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Case Study 1 Judy is a full-time nursing student who also works two jobs and lives on her own
Case Study 1
Judy is a full-time nursing student who also works two jobs and lives on her own. Because she has little free time, Judy has to block out time for studying rather than trying to study when she has the time. She likes to color-code her schedule so that she can prioritize her time. John is a full-time nursing student who does not work and lives with his parents. He describes having many hobbies and sports activities that take away from his studying time. He likes to attend study sessions that can last from 5 to 8 hours to get it done all at once. Sometimes he gets caught up in something else and forgets when his tests are scheduled. Both Judy and John describe having difficulty studying, finding time to study, and avoiding distractions from their course work.
A. Which side of the brain is dominant for Judy? For John? Explain your answers.
B. What suggestions would you give Judy and John to help them study better?
C. How could Judy and John create an effective study space?
D. Why is important for Judy to identify work-family conflicts as a single parent and a nursing student at this time?
Case Study 2
Chris is a nursing student and a self-proclaimed procrastinator. She describes herself as waiting until the last minute to complete projects and study for exams. She is currently taking one online course and three courses in a classroom. Chris tells her academic advisor that she tried color-coding her files, making out schedules for studying, and blocking out time, but she was afraid she'd get caught up in the act of doing those tasks and then wouldn't have time to study. She describes having difficulties finding time to complete her online course work and staying current with the discussions. Chris is already feeling the consequences of her actions, as reflected by her falling grades.
A. What strategies could Chris's advisor explain to her that might help her overcome procrastination?
B. Chris explains to her advisor that although she procrastinates, she is also a perfectionist, always wanting to earn A' on all her work. What guidance should her advisor give her?
C. Chris's advisor tells her to try positive affirmations to boost her self-esteem. What is a positive affirmation, and how would it help Chris in this situation?
D. Chris explains how the online course is a lot harder than what she expected, and she is having trouble keeping up with the class. She tells her advisor that she often forgets about the assignments because the course is more self-directed than her other classes. How should her advisor help her?
Expert Solution
Personal Management: Time and Self-Care Strategies
Case Study 1
Question A
In case study 1, Judy has a dominant left while John has a dominant right brain. Factors indicating that Judy is left-brained include linear thinking, activity sequencing, and logical thinking. Color-coding schedule to facilitate time prioritization indicates that Judy has linear thinking and prefers sequencing activities (Pietrangelo, 2019). Blocking out time instead of studying when time is available shows that Judy utilizes logical thinking in addressing work-life conflict. On the other hand, factors indicating that John is right-brained include intuition, holistic thinking, and a preference for arts. The case study indicates that sports activities take much of John’s time. Intuitive thinking is depicted by his preference for attending study sessions lasting between 5 to 8 hours.
Question B
The case study indicates that John and Judy experience challenges in getting study time and concentrating on their academics. Notably, the individuals can study better by improving their time management strategies (Zimmerman & Risemberg, 1997). In this regard, John and Judy should create time for studies and organize their sessions properly to avoid distractions. For instance, the individuals should allocate one hour to studies and take short breaks during these sessions. Creating proper schedules can support individuals in organizing their study procedures.
Question C
Judy and John can create an effective study space by scheduling activities and avoiding disruptions. The individuals should select areas with no distractors like people’s movements and noises (Zimmerman & Risemberg, 1997). The individuals should ensure that the study areas have a level of comfort that does not induce sleep. The individuals should take short breaks during study sessions to prevent frustrations and information overload.
Question D
Identifying work-family conflicts can support Judy in designing an intervention strategy. In this case, addressing these conflicts requires Judy to create a work-life balance (Kalliath & Brough, 2008). Different strategies that can support her in creating work-life balance are promoting work flexibility, telecommuting, reducing working hours, and sharing jobs with colleagues. Participating in group discussions can reduce the time Judy takes to comprehend academic concepts.
Case Study 2
Question A
Some of the strategies that Chris’s advisor should tell him to overcome procrastination include setting priorities by establishing the ABCD system for organizing and prioritizing tasks, identifying factors that waste her time, and finding ways of eliminating them, breaking her tasks into small separate steps. Chris should also develop multiple and realistic short-term goals, and start by taking each at a time, review her progress periodically (Talbert, 2020). Finally, she should learn to reward herself as she accomplishes each of the goals, avoid doing other’s work, delegate tasks when necessary, and be realistic in her goals.
Question B
The advisor should tell her that not everything should always be perfect. It is not bad to lower expectations as long as the achievements are good. The advisor should tell her that being a perfectionist leads her to procrastination; thus, she should accept that it is not every time that she needs to be perfect.
Question C
Positive affirmation is a statement that helps one challenge or overcome negative thoughts. These statements concern the ways in which we would like to behave, think or feel (Moore, 2021). Some positive affirmations include “I am worth, I am great, I can do it, and I can stick to the schedule. “These statements would help Chris to understand that she has the power and abilities to change beliefs about her grades and performance.
Question D
Chris’s advisor should advise her to have a schedule that outlines all the assignments in the online class and review it daily in the morning and at night to prepare for her online classes. She needs to write all the deadlines of the assignments and work towards completing assignments before the deadline.
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