Nursing Essays Progressive Urge Incontinence

Nursing Essays Progressive Urge Incontinence Care study of a woman with a care issue which related to the module content. You are expected to analyse the evidence base, which informs choices and practice and evaluates client care, making recommendations for improvement. Introduction In this essay we shall consider the case of Mrs.J. a 32 yr. old primigravid mother who has had a totally uneventful pregnancy. She is a large caucasian lady with a BMI of about 30. Her blood pressure and biochemistry were normal throughout her pregnancy. She is a non-smoker. Her major problem was that she has suffered from progressive urge incontinence as her pregnancy progressed, which developed into stress incontinence by about the 33rd week. She subsequently had a normal vaginal delivery of an 8lb 2oz baby boy, which proved to be unexpectedly rapid so there was no time to do an episiotomy. She suffered a few small 1st degree tears. Post natally her stress incontinence got very much worse and now ( six months post delivery) it is a major problem for her. Stress incontinence Stress incontinence is a common post partum condition which can occur over a full range of severity from subclinical to catastrophic. It is usually described as â€Å"the involuntary passage of urine associated with a sudden, or impulse, rise in the intra-abdominal pressure† (Arya et al.2001) It occurs in about 11-13% of post partum women (Cammu et al 1997)). Other authorities such as Norton (1996) put the prevalence of the condition in the whole adult population at about 40 per 1000. The Continence Foundation (2000) estimates that there are about 3 million women who are over the age of 40 who suffer from varying degrees of the condition. Aetiology of the condition Pelvic floor trauma during childbirth has been recognised for a long time as being a major contributory component (if not an actual cause) of stress incontinence. Many studies have been done to try to ascertain the most effective modalities of treatment and others have looked at the factors associated with pregnancy and childbirth which are germinal to the condition. In this essay we shall consider the work that has been done in specific relation to the case of Mrs.J. The first factor to consider in respect of Mrs.J. is the fact that she is pregnant. This may seem to be blindingly obvious at first sight, but it has only recently begun to be recognised that quite apart from post natal and delivery-related factors, there are a number of antenatal factors that relate directly to stress incontinence. Rortveit (et al 2003) produced a carefully executed study which pointed to the fact that, even if no other factors were apparent, pregnancy, by itself, was an independent variable for the development of stress incontinence. This study showed an increased incidence of 1.7 times the incidence for nulliparous women when corrected for all other variables. This study supersedes (in both time and quality) previous studies by Nielsen (1988) and Olsen (1997) which looked at the same issue but could not produce a statistically significant answer. If we consider the actual mode of delivery we see that Mrs.J. had a fairly precipitate delivery of a large baby without the benefit of an episiotomy. We might observe that she was fortunate not to sustain a major perineal tear. There have been many studies (of variable quality) which have looked at the issue of the relationship between the mode of delivery and the eventual incidence of stress incontinence. A recent study by Burgio (2003) found that there were a number of independent variable factors that were predictors of an eventual increased incidence of stress incontinence. These included â€Å"smoking during pregnancy, length of time spent breast feeding, a vaginal delivery, the use of forceps to assist delivery , the frequency of urination prior to delivery and BMI†. In specific relation to Mrs.J. we can see that a number of these identified factors are present. She had a vaginal delivery, suffered from urge incontinence prior to delivery and has a high BMI. Other factors such as a large birth weight baby, (Groutz et al.1999) precipitate delivery (Perry et al 2000) and lack of episiotomy (Reilly et al. 2002) have also been identified by other investigators as being potent causative agents in the development of stress incontinence. The study by Perry (et al 2000) considered the intra-partum factors that influenced the eventual incidence of stress incontinence and concluded that factors such as a precipitate delivery (together with malpresentations and malrotations) increased the incidence of perineal floor damage which was a prime factor in the aetiology of stress incontinence. This factor was examined further by Reilly (et al. 2002) who came to the conclusion that episiotomies exert a protective effect on the perineum (by minimising damage in labour and by allowing the various structures to be safely surgically repaired), and the presence of an episiotomy statistically reduced the eventual incidence of stress incontinence. The issue of the relationship between BMI and stress incontinence was settled by Seim (et al 1996) whose study showed a statistically significant increase in the incidence of stress incontinence with increasing BMI. The study by Handa (et al. 2000) ties many of these factors together in a well constructed and meticulously executed study. The additional factors that this study can add to our discussion are the relationship between birth weight, head circumference and speed of delivery to the eventual development of stress incontinence. All of these factors are found to be positively associated with its development. Care issues We have examined the literature on the subject and have been able to identify the various factors that are relevant to the case of Mrs.J. In line with the guidance of reflective practice (Gibbs 1998) we can reflect on the factors that may have contributed to the subsequent morbidity in Mrs.J. and equally consider how they could have been minimised or avoided so that further practice can be guided by the experience. Equally, we must not loose sight of the fact that it is not just the mechanical management of a case that is important, it is the understanding of why decisions are made and the appreciation of the evidence-base that defines those decisions (Kuhse et al 2001). Some of the factors that are relevant to Mrs.J. are potentially avoidable, such as the increased BMI. Sensible pre-natal or antenatal advice to loose some weight may well have reduced her risk factors (not only for stress incontinence, but also for other conditions such as hypertension and eclampsia). Other factors such as the size of her baby are clearly unavoidable, although, given the fact that it was known that the baby was large, it would have perhaps been sensible to have considered and performed an episiotomy to allow controlled descent of the head together with avoidance of potential damage to the perineum. We have not got any information on prophylactic measures that could have helped reduce the incidence of stress incontinence in the case of Mrs.J. Pelvic floor exercises have been shown to exert a beneficial effect on the incidence of stress incontinence. There is evidence to show that both ante natal (Salvessen et al 2004) (Morkved et al 2003) and post natal (Chiarelli et al. 2002) pelvic floor exercises will reduce the incidence of post partum stress incontinence. It would appear that the effect of these exercises is accumulative. In short, the more that are done, the better the result. It would also appear that antenatal exercises are marginally more effective than post natal ones (Wilson et al. 2001). There is also considerable evidence to show that patient compliance with pelvic floor exercises is not intrinsically good and that high rates of encouragement are required to achieve good patient compliance. (Viktrup et al. 1992) This really comes under the heading of empowerment and education of the patient. If the patient realises why they are being asked to do something, there is a much greater chance that they will do it than if they are simply told to do something. (Marinker 1997) Some sources argue that pelvic floor exercises create a strong pelvic floor that could hinder delivery. This argument was shown to be false by Slavessen (et al 2004) who conclusively showed that a strong pelvic floor actually helps to control the descent of the head and minimises perineal damage Recommendations for improvement We have discussed the case of Mrs.J. and examined the evidence to support the identification of the risk factors that are relevant in her case. We have also looked at the possibility of correcting those factors in subsequent management. To a large extent we have considered the possibilities for improvement as we have discussed the various issues that are relevant. One issue that we have not covered however, is the fact that it is very easy for a midwife to overlook the fact that a patient has developed stress incontinence. (Mason et al 2001). Women are surprisingly reluctant to discuss the issue and often believe that they are unusual in developing, what they see as a very embarrassing and awkward complaint. The corollary of this is that midwifes should be aware that they can easily overlook a source of considerable morbidity simply because they don’t specifically enquire about it. References Arya LA, Jackson ND, Myers DL, Verma A. 2001 Risk of new-onset urinary incontinence after forceps and vacuum delivery in primiparous women. Am J Obstet Gynecol 2001;185:1318-23. Burgio, Halina Zyczynski, Julie L. Locher, Holly E. Richter, David T. Redden, Kate Clark Wright 2003 Urinary Incontinence in the 12-Month Postpartum Period Obstet. Gynecol., Dec 2003; 102: 1291 – 1298 Cammu H, Van Nylen M. 1997 Pelvic floor exercises in genuine urinary stress incontinence. Int Urogynecol J Pelvic Floor Dysfunct 1997; 8: 297-300 Chiarelli, P.and Cockburn,J. 2002 Promoting urinary continence in women after delivery BMJ 2002 324:1241 Continence Foundation. 2000 Making the case for investment in an integral continence service: a source book for continence services London: CF, 2000. Gibbs, G (1998) Learning by doing: A guide to Teaching and Learning methods EMU Oxford Brookes University, Oxford. 1998 Groutz A, Gordon D, Keidar R, Lessing JB, Wolman I, David MP, et al. 1999 Stress urinary incontinence: prevalence among nulliparous compared with primiparous and grand multiparous premenopausal women. Neurourol Urodyn 1999;18:419-25. Handa, V; Harvey, L; Fox, H; Kjerulff, K 2000 Parity and route of delivery: Does caesarean delivery reduce bladder symptoms later in life? Am. J. Obtet. Gynae Volume 191(2) August 2000 p 463–469 Kuhse Singer 2001 A companion to bioethics ISBN: 063123019X Pub Date 05 July 2001 Marinker M.1997 From compliance to concordance: achieving shared goals in medicine taking. BMJ 1997;314:747–8. Mason L, Glenn S, Walton I, Hughes C. 2001 Womens reluctance to seek help for stress incontinence during pregnancy and following childbirth. Midwifery. 2001;17:212-221. Morkved,S. Bo, K. Schei,,B et al Pelvic floor muscle training during pregnancy to prevent urinary incontinence: a single -blind randomised controlled trial American College of Obstetricians and Gynaecologists 2003 Vol. 101(2) p313-319 Nielsen CA, Sigsgaard I, Olsen M, Tolstrup M, Danneskiold-Samsoee B, Bock JE. 1988 Trainability of the pelvic floor. A prospective study during pregnancy and after delivery. Acta Obstet Gynecol Scand 1988;67: 437-40 Norton C. 1996 Commissioning comprehensive continence services, guidance for purchasers. London: Continence Foundation, 1996. Olsen AL, Smith VJ, Bergstrom JO, et al. 1997 Epidemiology of surgically managed pelvic organ prolapse and urinary incontinence. Obstet Gynecol 1997;89:501-6. Perry S, Assassa RP, Dallosso H, Shaw C, Williams K, Uzman U, et al. 2000 An epidemiological study to establish the prevalence of urinary symptoms and felt need in the community: the Leicestershire MRC incontinence study. J Public Health Med 2000; 22: 3 Reilly ETC, Freeman RM, Waterfield MR, Waterfield AE, Steggles P, Pedlar F. 2002 Prevention of postpartum stress incontinence in primigravidae with increased bladder neck mobility: a randomised controlled trial of antenatal pelvic floor exercises. Br J Obstet Gynaecol 2002;109: 68-76. Rortveit G, Daltveit AK, Hannestad YS, Hunskaar S. 2003 Urinary incontinence after vaginal delivery or cesarean section. N Engl J Med 2003;348:900–907. Salvesen, Kjell, Mà ¸rkved, Siv 2004 Randomised controlled trial of pelvic floor muscle training during pregnancy BMJ Volume 329(7462) 14 August 2004 pp 378-380 Seim A, Silvertsen B, Eriksen BC, Hunkskaar S. 1996 Treatment of urinary incontinence in women in general practice: observational study. BMJ 1996; 312: 1459-1462 Viktrup L, Lose G, Rolff M, Barfoed K. 1992 The symptom of stress incontinence caused by pregnancy or delivery in primiparas. Obstet Gynecol 1992;79:945-9. Wilson L, Brown JS, Shin GP, Luc KO, Subak LL. 2001 Annual direct cost of urinary incontinence. Obstet Gynecol 2001;98:398–406.

Current trends in teaching growth patterns of children in elementary school Essay

Elementary schools for children have gained much attention especially in this 21st century. It is believe that the foundations laid at early childhood education have much influence on the whole learning process. It is at early stages that the intellectual development should be monitored, (Zhang, A. , Sayre J. W. , Vachon, L. 2009). The current trends in teaching growth patterns of children in the elementary schools have given more weight in promoting appropriate development of children’s physical and social growth as well as emotion. The following discussion illustrates how the above has been achieved in elementary schools, (Butte N. F. 2007). Individual appropriateness and the age of the child has been put has the first consideration in the current trend. The first understanding of children’s background be it be family, culture and the physical and emotional abilities has provided the opportunities of meeting the needs of different children, (Butte N. F. 2007). Playing in children has been the most effective approach to monitor children mental growth. Both the child supported play by the teachers and the one initiated by the child himself have proved to enhance growth and development. This approach is referred as experimental, (Zhang, A. , Sayre J. W. , Vachon, L. 2009). It is therefore by using songs and games that the children have been in position to learn more on numeric and alphabetical numbers. Another current trend which is appropriate in teaching the elementary children is the direct instruction by the teachers. In this children are directed to do something even though they do not have the idea of what they are doing. Through continuous exercise they master what they are taught. For instance children can be taught counting of numbers through the teacher’s instructions or naming some items in which at the end of the exercise they will have attained the skills of naming and counting, (Butte N. F. 2007). References Butte N. F. (2007). A new 21st century international growth standards for infants and young children: Evaluation of the Feasibility of International Growth standards for School Aged Children, 137: 153-157. Zhang A. , Sayre J. W. , Vachon, L. (2009). Radiology: Racial Differences in Growth Patterns of Children Assessed on the Basis of Bone Age, 48, 574-576.

Hispanic Marketing Communication

Welcome to Hispanic Marketing Communication. This is a unique course part of an interdisciplinary Graduate Certificate Program and an Undergraduate Minor at FSU. It is also part of a larger effort called â€Å"The FSU Center for Hispanic Marketing Communication,† the only one of its kind in the US.The intended participants for this course are students who intend to be professionally involved in serving the US Hispanic market as marketers, service providers, advertisers, and/or advertising strategy developers. This course allows the student to place him/herself among the few professionals in the US that understand the US Hispanic market. It should be clear that your proactive participation in this course will determine the extent to which you will benefit from the knowledge and practice that the course offers. Many product and service providers, and their ad agencies, in the US are actively pursuing the Hispanic market.There are many employment opportunities for those who can s how competence in addressing the needs and wants of US Hispanics. FORMAT:   The course is designed for active participation. The discussion forums can be used to discuss any questions, comments and observations that students want to make related to the weekly topic or Hispanic Marketing Communication in general. Each student is expected to participate in meaningful discussions throughout the semester that indicate knowledge of the assigned material. In addition, the course will consist of weekly readings, power point presentations, papers, and/or discussion topics.The â€Å"Library† on Blackboard will be used to make many class materials available. TEXTS: The following text is REQUIRED: 1) Hispanic Marketing: A Cultural Perspective by Felipe Korzenny, Betty Ann Korzenny (2005). Publisher Butterworth-Heinemann- Elsevier. You can find this book at the university bookstore or on Amazon. com. Please make sure you have the text by the second week of class. In addition, a list of recommended readings will be posted on the course website. OBJECTIVES: At the end of the semester the student will be able to: Describe the US Hispanic market according to its salient characteristics †¢ Enumerate the factors that make the Hispanic market different from other culturally unique markets †¢ Understand the dynamics that influence the uniqueness of the market †¢ Interpret Hispanic cultural patterns in a marketing framework †¢ Identify strategic elements that enhance the communication between the marketer and the Hispanic consumer. †¢ Analyze and create segmentation approaches for reaching the Hispanic market †¢ Understand measurement and other methodological issues that influence how Hispanic marketing research should be conducted †¢Conduct a Hispanic marketing study to guide a marketing strategy †¢ Generate a marketing strategy based on an understanding of the Hispanic market and its segments †¢ Generate positioning statement s that will meet with success in the US Hispanic market †¢ Generate an advertising execution for the Hispanic market †¢ Address ethical issues in Hispanic and culturally based market COURSE SCHEDULE, TOPICS, AND ASSIGNMENTS *The instructor has the right to change the syllabus. WEEK |TOPICS | |Week 1 |Introduction to the course | |May 10 |†¢ Course organization | | |†¢ Icebreakers/Introductions | |Week 2 |Hispanic Marketing: A Cultural Perspective, Chapter 1 | |May 17 | | | |The Role of Culture in Cross–Cultural Marketing | | |The importance of culture in marketing | | |Culture | | |Why a cultural approach to marketing? | | |A psycho-socio-cultural approach | | |The paradox of social class across cultures | | |Shared perceptions, motivations, beliefs and values | | |It is not a race | | |A common heritage | | |A common language | |Media facilitates specific targeting | | |Geographic concentration | | |A cultural perspective makes the difference | |Week 3 |H ispanic Marketing: A Cultural Perspective, Chapter 2 | |May 24 | | | |Characteristics of the Hispanic Market | | |Demographic profile | | |Geographic profile | | |Economic profile | | |Ethnic profile | | |Cultural and Historical origins and backgrounds | | |Immigration to the US and its impact on the US Hispanic market | |Week 4 |Hispanic Marketing: A Cultural Perspective, Chapter 3 | |May 31 | | | |What makes Hispanics Hispanic? | | |The issue of self identification | | |Reference groups and Hispanic self identification | | |Hispanic vs. Latino vs. specific country of origin | | |Labels and their implications | | |How do Hispanics think of themselves? |Week 5 |Hispanic Marketing: A Cultural Perspective, Chapter 4 | |June 7 | | | |Language and culture. Code switching, Spanglish. The Sapir-Whorf Hypothesis. | | | | | |What do Hispanics speak? | | |The issues of Code Switching | | |The Sapir-Whorf Hypothesis as it relates to the importance of language use | | |Purism vs. ragmatism in language usage | | |The overlap between language and culture | | | | |Week 6 |Hispanic Marketing: A Cultural Perspective, Chapter 5 | |June 14 | | | |Enculturation, acculturation, segmentation, stereotypes, assimilation. | |Cultural acquisition | | |Acquisition of a second culture | | |Abandonment of the first culture in favor of a second culture | | |One-dimensional models of acculturation | | |Multidimensional models of acculturation | | |Acculturation segmentation | | |Acculturation by life-stage segmentation | | |A multicultural future? | | |The impact of stereotypes and auto-stereotypes on acculturation, self-esteem, and consumer | | |behavior | |Week 7 |HispanicMarketing: A Cultural Perspective, Chapter 6 | |June 21 | | | |Cultural archetypes and dimensions | | |Monochronism | | |Monomorphic and polymorphic leadership | | |Individualism and collectivism | | |Androgyny | | |Cultural attributions | | |Cultural perception of: | | |Money | | |Home | | |Debt | | |Happiness | | |Dea th | | |Parent-Child relationships | | |Religion | | |Relationship with nature | | |Position in the cosmos | | |Guilt vs. Shame | | |Gender relationships and expectations | | |Food and hunger | | |Hot and cold | | |Morning, day and night | |Machismo and Marianismo | | |Child centeredness | | |Health remedies and medicine | |Week 8 |Hispanic Marketing: A Cultural Perspective, Chapter 6 | |June 28 | | | |Cultural archetypes and dimensions, continued | |Week 9 |Hispanic Marketing: A Cultural Perspective, Chapter 7 | |July 5 | | | |Culturally Informed Strategy Based on Grounded Research | | |The Cultural Research Paradox | | |The Paradox of Linguistic Equivalence | | |Cultural bias and standardization | | |Use of scales | | |Choice of data collection approaches | | |Qualitative approaches | | |Quantitative approaches | | |The Account Planner | |Week 10 |Hispanic Marketing: A Cultural Perspective, Chapter 8 | |July 12 | | | |U. S. Hispanic Media Environment and Strategy | | |Television | | |Radio | | |Print | |The Movie Theater | | |The Internet | | |Grassroots, Networks, Promotions | | |A new way of thinking | |Week 11 |Hispanic Marketing: A Cultural Perspective, Chapter 9 | |July 19 | | | |The Evolution of Hispanic Marketing | | |The origin of a market | | |The story of the Hispanic market | |Week 12 |Hispanic Marketing: A Cultural Perspective, Chapter 10 | |July 26 | | | |The Future | | |Size and futurism | | |Removing obstacles | | |Lifestyle and economic borders replace national borders | | |The right and the wrong-ethics in Hispanic Marketing | |Week 13 |Final Projects due Monday, August 2nd, before midnight EST. Late projects will not be accepted. | |August 2 | |Assignments: Each week, students will check the course website for the topic to be covered, the learning objectives to be achieved, and the homework assignment along with instructors’ notes about the assigned reading. Any assignments or questions that are part of an assignment will be posted o n Monday by 5:00 p. m. E. T. All assignments are due on Sunday by midnight E. T. Written assignments and papers should be submitted via the appropriate link on blackboard or discussion board thread and should NOT be sent to the instructor as email attachments. Assignments will usually take the form of short written papers or power point presentations. Each assignment is worth 10 points. Discussion Board: A percentage of your grade is based on your posts on the Discussion Boards.If you are required to post on the discussion board, it will be clearly indicated in that week's assignment. You must post at least twice to each discussion board, unless otherwise specified in the discussion board assignment. One post should be your response to the questions posed in the discussion board. The other post should be a thoughtful response to another student’s post. In order to receive credit, you must post your response to the posted discussion board questions by Thursday at midnight ET. In addition, you must post a response to another student’s post by Sunday at midnight ET. Your grade on the discussion board is based on participation.Each discussion board assignment is worth 10 points. However, in order to receive full credit for these posts, you must fulfill some basic requirements: – Posts should be a minimum of 150 words – Posts should be relevant to the topic being discussed, but should also attempt to introduce a new point of view or piece of information or otherwise further the discussion – Posts should use correct grammar, punctuation and vocabulary appropriate for a university-level course. Misuse of the discussion boards will not be tolerated. Final Project: Individual students will prepare a 10 – 15 page paper (excluding tables and exhibits). You have two options.Students (especially professional students) are encouraged to choose a final project which is relevant to their own field of expertise and interest. Students s hould begin research and planning for their final projects as soon as possible. The instructor and mentors are available to help you find resources, guide your research, etc. Please remember the wealth of resources available through the course library and the FSU library online databases. Notes that apply to all documents: -Should be typed in Serif 12 point font (Times, Arial, Century, etc. ) double-spaced with one-inch margins -Should have table of contents -Should have a cover page with the project’s and student’s information -Each section should have a subtitle to identify it All appendices should be included at the end of the document with adequate reference to them in the body of the paper -References cited page should be included, in APA format Option A) A strategy document on how to market a specific product to a specific target in the US Hispanic market. The paper will include: 10 points for each of the following bullet points (points will be deducted for going far under the page requirement, not backing up arguments with relevant research, etc. ) a. Definition of the problem including product and competitive environment (2 pages) b. Statement of the marketing objectives (1 page) c. Target segment and its justification (1 – 2 pages) d. Identification of media resources and strategy (2 – 3 pages) e.Positioning and message strategy based on consumer insights, part of which could be from personal interviews (2 – 3 pages) f. Test of message and media approaches, which could be based on focus groups, personal interviews, etc (2 – 3 pages) g. Guidelines for implementation (1 – 2 pages) h. Suggestions for the evaluation of effectiveness (1 – 2 pages) 10 points for grammar, punctuation, style, etc. 10 points for correct citation of sources TOTAL: 100 points Option B) Students may also choose to create a state of the art paper on a specific marketing vertical. Examples of past vertical reports are posted i n the course library. Suggested verticals: †¢ Automotive †¢ Financial Services †¢ Telecommunications †¢ Pharmaceuticals †¢ Heath Care †¢ Packaged Goods Travel and Hospitality Each paper is expected to have the following sections: 20 points for each of the following bullet points (points will be deducted for going far under the page requirement, not backing up arguments with relevant research, etc. ) a. Introduction and importance of the vertical chosen (1 – 2 pages) b. Review of the relevant trade and academic literature (4 – 5 pages) c. Main trends and findings under descriptive headings (4 –5 pages) d. Conclusions and recommendations (1 – 2 pages) 10 points for grammar, punctuation, style, etc. 10 points for correct citation of sources TOTAL: 100 points EVALUATION Assignments 30% Discussion board posts 30%Final Project25% Participation 15% Late assignments and discussion board posts will be penalized 20% per day. The gradin g scale is as follows: |A |94-100 |B- |80-82 |D+ |67-69 | |A- |90-93 |C+ |77-79 |D |60-66 | |B+ |87-89 |C |73-76 |D- |60-62 | |B |83-86 |C- |70-72 |F |

Effects of Technology on the Hr Function - 5406 Words

â€Å"Critically analyse the ways in which the increasing application of technology at work have an effect upon the HR function.† Word count: 3283 â€Å"Critically analyse the ways in which the increasing application of technology at work have an effect upon the HR function.† Critically analyse the ways in which the increasing application of technology at work have an effect upon the HR function. The use of technology within HRM has grown considerably within recent years with the majority of large organisations now using technology of some form within their HR function (CIPD, 2005). As HR becomes increasingly reliant on technology it is important to assess its effect upon the HR function. Firstly, consideration will be given to definition of†¦show more content†¦Ulrich (1997) has argued that HRM should become a strategic business partner, in addition to performing roles as administrative expert, change agent and employee champion. It has been suggested that the use of technology within the HR function may create the opportunity for HR to become more strategic by freeing up time through the automation of many administrative tasks (Parry et al. 2007). The provision of accurate and detailed information available through the use of HRIS could also enable HR practitioners to engage in a more strategic role as such data could be used to inform managerial decisions. The move to new service delivery models of HR and the development of technology can be seen as interdependent as without increasingly sophisticated technology the various elements of HR service delivery may not be as effective (Reddington, 2012). Drivers for introduction of technology can be described as being operational, relational or transformational (Kettley and O’ Reilly, 2003; Snell, Stueber and Lepak, 2002) Operational goals can be described as having a focus on reducing the administrative burden of HR and cost effectiveness, whilst enhancing the accuracy of data; relational goals relate to improving services for internal customers due to reported low levels of satisfaction with the HR function (Kyprianou,Show MoreRelatedSimilarly, With The Use Of Hr Outsourcing, Companies Increase1200 Words   |  5 PagesSimilarly, with the use of HR outsourcing, companies increase the likelihood of information leak that pose a major threat to the organization. The process of HR outsourcing and function may lead to loss of sensitive information that is vital to the company. Companies needs to closely guard their sensitive information to sustain their competitive advantage. 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