Recent orders
Targeting Mistranslation
Targeting Mistranslation
Introduction
English and Chinese are significantly different in a number of areas including arrangement of subject-verb agreement, lexical tools, and nuances and so on (Li, 2010). To effectively express meaning of a text in a different language, these differences must be factored in, in order to avoid translation errors. The most common errors in translation include non-idiomatic usage, distortion, and unjustified omissions and insertion. In this report, a number of publicly available posts are used to show how translation problems may lead to the creation of different meanings, while some are outright hilarious, others may be offensive or completely create new meanings altogether. Overall, translating every Chinese character separately leads to mistakes in the equivalent of an English translation, including distortion of original and intended meaning and common errors that may lead to a different interpretation from an audience.
Lexical Translation Error
Lexical simply denotes a relationship to the vocabulary or words in a language (Enkvist, 1978). A lexical meaning is the definition of a root or base word without a consideration or attachment of the suffix or prefix. For example, the word port in portable and import shows the lexical meaning. In image 1 below, a sign in a public park is meant to deter smoking in the park. The Chinese meaning is very clear as accompanied by the visual presentation. However, lexical errors emerge in the translated English version of the same. The translation uses Chinese pinyin to directly translate each word in the post, which has created lexical errors and degraded the quality of the translated meaning. A sign that reads “please do not smoke” has been translated to “please do not attracts the smoke”. The alternative translation would have been “please do not smoke”. This is justified through the lexical rules of the English language that considers lexical definition and meaning.
Image 1: Example of a lexical error in translation
Syntax Errors in Translation
Markedly, the Chinese and English languages have different systems in the phrasing of sentences and their syntactical structures. Syntax refers to the way words are arranged in phrases, sentences, and clauses to create meaning in an orderly and connected system. It refers to the harmonious structural arrangement of words and parts of language to form general meaning. For example, syntax can be seen in the following sentences:
The young man shouted joyfully.
The young man joyfully shouted.
Joyfully, the young man shouted.
In the above examples in English, syntax is shown through the grammatical structures of the sentences, showcasing different formats where the arrangements of words and phrases create meaning.
Syntax errors may occur in translating Chinese to English where the translator directly inputs individual words from the former to the later without consideration of the arrangement of words and structure (Xiao et al., 2011). Image 1 below shows a message posted in public area requiring people to remain courteous and not to make noise. However, the literal translation of individual words from the Chinese language have led to poor arrangement of the words and consequently to a syntax error. The translation “polite language and no noising” may make little or no sense to an English native speaker. The correct or alternative translation should have been “Please be courteous and do not make noise.” This translation is justified by the arrangement of the same words in the Chinese language to an equivalent in the English language, considering the proper use of syntax to ensure the individual words are arranged in a way that makes sense.
Image 2: Example of syntax error in translation
Pragmatic Translation Error
Pragmatics is a subsector in semiotics and linguistics that looks at how the context adds to meaning. A pragmatic translation error means that there were significant differences between the intended meaning in relation to the context or situation (Pellatt & Liu, 2010). In short, wherever pragmatic errors occur, it is usually because the translator lacked a basic assessment of the function of the use of words in the context and the intention of the message (Ardeshiri & Zarafshan, 2014).
Image 3: Pragmatic translation error example
In image 3 above, the translation “special for deformed” is very offensive to an English speaker who lacks general skills of reading Chinese. The sign is a posting showing special consideration for handicapped customers in a public establishment. The sign is in a public restaurant guiding people living with disabilities on where to access amenities. The intended meaning and alternative translation should be “accessibility for disabled people”. The English translation comes out as very rude and insensitive. The use of pragmatics in the Chinese translation lacks a consideration of the way phrases and words are used and arranged in speech and writing to express meaning based on context. The translation “special for deformed” is too literal and leads to distortion of the intended meaning.
In another example, the sign used in an electrical shop shown in image 4 below creates quite a hilarious translation in English. The English translation creates a sexual meaning referring to self-pleasure. The sign further distorts the intended meaning by adding that the establishment will help the customer to “touch yourself”. This is a pragmatic error that uses literal and word for word translation from the Chinese language to create an equivalent meaning in English. The sign should read “Please do not touch the items. Ask for assistance from the staff. Thanks.” Here, the translated meaning is not literal but considerate of what the speaker intended to convey through the arrangement of the phrases and words in the Chinese language, based on the context and situation.
Image 4: Pragmatics translation error example
Conclusion
In summary, difference factors such as incompetence in English language, negligence, and a general lack of the understanding of the English language structure leads to the errors identified above. It is important that translators pay attention to the rules of writing, both in Chinese and English. Due to the differences in the structure and arrangement of words and the general system of the two languages, this may be difficult to achieve. That said, linguistic signs play a vital role and should be prepared in a better manner.
Word Count: 1015
References
Ardeshiri, M & Zarafshan, M 2014, ‘Students’ causes of errors in translating pragmatic senses’, International Journal of English and Education, vol. 3, no. 4, pp. 238-254.
Enkvist, NE 1978, ‘Contrastive Text Linguistics and Translation’, in L Grähs, G Korlen & B Malmberg (eds), Theory and Practice of Translation, Peter Lang, Berne, pp. 169-188.
Li, M (ed.) 2010, An English-Chinese Translation Course for Business, Shanghai Foreign Languages Education Press, Shanghai.
Pellatt, V & Liu, ET 2010, Thinking Chinese Translation -A Course in Translation Method: Chinese to English, Routledge, London.
Xiao, T, Zhu, J & Zhu, M 2011, ‘Language modeling for syntax-based machine translation using tree substitution grammars: A case study on chinese-english translation’ ACM Transactions on Asian Language Information Processing (TALIP), vol. 10, no.4, pp. 1-29.
The Effect of Mindfulness Training Program on Nursing Staff Stress Level (2)
The Effect of Mindfulness Training Program on Nursing Staff Stress Level
Author Name (First, Middle Initial, Last)
College of Health Professions, Western Governors University
D219: Scholarship in Nursing Practice
Instructor’s Name
Date
The Effect of Mindfulness Training Program on Nursing Staff Stress Level
Impact of the Problem on the Patient
Stress has emerged as one of the significant concerns facing healthcare professionals in healthcare facilities. The frontline healthcare workers most likely to experience stressors are nurses. Nurses experience high-stress levels due to complex job needs and demands, excessive responsibility, and high expectations (Babapour et al., 2022). Increased stress level among the nursing staff has significant adverse effects on patients. Firstly, nurses’ stress adversely affects patient quality of care. Supporting this statement, Babapour et al. (2022) reveal that stress causes a loss of concern for patients and increases occurrences of medical errors, adversely affecting patients’ quality of care. On a different note, Lim et al. (2022) urge that job stress among nurses curtail nurses’ organizational commitment and work efficiency, thus, reducing patient satisfaction. Furthermore, nursing staff job stress affects patient outcomes. Supporting this statement, Babapour et al. (2022) urge that nurses’ job stress endangers nurses’ mental and physical health reduces work efficiency and results in the provision of poor healthcare, which adversely impacts patient outcomes.
Impact of the Problem on the Organization
Increased stress levels among nursing staff adversely the healthcare facilities. Firstly, nurses’ stress causes increased organizational turnover. Research reveals that increased stress among nurses causes burnout, which increases organizational turnover (Kelly et al., 2021). Also, nurses’ stress adversely impacts organizational efficiency. Ardıç et al. (2022) reveal that nursing staff job stress lowers nurses’ job motivation, decreasing their performance. Consequently, this adversely affects the overall organizational performance. Lim et al. (2022) urge that managing nurses’ job stress is a significant way of promoting work efficiency in healthcare facilities and advancing nursing organizations. From this, it can be logically inferred that nursing staff job stress negatively impacts healthcare organizations; efficiency.
Identify the PICO components.
P – Nursing staff
I – implementing mindfulness
C – Not implementing mindfulness
O – Reduced stress levels
Evidence-Based Practice Question
In hospital nurses, does implementing mindfulness reduce stress levels compared to not implementing mindfulness?
Research Article
Background Introduction
The chosen research article is a study by Ghawadra et al. (2020), which examined the impact of a four-week mindfulness-based training intervention on improving job satisfaction, depression, stress, and anxiety among nurses. Ghawadra et al. (2020) revealed that nurses have high stress, depression, and anxiety due to job-related challenges. Increased emotional distress increases nurse burnout, reduces job satisfaction, decreases nursing productivity, and reduces the quality of patient care. Ghawadra et al. (2020) revealed that although mindfulness is recognized as a psychological intervention for reducing stress among healthcare professionals, there is a scarcity of Randomized Controlled Clinical Trials (RCTs) examining the impact of mindfulness on stress levels. This study was aimed at filling this research gap.
Methodology
The researchers utilized a RCT for nursing staff who were considered to have a moderate level of either depression, stress, or anxiety using DASS-21 tool adopted from a past study. The researchers used stratified block randomization to randomly assign participants to the control and intervention groups. Participants included ward nurses serving in Critical Care Units (ICU), pediatric, medical, obstetrics and gynecology, and surgical departments. The mindfulness intervention used in the study was MINDFULGym. It entailed a two-hour workshop, which was followed by four weeks of self-practice. Data were collected using a survey questionnaire to ensure optimal understanding of nurses. The sample size was determined using a sample size calculator programme known as G*Power 3.1. Participants were evaluated prior to the workshop, immediately after the implementation of intervention, and eight weeks later. Evaluations were performed using the Mindful Attention Awareness Scale, DAS Scale-21, and Job satisfaction scale.
Level of Evidence
Usually, studies are assigned levels of evidence based on the study’s methodological quality, design, validity, and pertinence to patient care. The selected research article has Level I evidence. This is because the study adopts a well-designed RCT, where participants were assigned to control and intervention groups using stratified blocked randomization. According to the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model, Level I evidence involves experimental study using RCT design (Dang et al., 2022).
Data Analysis
SPSS Version 25.0 was utilized to analyze the data. Independent T-tests, Descriptive statistics, and Chi-Square tests were performed to compare groups for study outcomes and participant characteristics. The Generalized Estimating Equation (GEE) was utilized to examine the impact of MBT over time between the control and intervention groups as well as withi interaction between groups and time. Furthermore, the effect size formula was used to calculate the size of the effect.
Ethical Considerations
This study had Institutional Review Board (IRB) approval. It was approved by the University of Malaya Medical Centre’s (UMMC) Ethical Review Committee. Also, potential participants were fully informed about the study before being recruited to take part in the study. Furthermore, participants were given informed consent form to sign before participating in the study, which served as proof of their voluntary participation.
Quality Rating
According to quality guides, there are three categories of quality ratings of evidence, where quality rating A is high quality, B is good quality, and C is low quality. The chosen research article has high-quality evidence and hence has a quality rating of A. This is because it uses a RCT design. Dang et al. (2022) reveal that RCT studies have high-quality evidence and belong to quality rating A because they have generalizable results, are consistent, have a sufficient sample size, have consistent recommendations, and have definitive conclusions.
Analysis of the Results / Conclusions
GEE analysis results showed that there was a significant effect over time on depression (p<0.001), anxiety(p=0.001), stress(p<0.001), and mindfulness levels (p<0.001). However, it was insignificant for job satisfaction. In regards to the difference between groups, findings revealed significant effects on job satisfaction and anxiety, but effects were not significant on stress, mindfulness, and depression. Furthermore, results showed significant effects on interactions between group and time for job satisfaction increase (p=0.04) and anxiety reduction (p=0.008), with a small effect size for job satisfaction (0.221) and moderate size for anxiety (0.465). Thus, the researchers concluded that mindfulness-based training effectively improves job satisfaction and reduces anxiety levels among nursing staff.
This article helps answer the EBP question, which examines whether implementing mindfulness as compared to not implementing mindfulness reduce stress levels among nursing staff because it provides empirical evidence on the impact of mindfulness-based training intervention on stress level among nurses.
Non-Research Article
Background Introduction
The chosen non-research article is by Anderson (2021). In the article, the author evaluates mindfulness-based intervention for reducing stress among nurses who serve in the Critical Care Unit. Anderson (2021) reveals that serving in the critical care unit is very stressful for nurses. Given that mindfulness-based stress reduction programmes have emerged as a way to manage stress among nursing staff, the author introduced a quality improvement initiative to examine how the mindfulness-based intervention for reducing stress impacts nurses in terms of their perceived stress, quality of life, and sickness and absence rates, and mindfulness awareness.
Type of Evidence
The type of evidence used in this non-research article is a quality improvement project. This is clear even in the topic of the article, where the author has indicated that the article is a quality improvement project.
Level of Evidence
The Level of evidence for the selected non-research article is Level V. Based on the JHNEBP model, quality improvement evaluation is non-research evidence and has Level V evidence (Dang et al., 2022). Therefore, since the chosen non-research article is a quality improvement evaluation, it has Level V evidence.
Quality Rating
The chosen non-research article has a quality rating of B. According to the JHNEBP model quality guide, articles with good quality have a quality rating of B and are characterized by reasonable, consistent findings, a sufficient sample size, fairly definitive conclusions, and rational, consistent conclusions based on a reasonable comprehensive literature review that entails some reference of scientific evidence (Dang et al., 2022). The chosen non-research article has fairly consistent findings and uses a sufficient sample size. Also, the chosen article has a well-developed conclusion, and recommendations are made based on the conclusion drawn from the study.
Author’s Recommendations
Anderson (2021) concludes that mindfulness training has a positive outcome for nursing staff and patients and recommends that critical care nurses use mindfulness training since it is an accepted and feasible intervention for reducing nurses’ perceived stress, improving quality of life, and increasing awareness. The recommendations made by Anderson (2021) clearly indicate that mindfulness training assists in reducing stress among nursing staff, which provides an answer to the ERP question, which seeks to uncover whether implementing mindfulness as compared to not implementing mindfulness reduces stress levels among nursing staff.
Recommended Practice Change
The recommended practice change is implementing mindfulness training among nurses in healthcare facilities. Based on the articles reviewed, it is evident that mindfulness training assists in reducing stress levels among nursing staff.
Key Stakeholders
The three key stakeholders who would be involved in supporting the practice change recommendation include mindfulness coach, suppliers, financial organizations, and policymakers. The mindfulness coach would be involved in helping the nurses to remain mindful in life. Usually, mindfulness coaches utilize various coaching tools and techniques to assist clients in focusing better and relaxing more. Thus, this stakeholder will use these tools to help nurses relax and focus better. Suppliers and financial organizations will support the recommended practice change by providing the financial help required to implement the training programme. The finances will be used to pay coaches and purchase training materials. Lastly, policymakers will be involved in the recommended change by setting a mandatory training attendance policy to ensure all nurses attend the mindfulness training sessions.
Barrier to Implementation
One specific barrier that may be encountered during the implementation of the recommended practice change is limited staff time to attend mindfulness training sessions. Nursing is demanding, and most nurses do not have free time (Nebhinani et al., 2020). Also, most healthcare facilities face nurse shortages which force nurses serving there to work longer hours in a shift. This may limit the nurses’ ability to attend mindfulness training sessions as sometimes these sessions may begin while they are still on duty.
Strategy to Overcome the Implementation Barrier
One strategy to overcome the barrier of limited staff time to attend mindfulness training sessions is the use of online training. Hospitals can ensure that mindfulness training sessions are conducted online. Online training is convenient and will allow nurses to learn at their place and at their convenient time. Also, online learning requires less time than physical learning, which will help overcome the barrier of limited time.
Indicator to Measure the Outcome
One tool that can be used to measure the outcome of the recommended practice change is Depression Anxiety Stress Scales-21 Items (DASS-21). This is a set of 3 self-report scales intended to measure an individual’s emotional states of Depression, Anxiety, and Stress. Notably, the levels of depression, anxiety, and stress will be measured pre- and post-implementation of the mindfulness-based intervention. The score for stress will be used to determine if the stress level reduces upon implementation of the mindfulness training programme.
References
Anderson, N. (2021). An evaluation of a mindfulness‐based stress reduction intervention for critical care nursing staff: A quality improvement project. Nursing in critical care, 26(6), 441–448. https://doi.org/10.1111/nicc.12552Ardıç, M., Ünal, Ö., & Türktemiz, H. (2022). The effect of stress levels of nurses on performance during the COVID-19 pandemic: the mediating role of motivation. Journal of Research in Nursing, 27(4), 330-340. https://doi.org/10.1177%2F17449871211070982Babapour, A. R., Gahassab-Mozaffari, N., & Fathnezhad-Kazemi, A. (2022). Nurses’ job stress and its impact on quality of life and caring behaviors: a cross-sectional study. BMC nursing, 21(1), 1-10. https://doi.org/10.1186%2Fs12912-022-00852-yDang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2022). Johns Hopkins evidence-based practice for nurses and healthcare professionals: model and guidelines. Sigma Theta Tau.
Ghawadra, S. F., Lim Abdullah, K., Choo, W. Y., Danaee, M., & Phang, C. K. (2020). The effect of mindfulness‐based training on stress, anxiety, depression and job satisfaction among ward nurses: A randomized control trial. Journal of nursing management, 28(5), 1088-1097. https://doi.org/10.1111/jonm.13049Kelly, L. A., Gee, P. M., & Butler, R. J. (2021). Impact of nurse burnout on organizational and position turnover. Nursing Outlook, 69(1), 96–102. http://dx.doi.org/10.1016/j.outlook.2020.06.008Lim, J. Y., Kim, G. M., & Kim, E. J. (2022). Factors Associated with Job Stress among Hospital Nurses: A Meta-Correlation Analysis. International Journal of Environmental Research and Public Health, 19(10), 5792-5807. https://doi.org/10.3390/ijerph19105792Nebhinani, M., Kumar, A., Parihar, A., & Rani, R. (2020). Stress and coping strategies among undergraduate nursing students: A descriptive assessment from Western Rajasthan. Indian Journal of Community Medicine: Official Publication of Indian Association of Preventive & Social Medicine, 45(2), 172. https://doi.org/10.4103%2Fijcm.IJCM_231_19
Targeted policing
Targeted policing
Student’s Name
Institutional Affiliation
Course Number and Name
Instructor Name`
Due date
Targeted policing
Targeted policing happens when the police need to identify the reason for certain crimes in the desire to end them. Targeted policing means that the police are mainly targeted to the roots of the criminal activity happening and the desire to end the issue at the root level. There are many types of targeted policing, and some of them are place-specific, time-specific, offense-specific, and offender-specific. This paper discusses the different types of targeted policing.
Firstly, a place-specific kind of policing is prevalent. The police investigate the different reasons why certain kinds of criminal activities only happen at a particular place. For example, there are known hotspots for drug use, Kensington (Braga & Barao, 2019). When the police investigate a place like Kensington, they try very hard to get to the bottom of the issue and deal with the roots. The other type of targeted policing is offense-specific; this means that the police will be involved in finding out the reason as to why a particular offense was committed and take mitigations to prevent that in the future ( Avdija, 2008). Offender-related policing has to do with the specific person who committed the offense. This means that if a person commits an offense like murdering another one, the police will look into the murderer and why they did that act.
Place policing is different in many ways from the other two types of policing discussed since some places are very easy for a person to commit a crime. In contrast, other places do not encourage criminal activities. The places which attract criminal activities do that for a reason (Stafford, 2008). Offense policing, on the other hand, deals with specific offenses and not places or offenders. Offender policing looks into the specific offender and not the act. Even though these three are related and one might result in the other, the investigations’ basics and goals remain fixed and are always followed.
References
Avdija, A. S. (2008). Evidence-Based Policing: A Comparative Analysis of Eight Experimental Studies focused in the area of Targeted Policing. International Journal of Criminal Justice Sciences, 3(2).
Braga, A. A., & Barao, L. (2019). Targeted Policing for Crime Reduction. In Handbook on Crime and Deviance (pp. 341-354). Springer, Cham.
Stafford, S. L. (2008). Self-policing is a targeted enforcement regime. Southern Economic Journal, 934-951.