and an ethical dilemma (e.g., a client or research subject reveals compromising information about a friend or family member who also happens to be someone you know in a personal/social context). Create or describe a scenario in which the person wrestles with an issue related to the assigned research topic in her or his personal and/or professional life.

Paper For Above instruction

This case study explores the developmental journey of a fictitious individual, Sarah, who pursued her academic program at Ashford University. Throughout her studies, Sarah cultivated essential competencies such as ethical reasoning, professional problem solving, critical thinking, and effective communication, which played significant roles in both her personal life and her career. This narrative examines how these competencies contributed to her growth and her ability to address complex scenarios involving personal and ethical challenges.

Sarah’s academic journey at Ashford University was marked by an emphasis on applying theoretical knowledge to real-world situations. One key competency she developed was ethical reasoning, which she demonstrated in a personal scenario concerning a family member. During her coursework, Sarah learned to evaluate situations from multiple perspectives, consider stakeholder impacts, and adhere to professional standards. An instance illustrating this was when her brother confided in her about questionable financial practices at his workplace. Faced with a potential ethical dilemma, Sarah utilized her ethical reasoning skills learned at Ashford to decide how to handle the information responsibly, balancing her loyalty to her family with her understanding of ethical obligations.

In her professional life, Sarah faced a challenging ethical dilemma involving a client from her role in community health outreach. The client disclosed sensitive information indicating potential harm to themselves or others. Drawing upon her Ashford education, particularly her training in ethical decision making and confidentiality, Sarah was able to carefully evaluate the circumstances. She recognized the importance of protecting client confidentiality while also understanding her duty to ensure safety. She collaborated with supervisors and followed ethical guidelines to determine appropriate steps, such as involving appropriate authorities or support systems, thereby demonstrating professional problem solving rooted in her academic development.

A personal life example underscores the practical application of her developed competencies. Sarah was once approached by a close friend who shared information about a mutual acquaintance's suspected abuse. Struggling with how to respond ethically, Sarah reflected on her training at Ashford related to ethical standards and professionalism. She evaluated her options: ignoring the information, confronting her friend, or reporting to authorities. After considering the potential outcomes and ethical implications of each choice, Sarah decided to advise her friend to seek appropriate professional help and offered support in doing so, showcasing her ability to navigate complex social and ethical issues thoughtfully.

Throughout her academic journey, Sarah engaged in reflective practices and active learning strategies encouraged by Ashford University. This process helped her articulate her personal viewpoints, evaluate evidence objectively, and consider various options before taking action. Her coursework emphasized critical thinking and ethical analysis, which proved invaluable when she encountered challenging situations. For example, she critically assessed the pros and cons of reporting her friend's concerns, considering the potential impact on her relationships and the welfare of the individual involved.

Ultimately, Sarah’s approach led to a positive resolution: she helped her friend connect with professional resources, ensuring the safety of the individual involved while respecting ethical boundaries. Her experience underscored the importance of applying academic competencies to real-life scenarios, fostering professional integrity, and making informed decisions. The education she received at Ashford University equipped her with the tools necessary for effective problem solving, ethical reasoning, and personal growth.

In conclusion, Sarah’s developmental journey at Ashford University profoundly enhanced her ability to handle complex personal and professional challenges. The competencies gained—ethical reasoning, problem solving, critical thinking, and communication—enabled her to navigate ethical dilemmas thoughtfully and responsibly. Her case exemplifies how academic programs not only impart knowledge but also foster essential skills that contribute to holistic personal and professional development. Through her experience, Sarah exemplifies the transformative impact of Ashford University’s educational outcomes in real-world contexts.

References

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