Advanced Web DevelopmentPart C Web Technology implementation .docx
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Advanced Web Development Part C: Web Technology implementation: implementation of relevant aspects of Web Technology via a Joomla CMS. Part C (60%) Implementing aspects of a Joomla CMS: You will extend your part B case study by developing some aspect of an implementation of relevance to your case study B. For example, a Crowd Sourcing interfaces a Joomla forum for a Community of Practice, a Data Mashup, a Neural Network for categorising Web users etc. You will write a report evidencing what you have done and justifying your technical and design choices (a list of required implementation features is provided in this document) Up to 3000 words. All parts should include the following: • Justification for selection of topic • 'Problem' definition • Your aims and objectives in undertaking the case study • Use of appropriate literature to support your arguments • Conclusions/recommendations/scope for further investigation Part C: To demonstrate a mature ability to critically evaluate and select Web Technologies, development methodologies and implementation strategies, for a given or future globalised business context. Mark Scheme – Part C Implementing aspects of a Joomla CMS This should relate to your case study part B. Your system should include sufficient test data to demonstrate functionality. You are not expected to produce a whole site in Joomla, but aspects of one. The range of functionalities you can choose from are listed below. Follow these steps: It is your decision which aspects of the system you will design, develop and implement. For example, you could implement the ability for a user to browse, search, tag, upload and comment online about their experiences of a particular concept (e-science, tourism, COP etc) . Whatever your decision, the final system must demonstrate at least FOUR of the following functions: • Create a front-end interface of your choice, which includes a list of non-dynamic browsable options [up to 10 marks]. • Create a front-end interface which includes a dynamic list of browsable options [up to 10 marks] • Create an advanced ‘search’ facility [up to 10 marks] • Create a user registration form and user login facility [up to 10 marks] • Allow users to view, add and update their text entries in blogs [up to 10 marks] • Allow users to upload their own sound, video and image files [up to 10 marks] • Assign tags and create tag clouds [up to 10 marks] • Allow users to view each others’ contributions, including blogs, audio, images and videos, etc. [up to 10 marks] • Allow users to view and add comments on other’s entries [up to 10 marks] • Add an RSS feed for appropriate news or other data and a Google mashup service of appropriate information [up to 10 marks] Part C, what to submit: 1. A final report detailing your design, development and implementation processes, maximum 3000 words [up to 10 marks]. Your report should provide a critical evaluation of your project with a convincing rationale for your design and implem.
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![develop and
implement. For example, you could implement the ability for a
user to browse,
search, tag, upload and comment online about their experiences
of a particular
concept (e-science, tourism, COP etc)
.
Whatever your decision, the final system must demonstrate at
least FOUR of the following functions:
• Create a front-end interface of your choice, which includes a
list of non-dynamic browsable options [up to 10 marks].
• Create a front-end interface which includes a dynamic list of
browsable options [up to 10 marks]
• Create an advanced ‘search’ facility [up to 10 marks]
• Create a user registration form and user login facility [up to
10 marks]
• Allow users to view, add and update their text entries in blogs
[up to 10 marks]
• Allow users to upload their own sound, video and image files
[up to 10 marks]
• Assign tags and create tag clouds [up to 10 marks]
• Allow users to view each others’ contributions, including
blogs, audio, images and videos, etc. [up to 10 marks]
• Allow users to view and add comments on other’s entries [up
to 10 marks]
• Add an RSS feed for appropriate news or other data and a
Google mashup service of appropriate information [up to 10
marks]
Part C, what to submit:
1. A final report detailing your design, development and
implementation
processes, maximum 3000 words [up to 10 marks].
Your report should provide a critical evaluation of your project
with a convincing rationale for your design and implementation
decisions. The report should include any code you have written
and sufficient screen-shots and descriptive detail to evidence](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Many case studies will contain data that needs analysis before it can be utilized in a report. These are some tips for handling data the data that we routinely find in business case studies:
Data in case studies is not always presented in a clear and rational way. Make sure that you arrange the data so that trends or other significant issues can easily be identified.
Don’t assume that all the information that you are given is relevant. Be prepared to extract, sort or merge data that has been given to you in the case study in order to identify and summarize the key information.
Some basic calculations may be necessary, such as sensitivity analysis, to create new and more useful data.
When presented with financial data, such as balance sheets and income statements, compare these between periods to identify trends. You should also consider whether ratio analysis, cash flow analysis, and break-even analysis will inform your report.
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Implementation Plan TemplateUse the following template to crea.docx
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Use the following template to create your Implementation Plan.
Project Name or Identification:
Brown’s Rope and Twine Inc. upgrade Windows Server 2003 to Windows Server 2008 R2
Project Stakeholders – Make up names such as CEO, or owner, CFO, Director of Operations, General Manager etc.
Names
Titles or roles
Contact information
Project Description
Background
Description of the challenge or opportunity
Overview of the desired impact
Measurable Organizational Value (MOV)
Project’s overall goal and measure of success
What elements of the project provide value to the organization?
ROI (return on investment) and cost versus benefit
Statement or table format
Project Scope
What will be included in the scope of this project?
What will be considered outside the scope of this project?
What are the project’s main deliverables?
Provide a statement and description.
Project Schedule Summary
Project start date
Project end date
Timeline of project phases and milestones
Project reviews and review dates
Project Budget Summary
Total project budget
Budget broken down by phase
Quality Issues
Specific quality requirements
Resources Required
People
Technology
Facilities
Other
Resources to be provided
Resource
Name of resource provider
Date to be provided
Assumptions and Risks
Assumptions used to develop estimates
Key risks, probability of occurrence, and impact
Organizational or time constraints
Risks of not doing this project
Assess dependencies on other projects or areas within or outside the organization
Assessment project’s impact on the organization
Outstanding issues
Formulation of key project risk mitigation strategies
Project Administration
Communications plan
Scope management plan
The change control process
Quality management plan
Testing procedures related to the implementation
Change management plan
Human resources plan
Implementation and Continued Maintenance and Project Closure Plan
What data or existing format will need to be changed?
What production systems will be handled?
What downtime will be needed?
How will the integration be communicated?
How will the new system be deployed (pilot, phased, parallel, plunge, and so on)?
Support and maintenance
Technical, user, and system training documentation
System support roles and functions
Project closure
Acceptance and Approval
Names, signatures, and dates for approval
The implementation plan approval processes associated with sponsors and stakeholders
References
Terminology or Glossary
Appendices (as necessary)
Design and build a web site in HTML that displays your Implementation Plan shown above. The site must include all sections of the Implementation Plan and related content. The web site must consist of multiple web pages or tabs. A navigational menu must be provided to allow the user to navigate to these pages. Here is a list of the main web pages required for the web site:
· Overview: Project Name, Description and St.
asd
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Project Name or Identification:
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Project Stakeholders – Make up names such as CEO, or owner, CFO, Director of Operations, General Manager etc.
Names
Titles or roles
Contact information
Project Description
Background
Description of the challenge or opportunity
Overview of the desired impact
Measurable Organizational Value (MOV)
Project’s overall goal and measure of success
What elements of the project provide value to the organization?
ROI (return on investment) and cost versus benefit
Statement or table format
Project Scope
What will be included in the scope of this project?
What will be considered outside the scope of this project?
What are the project’s main deliverables?
Provide a statement and description.
Project Schedule Summary
Project start date
Project end date
Timeline of project phases and milestones
Project reviews and review dates
Project Budget Summary
Total project budget
Budget broken down by phase
Quality Issues
Specific quality requirements
Resources Required
People
Technology
Facilities
Other
Resources to be provided
Resource
Name of resource provider
Date to be provided
Assumptions and Risks
Assumptions used to develop estimates
Key risks, probability of occurrence, and impact
Organizational or time constraints
Risks of not doing this project
Assess dependencies on other projects or areas within or outside the organization
Assessment project’s impact on the organization
Outstanding issues
Formulation of key project risk mitigation strategies
Project Administration
Communications plan
Scope management plan
The change control process
Quality management plan
Testing procedures related to the implementation
Change management plan
Human resources plan
Implementation and Continued Maintenance and Project Closure Plan
What data or existing format will need to be changed?
What production systems will be handled?
What downtime will be needed?
How will the integration be communicated?
How will the new system be deployed (pilot, phased, parallel, plunge, and so on)?
Support and maintenance
Technical, user, and system training documentation
System support roles and functions
Project closure
Acceptance and Approval
Names, signatures, and dates for approval
The implementation plan approval processes associated with sponsors and stakeholders
References
Terminology or Glossary
Appendices (as necessary)
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· Overview: Project Name, Description and St.
asd
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TABLE OF CONTENTS
Overview
4
Solution
s, Scope of Work, and Deliverables
5-6
1. Preliminary Research
2. Strategic Planning
3. Interface Design - Graphic Design Work
4. Web application Front End Programming
5. Web application Back-end Development
6. Quality Assurance and Launch
7. SEO, Web Promotion, Statistics and Reporting
Maintenance and Hosting
7
Multimedia elements
9
Accessibility
11
OVERVIEW
General:
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Despite the evident complexity and depth of the Portal website for cooking school for corporate team building events, the user experience must remain particularly smooth and simple. The design must be high-end, pleasant and clean, creating an atmosphere of confidence and professionalism.
The major web technologies used on the website will be JOOMLA CMS ,YT Framework, PHP, MYSQL, JavaScript, AJAX, XHTML, CSS, XML, API.
The main goal of this plan is to determine an accurate time and budget estimate, as well as determine the main technological route, web technologies, methodologies, phases of work, and other important details to best achieve Client Name’s business and creative goals.
SOLUTIONS, SCOPE OF WORK, AND DELIVERABLES
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Incident Management site should list active tickets or incident records). - Your site should allow the
user to perform full CRUD (Create, Read, Update and Delete) operations on the type of objects
and data relevant to the site you have selected to build. - Authentication is not required at this
stage of development - Your site does not have to be pretty at this stage, just functional. 2. Include
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Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docx
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
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The document provides an overview of the process for gathering requirements for a project. It discusses the challenges of requirements gathering when stakeholders come from different backgrounds and submit varied documentation. It then outlines eight key steps to improving the requirements gathering process: scoping the project, conducting research, analyzing findings, modeling solutions, validating requirements, negotiating trade-offs, and managing the knowledge gap between experts and new clients. Traditional requirements focus on system operations while user stories emphasize customer value. The overall goal is to achieve consistent documentation that defines the project scope and meets stakeholder needs.
BIS 221 RANK Lessons in Excellence--bis221rank.com
This document provides assignments for BIS 221 that involve analyzing business data and creating presentations and proposals using Microsoft Office applications. It includes individual and team assignments across multiple weeks involving researching hardware and software recommendations, analyzing sales data in Excel, developing a customer service proposal in Word, comparing presentation software alternatives, and applying productivity tools for businesses. Students are asked to complete papers, proposals, presentations, and other assignments demonstrating their skills with Office applications and analyzing various business case studies and scenarios.
Web design proposal
This document proposes the development of a corporate website for a client. The website would include features like a blog, web pages with company information, and an optimized mobile design. It would use WordPress on a secure hosting server. The proposal outlines a two-phase process, including design, content input, optimization for search engines, and testing before handing over the completed site. The total estimated cost is KSH 23,000 with options for additional mobile responsiveness and search engine optimization.
AKS
The document discusses HiSoftware's Accessibility Kit for SharePoint (AKS) and how it helps organizations comply with web accessibility regulations and guidelines. AKS provides tools to test, validate, and repair content to ensure it is accessible. It integrates with Microsoft SharePoint and allows content authors and auditors to evaluate pages and integrate accessibility workflows. AKS addresses the full lifecycle from development to publishing and ongoing auditing of content.
1.OUTLINE PLANNING AND DESIGN OF A CATERING WEBSITETABLE OF CO.docx
1.OUTLINE PLANNING AND DESIGN OF A CATERING WEBSITE
TABLE OF CONTENTS
Overview
4
Solution
s, Scope of Work, and Deliverables
5-6
1. Preliminary Research
2. Strategic Planning
3. Interface Design - Graphic Design Work
4. Web application Front End Programming
5. Web application Back-end Development
6. Quality Assurance and Launch
7. SEO, Web Promotion, Statistics and Reporting
Maintenance and Hosting
7
Multimedia elements
9
Accessibility
11
OVERVIEW
General:
The purpose of the project is to execute a complete design & development of a professional Portal website for cooking school for corporate team building events. The cutting edge website will feature all the elements, functions, and specifications as required by the client.
Despite the evident complexity and depth of the Portal website for cooking school for corporate team building events, the user experience must remain particularly smooth and simple. The design must be high-end, pleasant and clean, creating an atmosphere of confidence and professionalism.
The major web technologies used on the website will be JOOMLA CMS ,YT Framework, PHP, MYSQL, JavaScript, AJAX, XHTML, CSS, XML, API.
The main goal of this plan is to determine an accurate time and budget estimate, as well as determine the main technological route, web technologies, methodologies, phases of work, and other important details to best achieve Client Name’s business and creative goals.
SOLUTIONS, SCOPE OF WORK, AND DELIVERABLES
The primary purpose of this website project is to create a website using the latest technologies and trends designed to portray Client Name aims and objectives. The process includes building a visual representation and integration with the technologies.
For this project, our work process will be a seven-step methodology for delivering the web solution. The seven step process includes the following deliverables for the development of a high end, database driven website, and cutting edge web application featuring all the specifications we discussed:
1. Preliminary Research and Discovery Phase:
a. Gathering all the final specifications of the project
b. In-depth research of the field, market pool, and target population
c. Establishing the strategy to best accomplish Client goals within budget and timeframe
d. Fine tuning the technological route for the design and development of the Ecommerce site
e. Determining the full and final in-depth scope of the project
2. Strategic Planning:
a. Conception of the main goals of the website and of the users’ pathways, including what we call “the preferred customer pathways”.
b. Conception of the website’s flow
d. Preparation of detailed charts and wireframes showing the different areas of the website, their features, the technologies that will be implemented, etc…
e. Optimization of the navigation according to the application’s goals
3. Web Design – Graphic Design Work:
a. Conceptio ...
BIS 221 RANK Inspiring Innovation--bis221rank.com
This document provides information and assignments for BIS 221 classes, including weekly assignments on topics like hardware and software recommendations, customer service proposals, sales analysis, presentation alternatives, and applying productivity tools for businesses. It lists individual assignments for each week, such as papers on computer purchases and information systems/security. The summaries are intended to provide high-level overviews of the essential information and requirements for each assignment in 3 sentences or less.
BIS 221 RANK Education Counseling--bis221rank.com
This document provides information and assignments for BIS 221 classes, including weekly assignments on topics like hardware and software recommendations, customer service proposals, sales analysis, presentation alternatives, and applying productivity tools for businesses. It lists individual assignments for each week, such as papers on computer purchases and information systems/security. The summaries are intended to help students understand the key tasks and objectives for each assignment at a high level.
Digital Product Lifecycle
The document outlines the stages of a digital product lifecycle from immersion and research, to wireframing and prototyping, development and testing, and finally release. It involves understanding user needs through research and surveys, prioritizing requirements, creating wireframes and clickable prototypes, developing the approved design and functionality, testing, and releasing the product. Resources on UI/UX design best practices are also provided.
HTML5 Up and Running
La presentazione di Marco Casario per il Codemotion del 5 marzo 2011 a Roma http://www.codemotion.it/
Si parla già molto di HTML5 e delle nuove specifiche che il linguaggio nella sua ultima versione introduce. Ma è davvero il momento giusto di investire su questo standard e migrare le proprie applicazioni? A che punto sono i browsers con il supporto ad HTML5?Il Flash Player scomparirà?Quale sarà il video codec definitivo supportato? Le domande sono molte. Lo scopo di questo speech è quello di cominciare a dare delle risposte analizzando con esempi concreti lo stato attuale del linguaggio HTML5.
1 Your team is responsible for the first release of your We.pdf
1. Your team is responsible for the first release of your Web Application. This is NOT a complete
web application but rather your first project release containing some complete elements and
progression towards a fully polished site. - Your site must include a Landing Page that is
appropriate for the type of Web Application you have selected and should include the Name of the
Site and your Team's Logo. A hero button or link should allow the user to create an appropriate
object or data associated with the type of site you have selected to build (e.g. a Survey Site should
allow the user to create a Survey, a Tournament site should allow the user to create a
Tournament, a Incident Management site should allow the user to create an new Incident record,
etc). - Your Landing Page should allow the user to view an appropriate list of appropriate objects
in a table format or dashboard created for the type of site you have selected to build (e.g. a Survey
Site should list publicly available and active surveys, a Tournament site list active tournaments, a
Incident Management site should list active tickets or incident records). - Your site should allow the
user to perform full CRUD (Create, Read, Update and Delete) operations on the type of objects
and data relevant to the site you have selected to build. - Authentication is not required at this
stage of development - Your site does not have to be pretty at this stage, just functional. 2. Include
a first draft of an External Design Document that includes Your Team Name, Logo, Table of
Contents, Wireframes for most top-level features of your site, and initial screen shots. You may
also include Colour swatches and samples of your Main Navigation strategy. 3. Your team must
also demonstrate progress towards the final web application project by providing a link to the
project's GitHub repository. Ensure the repository contains commits from each member of the
group. Ensure your project is organized, understandable and named appropriately..
human computer interaction of movie booking system project
The document describes a movie ticket booking system project that was developed using principles of human-computer interaction. It includes sections on the introduction, description of tools used (Visual Studio Code), project planning, features, and conclusion. The key features discussed are a home page with consistent navigation, a movies page that separates content by user type (children, adults), a contact page that prevents errors through required fields and input validation, and a login/sign up page that also focuses on error prevention through validation.
Preparing for Your Cognos Analytics Upgrade April 2017 Webinar - QueBIT Consu...
Learn why you should upgrade your Cognos Analytics and how you should prepare from QueBIT's analytics experts. Find out how QueBIT can help you.
WCAG 2.0, Simplified
The document discusses the Web Content Accessibility Guidelines (WCAG) which provide a framework for making web content more accessible. It covers what WCAG is, the principles of Perceivable, Operable, Understandable and Robust, and how WCAG has evolved from version 1 to version 2 to be more testable and flexible. Key changes include clearer success criteria and support for newer technologies like scripting. The document provides examples and guidance on meeting WCAG, including techniques for things like text contrast, navigation and captions.
RESUME BUILDER WEB APPLICATION
The document describes a proposed resume builder web application that would allow users to easily create personalized resumes online. It includes sections on an introduction and overview, the development process, user interface design, and testing strategies. The key features of the application would be an intuitive interface to guide users through the resume creation process, customizable templates and sections, and a real-time preview function. The development process outline involves tasks like project setup, designing interfaces, implementing routing and data handling, and deploying the application.
Similar to Advanced Web DevelopmentPart C Web Technology implementation .docx (20)
Joomla Chicago Meeting July, 2009: CMS CageMatch II
Joomla Chicago Meeting July, 2009: CMS CageMatch II
BIS 221 RANK Lessons in Excellence--bis221rank.com
BIS 221 RANK Lessons in Excellence--bis221rank.com
1.OUTLINE PLANNING AND DESIGN OF A CATERING WEBSITETABLE OF CO.docx
1.OUTLINE PLANNING AND DESIGN OF A CATERING WEBSITETABLE OF CO.docx
1 Your team is responsible for the first release of your We.pdf
1 Your team is responsible for the first release of your We.pdf
human computer interaction of movie booking system project
human computer interaction of movie booking system project
Preparing for Your Cognos Analytics Upgrade April 2017 Webinar - QueBIT Consu...
Preparing for Your Cognos Analytics Upgrade April 2017 Webinar - QueBIT Consu...
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Assessment 4 Instructions Health Promotion Plan Presentation.docx
This document provides instructions for Assessment 4 which requires students to:
1. Create a PowerPoint presentation with audio narration to present their hypothetical health promotion plan from Assessment 1 to a selected audience.
2. In their narration, students must evaluate the session outcomes and goals, suggest revisions to improve future sessions, and align the session with Healthy People 2020 goals.
3. Students must tailor their presentation to their selected audience and support it with at least three references published within the last 5 years.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docx
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
Assessment 4Cost Savings AnalysisOverviewPrepare a spreads.docx
Assessment 4
Cost Savings Analysis
OverviewPrepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4–5 pages in length.
Information plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients.
The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation's health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Describe ways in which care coordination can generate cost savings.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Present cost savings data and information clearly and accurately.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
APA Module
.
Academic Honesty & APA Style and Formatting
.
APA Style Paper Tutorial [DOCX]
.
Capella Resources
ePortfolio
.
Research Resources
You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriat.
Assessment 4 Instructions Final Care Coordination Plan .docx
Assessment 4 Instructions: Final Care Coordination Plan
For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Use the literature on evaluation as a guide to compare learning session content with best practices.
Competency 3: Create a satisfying patient experience.
Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document..
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan yo.
Assessment 3PRINTPatient Discharge Care Planning .docx
Assessment 3
PRINT
Patient Discharge Care Planning
prepare a written analysis of key issues, 6–7 pages in length, applicable to the development of an effective patient discharge care plan.
The Institute of Medicine's 2000 report
To Err Is Human
:
Building a Safer Health System
identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety.
SHOW LESS
Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Explain how HIT can be used to provide a longitudinal, patient-centered care plan across the continuum of care.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional idea development.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how information collected from client records can be used to positively influence health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
Institute of Medicine. (2000).
To err is human: Building a safer health system
. Washington, DC: National Academies Press.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ResourcesHealth Informatics
Mosier, S., & Englebright, J. (2019).
The first step toward reducing documentation: Defining ideal workflows.
CIN: Computers, Informatics, Nursing, 37
(2), 57–59.
Yang, Y., Bass, E. J., Bowles, K. H., & Sockolow, P. S. (2019).
Impact of home care admission nurses' goals on electronic health record documentation strategies at the point of care.
CIN: Computers, Informatics, Nursing, 37
(1), 39–46.
SHOW LESS
Writing Resources
You are encou.
Assessment 4 ContextRecall that null hypothesis tests are of.docx
Assessment 4 Context
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test again, with the added capability of comparing the means among more than two group at a time. This is the same type of test of difference between group means. In variations on this model, the groups can actually be the same people under different conditions. The main idea is that several group mean values are being compared. The groups each have an average score or mean on some variable. The null hypothesis is that the difference between all the group means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups.
One might ask why we would not use multiple t tests in this situation. For instance, with three groups, why would I not compare groups one and two with a t test, then compare groups one and three, and then compare groups two and three?
The answer can be found in our basic probability review. We are concerned with the probability of a TYPE I error (rejecting a true null hypothesis). We generally set an alpha level of .05, which is the probability of making a TYPE I error. Now consider what happens when we do three t tests. There is .05 probability of making a TYPE I error on the first test, .05 probability of the same error on the second test, and .05 probability on the third test. What happens is that these errors are essentially additive, in that the chances of at least one TYPE I error among the three tests much greater than .05. It is like the increased probability of drawing an ace from a deck of cards when we can make multiple draws.
ANOVA allows us do an "overall" test of multiple groups to determine if there are any differences among groups within the set. Notice that ANOVA does not tell us which groups among the three groups are different from each other. The primary test.
Assessment 3PRINTLetter to the Editor Population Health P.docx
- The document provides instructions for Assessment 3, which requires students to write a letter to the editor of an academic or professional journal advocating for a health policy developed in Assessment 2.
- The letter must evaluate current quality of care/outcomes for the issue/population, analyze how this necessitates policy development, justify how the proposed policy will improve care/outcomes, and advocate for similar policies in other settings.
- Students must choose an appropriate nursing journal, follow its submission guidelines, and integrate sources using APA style to support their letter.
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docx
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
Assessment 3 Instructions Professional Product Develop a .docx
Assessment 3 Instructions: Professional Product
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.
Assessment 3 Instructions Care Coordination Presentation to Colleag.docx
Assessment 3 Instructions: Care Coordination Presentation to Colleagues
Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation.
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.
Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
Preparation
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, yo.
Assessment 3Essay TIPSSWK405 The taskEssayWhen.docx
Assessment 3
Essay TIPS
SWK405
The task
Essay
When preparing to write an essay be sure to read the question. It is helpful to break it down as demonstrated below.
PART 1
Critically analyse the strengths and weaknesses in the delivery of services to remote communities via face to face and virtual service models.
PART 2
Identify within each approach (FACE TO FACE AND VIRTUAL) the challenges for the human services worker and professional development strategies for improving regional and remote skills
In considering each approach select one of the following population groups or service needs.
Essay Structure
My suggestion is to start by identifying the group/population/issue you have selected to work with. You may think about the agency interview and report you have completed in Assessment 2 to inform your choice of service.
In considering each approach select one of the following population groups or service needs.
Your population/issue
Step 1:
Select your population or issue and the type of service to be offered.
Disaster recovery within Australia
Domestic Violence Services for women in remote and regional Australia
Mental Health Services for remote Aboriginal community
Other
What is the service you are providing?
Step 2:
Consider what part/s of the service is suited to face to face or virtual service delivery?
e.g.
Critically Analyse
Step 3: It is important to consider carefully the strengths and weaknesses of each type of service delivery model to remote areas.
When you think about these strengths and weaknesses, some will relate to client outcomes and some will relate to the service provider (logistics, cost, personnel).
Not simply a description but your own critique.
The following questions will help you to focus your reading and develop a critical lens.
Critical Reading
Step 4:
What have some authors written about the advantages and disadvantages of each type of service model?
What do you think about their positions?
Does this fit with the service you have selected for the essay?
Has technology come further since the article was written?
Is there a research that supports the arguments proposed in the literature? Critique the research that supports the author’s argument.
What position do you take in relation to ideas raised in the literature?
Is there a bias in the readings in favour of one type of service delivery over another?
Step 5: Shaping your argument
Consider the following focus questions to shape your argument
Strengths and weakness of face to face service delivery
What is face to face service delivery?
e.g. this could be where staff live and work within the community or where staff undertake remote community visits to deliver services.
What are the benefits of delivering services face to face?
To the client, for the worker
What are the challenges of delivering face to face services to remote areas?
e.g. Cost, staff recruitment and retention, staff skills and resilience, .
Assessment 3 Health Assessment ProfessionalCommunication.docx
This document contains the script for a nurse-patient interaction as part of a health assessment. The nurse, Sarah, conducts an assessment of a patient, David Flores, who has come in for a checkup due to joint pain. Sarah takes David's medical history and vital signs, discusses his general health, diet, social activities and sun protection habits. She notes he is overweight and advises changes to his diet and alcohol intake. Sarah also schedules a skin check and refers David to resources on heart health. They discuss his joint pain symptoms to help determine the cause.
Assessment 3Disaster Plan With Guidelines for Implementation .docx
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
Assessment 3 ContextYou will review the theory, logic, and a.docx
Assessment 3 Context
You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test. This is the test of difference between group means. In variations on this model, the two groups can actually be the same people under different conditions, or one of the groups may be assigned a fixed theoretical value. The main idea is that two mean values are being compared. The two groups each have an average score or mean on some variable. The null hypothesis is that the difference between the means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups. Means, and difference between them.
Null Hypothesis Significance Test
The most common forms of the Null Hypothesis Significance Test (NHST) are three types of t tests, and the test of significance of a correlation. The NHST also extends to more complex tests, such as ANOVA, which will be discussed separately. Below, the null hypothesis and the alternative hypothesis are given for each of the following tests. It would be a valuable use of your time to commit the information below to memory. Once this is done, then when we refer to the tests later, you will have some structure to make sense of the more detailed explanations.
1. One-sample t test: The question in this test is whether a single sample group mean is significantly different from some stated or fixed theoretical value - the fixed value is called a parameter.
· Null Hypothesis: The difference between the sample group mean and the fixed value is zero in the population.
· Alternative hypothesis: T.
Assessment 2Quality Improvement Proposal Overview .docx
Assessment 2
Quality Improvement Proposal
Overview:
Write a quality improvement proposal, 5–7 pages in length, that provides your recommendations for expanding a hospital's HIT to include quality metrics that will help the organization qualify as an accountable care organization.
Health care has undergone a transformation since the release of the Institute of Medicine's 2000 report
To Err Is Human: Building a Safer Health System.
The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).
Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine's goal of improving safety and quality.
Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.
This assessment provides an opportunity for you to make recommendations for expanding a hospital's HIT in ways that will help the hospital qualify as an ACO.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Explain the relationship between care coordination and evidence-based data.
Recommend ways to expand an organization's HIT to include quality metrics.
Identify potential problems that can arise with data gathering systems and outputs.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
.
Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docx
Assessment 2
by Jaquetta Stevens
Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500)
Submission ID: 101964 1991
File name : Stevens_J_Assessment_2.do c (66K)
Word count : 1894
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ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
St udent Paper
www.nivel.nl
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Submitted to EDMC
St udent Paper
Submitted to University of Abertay Dundee
St udent Paper
uncch.pure.elsevier.com
Int ernet Source
Matthew A. Jarrett, Anna Van Meter, Eric A.
Youngstrom, Dane C. Hilton, Thomas H.
Ollendick. "Evidence-Based Assessment of
ADHD in Youth Using a Receiver Operating
Characteristic Approach", Journal of Clinical
Child & Adolescent Psychology, 2016
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www.jove.com
Int ernet Source
"Handbook of Childhood Psychopathology and
Developmental Disabilities Assessment",
Springer Nature America, Inc, 2018
Publicat ion
espace.library.uq.edu.au
Int ernet Source
Submitted to Marist College
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openaccess.city.ac.uk
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www.raikesf oundation.org
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www.medicalnewstoday.com
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tigerprints.clemson.edu
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Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES
Running head: EVALUATION OF TECHNICAL QUALITY 8
Assessment 2: Evaluation of Technical Quality
This worksheet contains three sections:
· Section One: Purpose and Intended Population of Selected Test.
· Section Two: Technical Review - Reliability of Selected Test.
· Section Three: Technical Review - Validity of Selected Test.
· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.
· Section Five: Resources (APA Style).
Section One: Purpose and Intended Population of Selected Test
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*.
Selected Test
Achenbach System of Empirically Based Assessment
Purpose of Test
The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).
Intended Population
18 mos.- 90 years old
* in some cases, you may find limited published work on the most recent version of a.
Assessment 2PRINTBiopsychosocial Population Health Policy .docx
Assessment 2
PRINT
Biopsychosocial Population Health Policy Proposal
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docx
Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination
Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.
As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.
This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.
It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 4: Defend decisions based on the code of ethics for nursing.
Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
Competency 5: Explain how health care policies affect patient-centered care.
Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
Preparation
Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaki.
Assessment 2-Analysing factual texts This assignment re.docx
This document provides guidelines for Assessment 2 which requires students to critically analyze one or two key issues, concepts, or themes from the module materials. Students must apply the concept to a factual television format example, such as a news broadcast, documentary, or reality show. The essay should principally focus on one concept and one television example. Higher grades will be given to those who can apply analytical frameworks from one area to a different example. The essay must be 2500 words with proper citations and referencing of academic sources to support the critical analysis.
Assessment 2DescriptionFocusEssayValue50Due D.docx
Assessment 2:
Description/Focus
Essay
Value
50%
Due Date
Midnight Sunday 2 (Week 12)
Length
2500 words
Task: Human services practitioners work across many domains of practice including direct work with individuals, groups and communities.
1. Critically examine the policy or policies that you consider impact upon a client group and suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
2. Develop a framework that you would adopt for influencing policy change that aligns with your professional values, standards and ethics.
Presentation: The document will be typed in a word document, 12 pt. Font, 1½ or Double spacing
Assessment criteria:
· Critical analysis of social policy
· Application of theory to practice
· Adherence to academic conventions of writing
(eg referencing; writing style)
· At least 8 references. Format APA 6th referencing.
Running head: NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 1
NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 2
Network and Workflow for a Data Analytics Company on Ssports
Student Name Nezar Al Massad
Institution Name Dr. Mark O'Connell
Network and Workflow for a Ddata Analytics Company on Ssports.
A company’s network and workflow play a major roles in its performance and growth. Different companies consist of rely on different networks and workflows depending on the services/tasks they are providing and the number of workers and members of staff. A network tends to connect workers and members of staff at different levels of the company. This network tends to create a good and effective workflow within the company, hence a company network and workflow go hand in hand. When creating a network and a workflow of a company, the workers and members of staff working duration must be considered in order to achieve a company objective (Moretti, 2017).Also, the mode of employment which may be permanent or temporary/laying down of workers within a short period of time, to a large extent determines a company’s network and workflow. The change of an organizational requirement due to growth and expansion creates a need for a company to adapt a new network and workflow. A network in company plays a vital role of guiding how the company should run its operations. Comment by Mark O'Connell: Duration?? Comment by Mark O'Connell: What? Laying down?? Comment by Mark O'Connell: OK so stop educating us about the factors that determine a company’s network and tell us about YOUR network Comment by Mark O'Connell: Too obvious
My company in the world requires data analysts for to perform analysisdata analysis allowing them to and make important strategic decisions and identify opportunities in the market, and therefore data analysts are becoming very important vital to our company. Despite this, there are many companies coming u.
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- 1. Advanced Web Development Part C: Web Technology implementation: implementation of relevant aspects of Web Technology via a Joomla CMS. Part C (60%) Implementing aspects of a Joomla CMS: You will extend your part B case study by developing some aspect of an implementation of relevance to your case study B. For example, a Crowd Sourcing interfaces a Joomla forum for a Community of Practice, a Data Mashup, a Neural Network for categorising Web users etc. You will write a report evidencing what you have done and justifying your technical and design choices (a list of required implementation features is provided in this document) Up to 3000 words. All parts should include the following: • Justification for selection of topic • 'Problem' definition • Your aims and objectives in undertaking the case study • Use of appropriate literature to support your arguments • Conclusions/recommendations/scope for further investigation Part C: To demonstrate a mature ability to critically evaluate and select Web Technologies, development methodologies and implementation strategies, for a given or future globalised business context. Mark Scheme – Part C Implementing aspects of a Joomla CMS This should relate to your case study part B. Your system should include sufficient test data to demonstrate functionality. You are not expected to produce a whole site in Joomla, but aspects of one. The range of functionalities you can choose from are listed below. Follow these steps: It is your decision which aspects of the system you will design,
- 2. develop and implement. For example, you could implement the ability for a user to browse, search, tag, upload and comment online about their experiences of a particular concept (e-science, tourism, COP etc) . Whatever your decision, the final system must demonstrate at least FOUR of the following functions: • Create a front-end interface of your choice, which includes a list of non-dynamic browsable options [up to 10 marks]. • Create a front-end interface which includes a dynamic list of browsable options [up to 10 marks] • Create an advanced ‘search’ facility [up to 10 marks] • Create a user registration form and user login facility [up to 10 marks] • Allow users to view, add and update their text entries in blogs [up to 10 marks] • Allow users to upload their own sound, video and image files [up to 10 marks] • Assign tags and create tag clouds [up to 10 marks] • Allow users to view each others’ contributions, including blogs, audio, images and videos, etc. [up to 10 marks] • Allow users to view and add comments on other’s entries [up to 10 marks] • Add an RSS feed for appropriate news or other data and a Google mashup service of appropriate information [up to 10 marks] Part C, what to submit: 1. A final report detailing your design, development and implementation processes, maximum 3000 words [up to 10 marks]. Your report should provide a critical evaluation of your project with a convincing rationale for your design and implementation decisions. The report should include any code you have written and sufficient screen-shots and descriptive detail to evidence
- 3. effective functionality [up to 5 marks]. 2. A user manual explaining the operation and functioning of the system, 1000- 2000 words [up to 10 marks]. Normally, a user manual encompasses screen-shots and textual descriptions about the system's functionality i.e. the log-in, search and navigation functions, video upload mechanisms, etc. 3. Upload a 4 minute PowerPoint or.pdf presentation highlighting your site and the functionalities you have implemented. Include screen-shots, a rationale for your decisions as well as any brief, commented, and examples of code you have originated.