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Aleidan 1 Bader Aleidan Prof. Marlene Pearson English 113B 11/03/2014 (Last Draft, Essay #2) The Positive Powerful of Islam Revolution Islam is the second largest population in this world. From the beginning of Islam history. Before Islam, The Arabs were living a measurable life. They were drinking Alcohol and gambling most of the time. The tribe is called “Quraysh," they located in "Arab Peninsula" which is divided to seven countries. These countries are Saudi Arabia, Kuwait, Bahrain, Qatar, United Arab Emirates, Oman and Yemen in these days. Quraysh were a powerful merchant tribe that controlled Mecca and its Ka'aba. The prophet Mohammed (ص)(peace be up on him,) and his tribe were following their religion. Al-Lat, Al-Uzza and Manat were the daughters of God in their believes. Al-Uzza is one of three the goddesses that people were worshiped in Ma’aka. As Monaghan states that Al-Uzza is the mighty God. Circumambulation was in Quaraysh’s religion; they were parading around Al-Uzza God. “With Al-Lat and Mana¯ t, this goddess composed the ‘‘daughters of Allah.’’ She was considered the most recent of the three, associated with oracular pronouncements. But monotheistic writers connected her, as they did other goddesses, with evil; the early Christian writer Jerome specifically described Uzza as a form of the fallen angel Lucifer,” said Monaghan. Those three Goddesses were the guidance for Quaraysh tribe. The prophet Mohammed (ص) was known the sincere and entrusted. His tribe trusted him. Quaraysh's main god was Hubal. According to The Oxford Handbook of Late Antiquity, "The Qurayshite pantheon was composed principally of idols that were in the Haram of Makka, that is, Hubal (the most important and oldest deity), Manaf, Isaf, and Na'ila." However, there was an exceptional person among those barbaric people. Before the message of Islam came, Omar Ibn Al Khattab had the humanity behavior, and he was known for his kinship. The famous families in Mohammed’s (ص) generation did not used to send their children to take care of their supplies because it is hard work under scorching sun and it is far from their city, the used to make their slave to take care of it. However, Omar was taking care of his father’s supplies by his himself. He also, used to bring the firewood and dates to his aunts. He was also, prudent and smart. Quraysh uesed to say him “he is Quraysh's boy, wrestler, ambassador and Quraysh tongue when it comes to war." He was their hero, and his tribe trusted his opinion. On the other hand, Amr ibn Hishām was the prophet’s uncle. When Amr heard about Mohammed’s message, he started to harass the prophet. Their names Omar and Amr are not very different. The prophet made dua’a and he said (In meaning of the prophet’s word) “O God, bless the Islam of one of the two Omares.” That day Amr was going back to his home, while his walking he faced a poor guy and this guy was following Mohammed’s religion, which is Islam. Amr hits this guy as he alwa.
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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.
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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.
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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
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Describe ways in which care coordination can generate cost savings.
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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.
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Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
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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
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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:
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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.
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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.
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Assessment 3
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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
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Building a Safer Health System
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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
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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.
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Similar to Aleidan 1Bader AleidanProf. Marlene PearsonEnglish 113B1.docx
Islam questioned article
The document provides an overview of the key beliefs and practices in Islam. It discusses that Islam is a monotheistic religion founded on a belief in one God. The five pillars of Islam are identified as the declaration of faith, prayer, charity, fasting during Ramadan, and pilgrimage to Mecca. Important figures in Islam like the Prophet Muhammad and sites like the Kaaba in Mecca are described. Core Islamic scriptures like the Quran and hadiths are also summarized.
Islam s3 life of muhammad i
Islamic history of the life of Muhammad through the Sira. This section traces his birth, early childhood in Mecca, marriage to Khadijah, his early visions, and his first converts, including Khadijah, Ali, Abu Bakr, Umar, Hamza and others. The conflict with the Quraysh tribe over idolatry culminated in leaving first for Ethiopia, and then the Hijra to Medina (Yahthrib)
Al farouq
The document provides biographical details about Omar ibn al-Khattab before and during his conversion to Islam. It describes how in his pre-Islamic days he was known for drinking and violence, but persecuted early Muslims. His conversion came after hearing a Muslim reciting the Quran at his sister's house, which led to a violent confrontation where he attacked his sister and her husband, who openly professed their new faith, leading to his own acceptance of Islam.
Islam Questioned
This document provides an overview of Islam, including its core beliefs and practices. It discusses that Islam is a monotheistic faith followed by over 1 billion people worldwide. The five pillars of Islam are outlined as the framework of the Muslim life: the declaration of faith (Shahada), prayer (Salah), almsgiving (Zakat), fasting during Ramadan (Sawm), and the pilgrimage to Mecca (Hajj). Key figures in Islam such as the Prophet Muhammad and important sites like the Kaaba in Mecca are also described.
The rightly guided caliphs
This document summarizes the history and significance of the Caliphate in early Islam following the death of the Prophet Muhammad. It focuses on the first four Caliphs - Abu Bakr, Umar, Uthman, and Ali - who are considered the "Rightly Guided Caliphs". The document discusses Abu Bakr's election as the first Caliph, his life and virtues, and the challenges he faced in establishing the new Islamic state, including suppressing revolts, fighting false prophets, and defending against threats from neighboring empires while upholding Islamic principles.
Prophet Muhammad (saw) -blessing for mankind
The document provides a summary of the life of the Prophet Muhammad (peace be upon him) in 3 parts:
1) It describes his birth and early life as an orphan in Makkah, his work as a merchant, and his marriage to Khadijah.
2) It discusses his receiving of the first revelation from Gabriel at age 40 and his 23 years of receiving revelations that were later compiled into the Quran. He faced challenges from Makkan leaders as he spread the message of Islam.
3) It outlines some key later events including his migration to Madinah to escape persecution, treatments of envoys in Madinah, the liberation of Makkah, and his farewell
AL-FAROUQ OMAR IBNUL- KHATTAB
This document provides biographical details about Omar ibn al-Khattab before, during, and after his conversion to Islam. It describes Omar's pre-Islamic life as a fierce warrior. It then discusses the events that led to Omar's dramatic conversion to Islam, including overhearing his sister and her husband reciting the Quran. Omar's conversion greatly strengthened the Muslim community and reduced the power of its opponents in Mecca.
Module Three Notes Presentation
The document provides information on Islamic civilization, including the life and teachings of Muhammad, the major tenets of Islam, and the expansion and impact of Islam. It discusses Muhammad receiving revelations from God and establishing the religion of Islam. The two main branches of Islam, Sunni and Shiite, developed after Muhammad's death. Under Arab rule, the Islamic empire expanded across northern Africa and into Spain. The Umayyad and Abbasid dynasties ruled large Islamic caliphates during periods of cultural and economic prosperity, though divisions emerged over time.
What They Say About Muhammad Salla Allahu Alaihi Wa Sallam
Muhammad is described as an extraordinary man who:
1) Founded one of the world's major religions and built empires that spread from Arabia to large parts of the inhabited world at the time, influencing millions with his teachings.
2) Despite being illiterate, he recited revelations that were profoundly eloquent and persuasive, with a spiritual and intellectual impact that has endured for over twelve centuries.
3) He established a religion marked by a firm belief in the oneness of God and rejection of idolatry, which attracted followers through both the power of its message and the virtue and reasonableness of its founder.
History of prophet muhammad saw
The document summarizes the early life and missionary work of the prophet Muhammad in Makkah. It describes the religious landscape of Arabia at the time, with Zoroastrianism and Christianity being the dominant religions in the neighboring empires. Makkah practiced polytheism and idol worship. Muhammad began receiving divine revelations from God at age 40 and his first converts were his family members. After initial secret preaching, he publicly called the Makkans to monotheistic worship of Allah, meeting opposition from Abu Jahl and others. Many early Muslims suffered persecution but their numbers grew, including with the conversion of Umar ibn al-Khattab. Muhammad faced pressure to stop preaching but remained committed to restoring belief
Islam BY Abdul Latif Al Hoad.pdf
The document provides an overview of Islam, including its key beliefs and practices. It discusses the five pillars of Islam which are the declaration of faith, daily prayers, alms-giving, fasting during Ramadan, and the pilgrimage to Mecca. It describes the origins of Islam and the life of the prophet Muhammad. It also provides details about daily prayers, fasting during Ramadan, giving alms, and performing the hajj pilgrimage to Mecca.
Prophet Muhammad
This poem summarizes the life of the Prophet Muhammad from his birth in 570 AD in Mecca to his prophethood. It describes how he was orphaned as a child and raised by his grandfather and uncle. As a young adult, he worked as a merchant and married Khadija. He had spiritual experiences on Mount Hira where he received the first revelations from God and became a prophet. He faced opposition from the people of Mecca but found acceptance in Medina. The poem highlights his guidance of the Muslim community and conveys the importance of following his teachings.
Mahoma silvia y belén
Muhammad was the founder of Islam who was born in Mecca in the 6th century. He received revelations from God through the angel Gabriel and began preaching monotheism, which increased his following but also alarmed authorities. Due to persecution, Muhammad fled to Medina in 622 and this migration, known as the Hegira, marks the beginning of the Islamic calendar. Under Muhammad, Islam spread across the Arabian Peninsula through military campaigns and became both a religion and a political structure.
Muhammad by ziauddin sardar
Ziauddin Sardar is a prominent Muslim writer and scholar who has authored over 50 books on Islam and contemporary issues. This document provides background on Sardar and an overview of the sources available for understanding the life of Muhammad. It notes that Muhammad lived in the full light of history, with multiple sources of information including the Quran, hadith literature, early biographies written by companions, historical works, and poetry from the time period. While these sources were compiled after Muhammad's death, Muslim scholars developed rigorous standards to evaluate authenticity and reliability. The document examines the different phases of compiling source material over the centuries.
Rise of islam
The document provides an overview of the origins and spread of the three Abrahamic religions: Judaism, Christianity, and Islam. It discusses how Judaism emerged among the Hebrews in Mesopotamia and their migration to Canaan under Abraham. Christianity developed from Judaism based on the teachings of Jesus Christ. Islam emerged in the 7th century AD in Mecca under the prophet Muhammad, incorporating aspects of both earlier faiths. It then spread rapidly through the Middle East, Africa, and Asia in the following centuries through Muslim trade networks and military conquests.
Similar to Aleidan 1Bader AleidanProf. Marlene PearsonEnglish 113B1.docx (15)
What They Say About Muhammad Salla Allahu Alaihi Wa Sallam
What They Say About Muhammad Salla Allahu Alaihi Wa Sallam
More from galerussel59292
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
Charact e r count : 134 64
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Assessment 2
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
Publicat ion
eprints.bbk.ac.uk
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journal.f rontiersin.org
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www.redalyc.org
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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
St udent Paper
openaccess.city.ac.uk
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www.raikesf oundation.org
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www.medicalnewstoday.com
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commons.pacif icu.edu
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tigerprints.clemson.edu
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www.livestrong.com
Int ernet Source
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. Aleidan 1 Bader Aleidan Prof. Marlene Pearson English 113B 11/03/2014 (Last Draft, Essay #2) The Positive Powerful of Islam Revolution Islam is the second largest population in this world. From the beginning of Islam history. Before Islam, The Arabs were living a measurable life. They were drinking Alcohol and gambling most of the time. The tribe is called “Quraysh," they located in "Arab Peninsula" which is divided to seven countries. These countries are Saudi Arabia, Kuwait, Bahrain, Qatar, United Arab Emirates, Oman and Yemen in these days. Quraysh were a powerful merchant tribe that controlled Mecca and its Ka'aba. The prophet Mohammed (()صpeace be up on him,) and his tribe were following their religion. Al-Lat, Al-Uzza and Manat were the daughters of God in their believes. Al-Uzza is one of three the goddesses that people were worshiped in Ma’aka. As Monaghan states that Al-Uzza is the mighty God. Circumambulation was in Quaraysh’s religion; they were parading around Al-Uzza God. “With Al-Lat and Mana¯ t, this goddess composed the ‘‘daughters of Allah.’’ She was considered the most recent of the three, associated with oracular pronouncements. But monotheistic writers connected her, as they did other goddesses, with evil; the early Christian writer Jerome specifically described Uzza as a form of the fallen angel Lucifer,” said Monaghan. Those three Goddesses were the guidance for Quaraysh tribe. The prophet Mohammed ()ص was known the sincere and entrusted. His tribe trusted him. Quaraysh's main god was Hubal. According to The Oxford Handbook of Late Antiquity, "The Qurayshite pantheon was
- 2. composed principally of idols that were in the Haram of Makka, that is, Hubal (the most important and oldest deity), Manaf, Isaf, and Na'ila." However, there was an exceptional person among those barbaric people. Before the message of Islam came, Omar Ibn Al Khattab had the humanity behavior, and he was known for his kinship. The famous families in Mohammed’s ()ص generation did not used to send their children to take care of their supplies because it is hard work under scorching sun and it is far from their city, the used to make their slave to take care of it. However, Omar was taking care of his father’s supplies by his himself. He also, used to bring the firewood and dates to his aunts. He was also, prudent and smart. Quraysh uesed to say him “he is Quraysh's boy, wrestler, ambassador and Quraysh tongue when it comes to war." He was their hero, and his tribe trusted his opinion. On the other hand, Amr ibn Hishām was the prophet’s uncle. When Amr heard about Mohammed’s message, he started to harass the prophet. Their names Omar and Amr are not very different. The prophet made dua’a and he said (In meaning of the prophet’s word) “O God, bless the Islam of one of the two Omares.” That day Amr was going back to his home, while his walking he faced a poor guy and this guy was following Mohammed’s religion, which is Islam. Amr hits this guy as he always does, when the guy was on the ground, when the guy turned his face, Omar gave him a hand to help him to stand on his feet. The poor guy said, Mohammed was right, you are the best of the two Omarres. These words touched Omar’s felling. In these monuments Omar was not Muslim yet, but he was thinking a lot about what the poor guy said to him. When Umar accepted Islam, the idolaters remained where they were, and nothing changed for them; but it was Muhammad who was compelled to leave his home, and had to find sanctuary in a desolate ravine. This becomes clear to an individual when the researcher writes about the Prophet’s biography and understands his state of affairs. Also, Mohammed’s meaningful and inclusive
- 3. utterances and traditions, his good manners, ethics and moral character, his knowledge of the Torah and Gospel and other Divine Scriptures, and his knowledge of statements of the wise, and knowledge of by-gone nations, and ability to strike examples and implement policies and correct emotional manners. He was an example and paradigm to which his people could relate to in all branches of knowledge; acts of worship, medicine, laws of inheritance, lineage, and other matters as well. He knew and learned all of this without reading or examining the Scriptures of those before us, nor did he sit with their scholars. The Prophet had no formal schooling, and was without knowledge of the above before being commissioned as a Prophet, nor could he read or write. The Prophet (pbuh) was wise to the fullest extent of his mental capacity. God, the Exalted, informed him of some of what had taken place (in the past) and of that which would take place in the future. This is a sign that the Dominion belongs to God, and that He is capable over all things. Mohammed (pbuh) God has sent him to the period when the apostles at the head of the forty-year-old revelation came and he worships in Hira, a laurel at the top of the mountain called the Mountain of Light north-east of Mecca on the right inside it. So, the first Surah Mohammed learned in the Holy Qura’an is “Recite in the name of your Lord who created(1) Created man from a clinging substance(2) Recite, and your Lord is the most Generous (3) Who taught by the pen (4) Taught man that which he knew not (5)… No! Do not obey him. But prostrate and draw near (19)[to God],” (Surah Iqar). Mohammed (pbuh) knew that his people would not accept his message easily. One of the Sahabah (the Muslims friends of Mohammed) called Waraqah Ibn Nofal was taking with Mohammed about how to tell the people about his message. Waraqah was saying to Mohammed that there was not any person came with a message contained different ideas and beliefs, their tribe stood against him. Thus, the prophet secretly spread his message of Islam for four years. After that God
- 4. commanded the prophet to announce his message to all people and make it clear. This order is mentioned in the Holy Qura’an “O you who covers himself [with a garment](1) Arise and warn (2) And your Lord glorify (3) And your clothing purify (4) And uncleanliness avoid (5)” (Surat Al-Muddaththir1-5). The prophet did what he told. Islam these days has very bad image. Media has manipulated the idea of Islam and they change it from peaceful religion to terrorist religion. In fact, Islam is peaceful and justice religion. All people how are under Muslims lead get their rights whether they are Muslims or not. When Omar Ibn Al-khattab was the leader of Muslims, a woman came to Omar because she was not capable to pay loan. After their conversation, the Omar noticed that she was wearing cross. Omar said, what prevented you not to be a Muslim. She said “ I spend My whole age following my parents religion, and I prefer to live my few years on my same religion.” Omar helped her as he helped any Muslim, he treated her like any body else. The prophet (pbuh) said “there is no different between Arabic people or foreign people, unless in their piety.” In conclusion, Arab has changed through the Islam revolution. After blesses of God that God chose Arab to delver his message. Arab has come more independent and stronger than they were before Mohammed. They were barbaric and other country like Rome controlled them. Marion woodman states, “ A mask ceases to be a mask. Instead, with the help of days and surgery, the mask becomes the face.” She explains the transformation in this life, the Arab were wearing the mask before Islam. Mohammed came and change their mask to face.
- 5. Work Citied "Essay on the Holy Prophet (Peace Be Upon Him)." NeoEnglish. N.p., n.d. Web. 03 Nov. 2014. Monaghan, Patricia. Encyclopedia Of Goddesses And Heroines. Santa Barbara, Calif: Greenwood / ABC-CLIO, 2010. eBook Collection (EBSCOhost). Web. 3 Nov. 2014. "Surat Al-Muddaththir (The Cloaked One) - taruS ".ر مدث ال سورة Al-Muddaththir. N.p., n.d. Web. 03 Nov. 2014. Woodman, Marion. The Pregnant Virgin: A Process of Psychological Transformation. Toronto, Canada: Inner City Books, 1985. Print. http://www.sourcememory.net/veleda/wp- content/uploads/2011/07/alUzzaPetra.jpg http://www.alminbar.net/alkhutab/khutbaa.asp?mediaURL=874