Chapter 11: YOU BE THE JUDGE A nurse had been working in a critical care unit for more than 25 years, gaining respect for her competence and dedication before suspicions began to gather that she was diverting narcotics for her own use. The acute care hospital had recently installed a “computerized medicine cabinet” for enhanced distribution and better monitoring of narcotics. The cabinet recorded the nurse’s per- sonal keypad code and the patient’s data before it could be unlocked and narcotics dispensed. The nurses were also required to document the narcotic usage by handwriting the patient’s name, medication, time, route, and dosage on a more traditional paper medication administration record (MAR). Discrepancies were noted between this nurse’s patients’ electronic data for narcotic administration and the handwritten notations made on the paper record. The nurse was first questioned by her supervisors and then she was suspended, as they did not find her explanations credible. Her grievance was upheld by the arbitrator assigned to the case and the hospital appealed. At trial, other nurses from the same unit testified that they frequently completed their paper record documentation during their breaks or at the end of the shift, often when they could not remember exactly what medications or dosages they had administered to patients. There was additional information that the nurses would electronically sign for narcotics, prepare IV drip bags in advance of when they were needed, and then discard these same IV bags when they were no longer required or the physicians had changed the medication orders. Additionally, these nurses testified that they often deviated from the physician’s order for an IM injection, electing to give the medication by an IV route. Finally, there was testimony that the hospital had no formal policy for which nurse was to document narcotics in the paper record when two nurses, such as a preceptor and a mentee, both had responsibility for the patient. The nurse who was suspended testified that she, too, frequently entered data into the paper record long after she had administered the medication and, in some rare instances, entered the data on the following day. QUESTIONS 1. Did the facility have sufficient evidence to suspend the nurse from their employee? 2. How should the testimony of the other nurses in the unit affect the outcome of this case? 3. What additional questions should the institution address before the court rules in this case? 4. How would you have ruled in this case?
Chapter 12:
YOU BE THE JUDGE A preschool teacher called child protective services about a child who appeared to have a vaginal infection and the child protective services worker instructed the mother to take her child to the emergency center at the local acute care facility. In the emergency center, the child was examined by an ANP who found a vaginal tear, which the ANP felt could have been ca.
Read the case study presented at the end of Chapter 11 (Guido, p. .docxapatrick3
Read the case study presented at the end of Chapter 11 (Guido, p. 222)
Did the facility have sufficient evidence to suspend the nurse?
How should the testimony of the other nurses in the unit affect the outcome of this case?
What additional questions should the institution address before the court rules in this case?
How would you have ruled in this case?
Read the case study presented at the end of Chapter 12 (Guido, p. 238)
Did the ANP have a duty to consult with the child's physician or another emergency center physician regarding the possibility of child abuse before she reported her findings to the case worker?
What questions would you anticipate might be asked regarding the injury itself and the possibility that the child had caused her own injury?
Did the ANP have a duty to report the injury, even though the diagnosis was not absolutely conclusive at the point that the child was initially examined?
How would you determine liability in this case, assuming that the trial court found liability against any of the three defendants?
Read the case study presented at the end of Chapter 16 (Guido, p. 329)
Did the nurse manager have a responsibility to supervise the care of the patient?
Was the care of this patient appropriately assigned to the LPN by the charge nurse, or could the charge nurse have delegated this patient's care more appropriately?
If the charge nurse assigned the care of the patient to the LPN, did she retain any supervisory responsibility that would result in her liability in this case?
How do the principles associated with delegation and supervision figure into this case?
How would you decide this case?
e
your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
Professional Development Exercises :
Read the case study presented at the end of Chapter 11 (Guido, p. 222)
A nurse had been working in a critical care unit for more than 25 years, gaining respect for her competence and dedication before suspicions began to gather that she was diverting narcotics for her
own use. The acute care hospital had recently installed a “computerized medicine cabinet” for enhanced distribution and better monitoring of narcotics. The cabinet recorded the nurse’s per
222 Part 4 • Impact of the Law on the Professional Practice of Nursing
nurses testified that they often deviated from the physician’s
order
for an IM injection, electing to give the medication by an IV route. Finally, there was testimony that the hospital had no formal policy for which nurse was to document narcotics in the paper record when two nurses, such as a preceptor and a mentee, both had responsibility for the patient. The nurse who was suspended testified that she, too, frequently entered data into the paper record long after she had administered the medication and, in some rare instances, entered the data on the following day.
QUESTIONS 1. D id the facil.
Case Study #2 Alleged improper admission orders resulting in mor.docxtidwellveronique
Case Study #2: Alleged improper admission orders resulting in morphine overdose and death
There were multiple co-defendants in this claim who are not discussed in this scenario. Monetary amounts represent only the payments made on behalf of the nurse practitioner. Any amounts paid on behalf of the co-defendants are not available. While there may have been errors/negligent acts on the part of other defendants, the case, comments, and recommendations are limited to the actions of the defendant; the nurse practitioner.
The decedent patient (plaintiff) was a 72 year old woman who had been receiving hospital care for acute back pain resulting from a fall. Her past history included chronic pain management and end-stage renal disease for which she received hemodialysis. She was to be transferred to the co-defendant nursing facility for reconditioning and physical therapy prior to returning to her home.
The nurse practitioner (defendant) was on-call at the time of the patient’s transfer, and the nursing facility contacted her and read the orders to the defendant nurse practitioner over the telephone. The defendant nurse practitioner questioned the presence of two morphine orders for different dosages with both dosages administered twice daily. She instructed the nurse to clarify the correct morphine dosage with the transferring hospital’s pharmacist and to admit the patient only after the pharmacist clarified and approved the morphine orders. The defendant nurse practitioner had no further communication with the facility and no other involvement in the patient’s care. The facility nurse telephoned the hospital pharmacist who approved both morphine orders, and the patient was admitted to the nursing facility.
During the first evening and full day of her nursing facility stay, documentation revealed the patient to be alert and oriented. On the second day, she was found by nursing staff without vital signs. Despite immediate chest compressions and EMS additional resuscitation measures, the patient was pronounced dead. The autopsy results listed the cause of death as morphine intoxication. Surprisingly, the patient also had an elevated blood alcohol level (equal to drinking three to four alcoholic beverages). Because the source of the alcohol could not be identified, the medical examiner was unable to rule out accident, suicide or homicide and classified the manner of death as undetermined.
Resolution
Defense experts found the nurse practitioner’s actions to be within the standard of care.
Defense experts stated that the patient’s final morphine blood levels, even considering her renal disease, could not have resulted from the amount of morphine ordered, administered and recorded in the patient’s health information record. The elevated morphine and alcohol levels led experts to the opinion that the patient may have ingested morphine and alcohol from a source other than the nursing facility.
A motion for partial summary judgment for the defenda ...
READ BELOW!Case Study #2 Alleged improper admission orders r.docxleonorepour284
READ BELOW!
Case Study #2:
Alleged improper admission orders resulting in morphine overdose and death
There were multiple co-defendants in this claim who are not discussed in this scenario. Monetary amounts represent only the payments made on behalf of the nurse practitioner. Any amounts paid on behalf of the co-defendants are not available. While there may have been errors/negligent acts on the part of other defendants, the case, comments, and recommendations are limited to the actions of the defendant; the nurse practitioner.
The decedent patient (plaintiff) was a 72 year old woman who had been receiving hospital care for acute back pain resulting from a fall. Her past history included chronic pain management and end-stage renal disease for which she received hemodialysis. She was to be transferred to the co-defendant nursing facility for reconditioning and physical therapy prior to returning to her home.
The nurse practitioner (defendant) was on-call at the time of the patient’s transfer, and the nursing facility contacted her and read the orders to the defendant nurse practitioner over the telephone. The defendant nurse practitioner questioned the presence of two morphine orders for different dosages with both dosages administered twice daily. She instructed the nurse to clarify the correct morphine dosage with the transferring hospital’s pharmacist and to admit the patient only after the pharmacist clarified and approved the morphine orders. The defendant nurse practitioner had no further communication with the facility and no other involvement in the patient’s care. The facility nurse telephoned the hospital pharmacist who approved both morphine orders, and the patient was admitted to the nursing facility.
During the first evening and full day of her nursing facility stay, documentation revealed the patient to be alert and oriented. On the second day, she was found by nursing staff without vital signs. Despite immediate chest compressions and EMS additional resuscitation measures, the patient was pronounced dead. The autopsy results listed the cause of death as morphine intoxication. Surprisingly, the patient also had an elevated blood alcohol level (equal to drinking three to four alcoholic beverages). Because the source of the alcohol could not be identified, the medical examiner was unable to rule out accident, suicide or homicide and classified the manner of death as undetermined.
Resolution
Defense experts
presented testimony that
the nurse practitioner’s actions to be within the standard of care.
Defense experts
testimony was
that the patient’s final morphine blood levels, even considering her renal disease, could not have resulted from the amount of morphine ordered, administered and recorded in the patient’s health information record. The elevated morphine and alcohol levels led experts to the opinion that the patient may have ingested morphine and alcohol from a source other than the nursing facility.
Plaintiff.
If you would like to know more about what a Legal Nurse Consultant can do in the legal arena, please take a moment to view the power point presentation.
Read the case study presented at the end of Chapter 11 (Guido, p. .docxapatrick3
Read the case study presented at the end of Chapter 11 (Guido, p. 222)
Did the facility have sufficient evidence to suspend the nurse?
How should the testimony of the other nurses in the unit affect the outcome of this case?
What additional questions should the institution address before the court rules in this case?
How would you have ruled in this case?
Read the case study presented at the end of Chapter 12 (Guido, p. 238)
Did the ANP have a duty to consult with the child's physician or another emergency center physician regarding the possibility of child abuse before she reported her findings to the case worker?
What questions would you anticipate might be asked regarding the injury itself and the possibility that the child had caused her own injury?
Did the ANP have a duty to report the injury, even though the diagnosis was not absolutely conclusive at the point that the child was initially examined?
How would you determine liability in this case, assuming that the trial court found liability against any of the three defendants?
Read the case study presented at the end of Chapter 16 (Guido, p. 329)
Did the nurse manager have a responsibility to supervise the care of the patient?
Was the care of this patient appropriately assigned to the LPN by the charge nurse, or could the charge nurse have delegated this patient's care more appropriately?
If the charge nurse assigned the care of the patient to the LPN, did she retain any supervisory responsibility that would result in her liability in this case?
How do the principles associated with delegation and supervision figure into this case?
How would you decide this case?
e
your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
Professional Development Exercises :
Read the case study presented at the end of Chapter 11 (Guido, p. 222)
A nurse had been working in a critical care unit for more than 25 years, gaining respect for her competence and dedication before suspicions began to gather that she was diverting narcotics for her
own use. The acute care hospital had recently installed a “computerized medicine cabinet” for enhanced distribution and better monitoring of narcotics. The cabinet recorded the nurse’s per
222 Part 4 • Impact of the Law on the Professional Practice of Nursing
nurses testified that they often deviated from the physician’s
order
for an IM injection, electing to give the medication by an IV route. Finally, there was testimony that the hospital had no formal policy for which nurse was to document narcotics in the paper record when two nurses, such as a preceptor and a mentee, both had responsibility for the patient. The nurse who was suspended testified that she, too, frequently entered data into the paper record long after she had administered the medication and, in some rare instances, entered the data on the following day.
QUESTIONS 1. D id the facil.
Case Study #2 Alleged improper admission orders resulting in mor.docxtidwellveronique
Case Study #2: Alleged improper admission orders resulting in morphine overdose and death
There were multiple co-defendants in this claim who are not discussed in this scenario. Monetary amounts represent only the payments made on behalf of the nurse practitioner. Any amounts paid on behalf of the co-defendants are not available. While there may have been errors/negligent acts on the part of other defendants, the case, comments, and recommendations are limited to the actions of the defendant; the nurse practitioner.
The decedent patient (plaintiff) was a 72 year old woman who had been receiving hospital care for acute back pain resulting from a fall. Her past history included chronic pain management and end-stage renal disease for which she received hemodialysis. She was to be transferred to the co-defendant nursing facility for reconditioning and physical therapy prior to returning to her home.
The nurse practitioner (defendant) was on-call at the time of the patient’s transfer, and the nursing facility contacted her and read the orders to the defendant nurse practitioner over the telephone. The defendant nurse practitioner questioned the presence of two morphine orders for different dosages with both dosages administered twice daily. She instructed the nurse to clarify the correct morphine dosage with the transferring hospital’s pharmacist and to admit the patient only after the pharmacist clarified and approved the morphine orders. The defendant nurse practitioner had no further communication with the facility and no other involvement in the patient’s care. The facility nurse telephoned the hospital pharmacist who approved both morphine orders, and the patient was admitted to the nursing facility.
During the first evening and full day of her nursing facility stay, documentation revealed the patient to be alert and oriented. On the second day, she was found by nursing staff without vital signs. Despite immediate chest compressions and EMS additional resuscitation measures, the patient was pronounced dead. The autopsy results listed the cause of death as morphine intoxication. Surprisingly, the patient also had an elevated blood alcohol level (equal to drinking three to four alcoholic beverages). Because the source of the alcohol could not be identified, the medical examiner was unable to rule out accident, suicide or homicide and classified the manner of death as undetermined.
Resolution
Defense experts found the nurse practitioner’s actions to be within the standard of care.
Defense experts stated that the patient’s final morphine blood levels, even considering her renal disease, could not have resulted from the amount of morphine ordered, administered and recorded in the patient’s health information record. The elevated morphine and alcohol levels led experts to the opinion that the patient may have ingested morphine and alcohol from a source other than the nursing facility.
A motion for partial summary judgment for the defenda ...
READ BELOW!Case Study #2 Alleged improper admission orders r.docxleonorepour284
READ BELOW!
Case Study #2:
Alleged improper admission orders resulting in morphine overdose and death
There were multiple co-defendants in this claim who are not discussed in this scenario. Monetary amounts represent only the payments made on behalf of the nurse practitioner. Any amounts paid on behalf of the co-defendants are not available. While there may have been errors/negligent acts on the part of other defendants, the case, comments, and recommendations are limited to the actions of the defendant; the nurse practitioner.
The decedent patient (plaintiff) was a 72 year old woman who had been receiving hospital care for acute back pain resulting from a fall. Her past history included chronic pain management and end-stage renal disease for which she received hemodialysis. She was to be transferred to the co-defendant nursing facility for reconditioning and physical therapy prior to returning to her home.
The nurse practitioner (defendant) was on-call at the time of the patient’s transfer, and the nursing facility contacted her and read the orders to the defendant nurse practitioner over the telephone. The defendant nurse practitioner questioned the presence of two morphine orders for different dosages with both dosages administered twice daily. She instructed the nurse to clarify the correct morphine dosage with the transferring hospital’s pharmacist and to admit the patient only after the pharmacist clarified and approved the morphine orders. The defendant nurse practitioner had no further communication with the facility and no other involvement in the patient’s care. The facility nurse telephoned the hospital pharmacist who approved both morphine orders, and the patient was admitted to the nursing facility.
During the first evening and full day of her nursing facility stay, documentation revealed the patient to be alert and oriented. On the second day, she was found by nursing staff without vital signs. Despite immediate chest compressions and EMS additional resuscitation measures, the patient was pronounced dead. The autopsy results listed the cause of death as morphine intoxication. Surprisingly, the patient also had an elevated blood alcohol level (equal to drinking three to four alcoholic beverages). Because the source of the alcohol could not be identified, the medical examiner was unable to rule out accident, suicide or homicide and classified the manner of death as undetermined.
Resolution
Defense experts
presented testimony that
the nurse practitioner’s actions to be within the standard of care.
Defense experts
testimony was
that the patient’s final morphine blood levels, even considering her renal disease, could not have resulted from the amount of morphine ordered, administered and recorded in the patient’s health information record. The elevated morphine and alcohol levels led experts to the opinion that the patient may have ingested morphine and alcohol from a source other than the nursing facility.
Plaintiff.
If you would like to know more about what a Legal Nurse Consultant can do in the legal arena, please take a moment to view the power point presentation.
Final PaperThe final assignment for this course is a Final Paper.docxssuser454af01
Final Paper
The final assignment for this course is a Final Paper. The purpose of the Final Paper is for you to culminate the learning achieved in the course by applying your knowledge in the field of health care ethics and medical law through the analysis of an actual case regarding an ethical dilemma.
Focus of the Final Paper
Review the three scenarios below. Choose one of them and address the questions asked within your selected scenario in the form of a written analysis.
Scenario No. 1: HIPAA Privacy Rule
Case Study: Imagine that you are the privacy officer for a small town hospital. You receive a report that there is a breach of privacy. You are informed that a 15-year-old girl is received at the emergency with an emergency labor. The baby is delivered in the emergency room as there is no time to move the patient to the obstetrics (OB) department. In addition to the emergency delivery, the baby is born with multiple medical problems. Once the mother and baby are moved to obstetrics and neonate, care is given to both.
The OB nurse who took care of the mother and baby completes her shift, and she goes home to her own daughter to have a talk with her. She sits her daughter down and pleads with the girl to tell her if she ever has any problems, especially when it comes to pregnancy. The nurse tells her daughter the story about the young patient who delivered that evening, and she accidentally mentions the patient’s name. The patient’s name is one of those odd names that immediately triggers the nurse’s daughter to relay that she knows the patient. The mother/nurse, realizing that she made a big mistake by mentioning the patient’s name, pleads with her daughter not to say anything. Needless to say, word shoots through the four high schools in the town the next day.
The nurse returns to work the following evening, and she contacts you to hand in her badge and keys, stating that she knows she made a mistake by breaching the young patient’s privacy and she knows she is going to be fired. In addition to the breach of the obstetrics nurse, you learn that the patient hid her pregnancy from her family, and to make matters worse, her aunt and mother are both nurses at the hospital. You know both of these nurses on a professional and personal level.
Scenario No. 1 HIPAA Privacy Rule Project Assignment:
Research the HIPAA Privacy Rule here:
U.S. Department of Health and Human Services. (2013). Health Information Privacy (Links to an external site.)Links to an external site.. Retrieved from http://www.hhs.gov/hipaa/for-professionals/privacy/guidance/introduction/index.html
Then, perform additional research regarding the HIPAA Privacy Rule and prepare your Final Paper by analyzing the issues through these questions in regards to the above scenario:
· Analyze the specific requirements needed to perform this investigation.
· Identify whether this incident was an actual breach of privacy according to the HIPAA law.
· Examine the differences and similaritie ...
Lawweb.in whether parents of victim are to be compensated in case of medical ...Law Web
In addition, we also deem it fit to award a sum of Rs. 1,50,000/- in lieu of the financial hardship undergone particularly by Sharanya’s mother, who became her primary caregiver and was thus prevented from pursuing her own career. In Spring Meadows Hospital and Another v. Harjol Ahluwalia [1998 4 SCC 39] this court acknowledged the importance of granting compensation to the parents of a victim of medical negligence in lieu of their acute mental agony and the lifelong care and attention they would have to give to the child. This being so, the financial hardship faced by the parents, in terms of lost wages and time must also be recognized. Thus, the above expenditure must be allowed. REPORTABLE IN THE SUPREME COURT OF INDIA CIVIL APPELLATE JURISDICTION CIVIL APPEAL No. 8065 OF 2009 V. KRISHNAKUMAR .. APPELLANT VERSUS STATE OF TAMIL NADU & ORS. ..RESPONDENTS With CIVIL APPEAL No. 5402 OF 2010 S. A. BOBDE, J.
Midlevel Operations: Exploring New Expsoures with Allied Health ProvidersSedgwick
Jayme T. Vaccaro, J.D.
Director, Professional Liability Claims
Sedgwick Claims Management Services, Inc.
Jayme.Vaccaro@sedgwickcms.com
www.sedgwick.com
1. Student uses MS Excel to calculate income tax expense or refundAbbyWhyte974
1. Student uses MS Excel to calculate income tax expense or refund, taxable income, and total taxes using the full-cost method for transfer pricing. There are no errors.
2. Student uses MS Excel to calculate income tax expense or refund, taxable income, and total taxes using the variable-cost method for transfer pricing. There are no errors.
3. Student produces a thorough and detailed Word document that incorporates specific details from the MS Excel spreadsheet, a detailed recommendation based on those specific details as to how the organization should proceed is included, and the recommendation is justified with at least 3 examples from the week's resources and/or additional research in the Walden Library.
4. Writing exhibits strong evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions are presented based on synthesis of ideas and input.
5. Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors. Tone is professional and free from bias (i.e., sexism, racism). There are no errors.
6. Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.
7. Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.
CASE STUDY—BEWARE: One Emergency May Hide Another!
A hospital submitted a report to the State Board of Nursing reporting that an RN had been terminated after the death of a patient following surgery for a tubal pregnancy.
THE NURSE'S STORY—SALLY SIMMS, RN
I had worked the medical-surgical units at the General Hospital ever since graduating from my nursing program 4 years before. This was the worst night, the worst shift, of my nursing career.
I was assigned to care for eight patients that night, which is not an unusual number of patients, but they all were either fresh post-ops or so very sick. Four patients had just had surgery that day. One patient was on a dopamine drip to maintain his blood pressure, so he needed frequent monitoring. One patient was suspected to have meningitis, one patient had pneumonia, and a patient with suspected histoplasmosis completed my assignment.
One of my post-op patients was Betty Smith, a young woman in her early thirties who had laparoscopic surgery late in the day. She had been transferred from the recovery room late in the evening shift and was very uncomfortable when I fi ...
1. Student uses MS Excel to calculate income tax expense or refundSantosConleyha
1. Student uses MS Excel to calculate income tax expense or refund, taxable income, and total taxes using the full-cost method for transfer pricing. There are no errors.
2. Student uses MS Excel to calculate income tax expense or refund, taxable income, and total taxes using the variable-cost method for transfer pricing. There are no errors.
3. Student produces a thorough and detailed Word document that incorporates specific details from the MS Excel spreadsheet, a detailed recommendation based on those specific details as to how the organization should proceed is included, and the recommendation is justified with at least 3 examples from the week's resources and/or additional research in the Walden Library.
4. Writing exhibits strong evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions are presented based on synthesis of ideas and input.
5. Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors. Tone is professional and free from bias (i.e., sexism, racism). There are no errors.
6. Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.
7. Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.
CASE STUDY—BEWARE: One Emergency May Hide Another!
A hospital submitted a report to the State Board of Nursing reporting that an RN had been terminated after the death of a patient following surgery for a tubal pregnancy.
THE NURSE'S STORY—SALLY SIMMS, RN
I had worked the medical-surgical units at the General Hospital ever since graduating from my nursing program 4 years before. This was the worst night, the worst shift, of my nursing career.
I was assigned to care for eight patients that night, which is not an unusual number of patients, but they all were either fresh post-ops or so very sick. Four patients had just had surgery that day. One patient was on a dopamine drip to maintain his blood pressure, so he needed frequent monitoring. One patient was suspected to have meningitis, one patient had pneumonia, and a patient with suspected histoplasmosis completed my assignment.
One of my post-op patients was Betty Smith, a young woman in her early thirties who had laparoscopic surgery late in the day. She had been transferred from the recovery room late in the evening shift and was very uncomfortable when I fi ...
Updated June 2014 MN506 - Unit 9 Page 1 of 5 SCHOOL .docxdickonsondorris
Updated: June 2014 MN506 - Unit 9 Page 1 of 5
SCHOOL OF NURSING
MN506: Unit 9 Assignment
Group Project: Legal Malpractice Case
Description
You will construct a group contract in Unit 3. In the contract, you will determine how your group
will communicate and share documents. Roles of the group will be delineated. You will work
from Unit 3 until Unit 9 on a malpractice case.
There are two malpractice cases. Your instructor will assign your either Case Study 1:
Malpractice Action brought by Yolanda Pinnelas or Case Study 2: Wrongful Death by Howard
Carpenter on Behalf of Wilma Carpenter, Deceased. The group will construct a 10–15 page
paper about the legal constructs involved in ONE of the cases.
Directions:
The group will write a 10–15 page APA formatted paper. (Title page and references list do NOT
count towards the 1–15 pages). Support the paper with peer reviewed articles and case law
where applicable. You may have an appendix that has samples of documents that support your
positions or expands on the facts of the case.
You will post a draft of the group paper in the Discussion area of Unit 8. This will give you
an opportunity to get peer feedback and to learn from others.
You may use Goggle Hangouts™, SKYPE®, or other conferencing tools. Additionally you may
want to use a document-sharing tool such as Google Drive®. The paper should discuss the
following issues:
Liability issues
Parties involved and who should be sued
Defenses of the parties
Documents that the Plaintiff’s side will ask for and how they will be used
Standards of care
Duty, breach, damages, and proximate cause
Insurance issues
Risk management issues before and after the incident
Documentation and mandatory reporting
Who should write the incident report and what should it say?
The doctrine of Respondeat Superior and how it would apply
The issues surrounding informed consent
Updated: June 2014 MN506- Unit 9 Page 2 of 5
Preparation for court of the parties
Due: Day 7 by 11:59 p.m. (ET)
To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section
of the Course Home.
Case Study 1: Malpractice Action Brought by Yolanda
Pinnelas
People Involved in Case:
Yolanda Pinnelas-patient
Betty DePalma, RN, MS-nursing supervisor
Elizabeth Adelman, RN, recovery room nurse
William Brady, M.D., plastic surgeon
Mary Jones, RN-IV insertion
Carol Price, LPN
Jeffery Chambers, RN-staff nurse
Patricia Peters, PharmD-pharmacy
Diana Smith, RN
Susan Post, JD-Risk Manager
Amy Green-Quality Assurance
Michael Parks, RN, MS, CNS-Education coordinator
SAFE-INFUSE-pump
Brand X infusion pump
Caring Memorial Hospital
Facts:
The patient, Yolanda Pinellas is a 21-year-old female admitted to Caring Memorial Hospital for
chemotherapy. Caring Memorial is a hospital in Upstate New York. Yolanda was a student at
Ithaca College and studying to be a music conductor ...
Part 1 Outbreak Description Instructions Read the followin.pdfeyeattractionsindia
Part 1. Outbreak Description
Instructions: Read the following information and answer the questions below.
Situation:
Monday, February 4, 2004
9am: A local health department (LHD) in Vermont received a call from a local pediatrician
reporting an increase in acute gastroenteritis in patients. Common symptoms included nausea,
vomiting, diarrhea, and fever. By 9am that day, the physicians office had already spoken with 7
cases or their proxies (ages ranging from 7-months 17 years) reporting the same symptoms
Do you think the cases reported by the pediatricians office represent an outbreak? Justify
your answer (if not, what are some other explanations?). What is your advice for the local
health department at this point? (5 sentences or less)
Update:
2pm: The Health Department called the pediatricians office to follow-up. The office stated they had
spoken with more parents throughout the day calling to schedule appointments for GI symptoms.
3pm: A concerned mother of one of the cases called the LHD and wanted to know what the health
department was doing about this. She suspected that the outbreak originated at the local
elementary school because she had spoken with some other parents whose children attended the
same school as her child and their children had similar symptoms.
4:30pm: Another physicians office also called reporting they had noticed an increase in patients
with the same GI symptoms that day. The nurse calling to report did not have specific information
on case count or patient demographics at the time of the phone call, but stated they had collected
several stool samples for testing and would call back when results were available.
Given this information, do you feel like we are dealing with an outbreak? Justify your
answer. What is your advice for the health department at this point? (5 sentences or less)
What are some diseases the physician might have ordered tests for? (1 paragraph)
What do you recommend the LHD do (or plan to do) while waiting for these results?
Part 2. Verifying Diagnosis
Status: There is a cluster of acute gastroenteritis (AGE) cases in a county in Vermont.
Update:
Tuesday, February 5, 2004
3pm: Three of the four stool samples collected came back positive for norovirus. The youngest
case, a one-year old boy, had been hospitalized overnight due to dehydration. The Health
Department requested contact information for individuals who had been seen for GI symptoms
during the past 3 days at local physicians offices and hospitals.
What diagnostic tests are available for Norovirus? (bullet list)
What are the advantages and disadvantages of these diagnostic testing procedures? (A
table with the first column being tests, and the other two columns being + and is suggested)
Update:
Wednesday, February 6, 2004
9am: Two of the physicians offices called suspecting that the outbreak may be associated with a
local swimming pool, as they noted that several cases had mentioned going swimming the
weekend prior.
How would you interp.
FREQUENTLY ASKED QUESTIONS1. What is the purpose of the comp.docxalisoncarleen
FREQUENTLY ASKED QUESTIONS
1. What is the purpose of the comprehensive examination?
The comprehensive examination is designed to assess the degree to which you have met your program goals and learner outcomes.
2. What resources are available to help me prepare for my comprehensive examination?
Comprehensive examination guide
Program outcomes
Course materials
3. What can I do to prepare for my comprehensive examination?
Review the comprehensive examination guide.
Review program outcomes.
Review your course materials.
Access the online comprehensive examination toolbox.
Read and review examples of questions posted on the online comprehensive examination course.
4. When do I take my comprehensive examination?
You should work with your department chair or designee to communicate your intention to take the comprehensive examination in the term in which you are enrolled in the last course or courses required for your program of study.
5. How do I take the comprehensive examination?
You will be attached to the online comprehensive examination course during he term in which you are scheduled to take your comprehensive examination. The examination questions are made available to students within the online comprehensive examination course on the day the exam is scheduled to begin. You will have one week to develop your responses and submit your work to the examination submissions area of the course.
6. What is the best way for me to prepare for the comprehensive examination?
You should begin preparing for the exam from your very first course in the program. Outline essential material as you progress through each course so that you will be able to draw from this when preparing for the actual exam.
7. How long do most students take to study for and prepare for their comprehensive examination?
This is a value judgment to be decided on by each student. Keep in mind that you are preparing for the exam during every course you take in the program. The exam is administered electronically and is open book and open note, so keeping your course materials, adding to your outlines, or keeping a course-by-course journal will expedite the preparation process.
8. Do I have to use APA format in my comprehensive examination?
Yes, the expectation is that you will follow APA guidelines as you complete the comprehensive examination.
9. How important are correct grammar and spelling in my comprehensive examination?
Correct spelling and grammar are expected at all times from all students.
10. Are the readers of my comprehensive examination expecting me to know all of the theories associated with my concentration?
The readers expect you to exhibit a thorough knowledge of all relevant theories as studied throughout your courses.
11. If English is not my primary language, may I have an editor review my responses and make suggestions?
Graduate students are expected to complete the comprehensive examination without the ...
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
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Final PaperThe final assignment for this course is a Final Paper.docxssuser454af01
Final Paper
The final assignment for this course is a Final Paper. The purpose of the Final Paper is for you to culminate the learning achieved in the course by applying your knowledge in the field of health care ethics and medical law through the analysis of an actual case regarding an ethical dilemma.
Focus of the Final Paper
Review the three scenarios below. Choose one of them and address the questions asked within your selected scenario in the form of a written analysis.
Scenario No. 1: HIPAA Privacy Rule
Case Study: Imagine that you are the privacy officer for a small town hospital. You receive a report that there is a breach of privacy. You are informed that a 15-year-old girl is received at the emergency with an emergency labor. The baby is delivered in the emergency room as there is no time to move the patient to the obstetrics (OB) department. In addition to the emergency delivery, the baby is born with multiple medical problems. Once the mother and baby are moved to obstetrics and neonate, care is given to both.
The OB nurse who took care of the mother and baby completes her shift, and she goes home to her own daughter to have a talk with her. She sits her daughter down and pleads with the girl to tell her if she ever has any problems, especially when it comes to pregnancy. The nurse tells her daughter the story about the young patient who delivered that evening, and she accidentally mentions the patient’s name. The patient’s name is one of those odd names that immediately triggers the nurse’s daughter to relay that she knows the patient. The mother/nurse, realizing that she made a big mistake by mentioning the patient’s name, pleads with her daughter not to say anything. Needless to say, word shoots through the four high schools in the town the next day.
The nurse returns to work the following evening, and she contacts you to hand in her badge and keys, stating that she knows she made a mistake by breaching the young patient’s privacy and she knows she is going to be fired. In addition to the breach of the obstetrics nurse, you learn that the patient hid her pregnancy from her family, and to make matters worse, her aunt and mother are both nurses at the hospital. You know both of these nurses on a professional and personal level.
Scenario No. 1 HIPAA Privacy Rule Project Assignment:
Research the HIPAA Privacy Rule here:
U.S. Department of Health and Human Services. (2013). Health Information Privacy (Links to an external site.)Links to an external site.. Retrieved from http://www.hhs.gov/hipaa/for-professionals/privacy/guidance/introduction/index.html
Then, perform additional research regarding the HIPAA Privacy Rule and prepare your Final Paper by analyzing the issues through these questions in regards to the above scenario:
· Analyze the specific requirements needed to perform this investigation.
· Identify whether this incident was an actual breach of privacy according to the HIPAA law.
· Examine the differences and similaritie ...
Lawweb.in whether parents of victim are to be compensated in case of medical ...Law Web
In addition, we also deem it fit to award a sum of Rs. 1,50,000/- in lieu of the financial hardship undergone particularly by Sharanya’s mother, who became her primary caregiver and was thus prevented from pursuing her own career. In Spring Meadows Hospital and Another v. Harjol Ahluwalia [1998 4 SCC 39] this court acknowledged the importance of granting compensation to the parents of a victim of medical negligence in lieu of their acute mental agony and the lifelong care and attention they would have to give to the child. This being so, the financial hardship faced by the parents, in terms of lost wages and time must also be recognized. Thus, the above expenditure must be allowed. REPORTABLE IN THE SUPREME COURT OF INDIA CIVIL APPELLATE JURISDICTION CIVIL APPEAL No. 8065 OF 2009 V. KRISHNAKUMAR .. APPELLANT VERSUS STATE OF TAMIL NADU & ORS. ..RESPONDENTS With CIVIL APPEAL No. 5402 OF 2010 S. A. BOBDE, J.
Midlevel Operations: Exploring New Expsoures with Allied Health ProvidersSedgwick
Jayme T. Vaccaro, J.D.
Director, Professional Liability Claims
Sedgwick Claims Management Services, Inc.
Jayme.Vaccaro@sedgwickcms.com
www.sedgwick.com
1. Student uses MS Excel to calculate income tax expense or refundAbbyWhyte974
1. Student uses MS Excel to calculate income tax expense or refund, taxable income, and total taxes using the full-cost method for transfer pricing. There are no errors.
2. Student uses MS Excel to calculate income tax expense or refund, taxable income, and total taxes using the variable-cost method for transfer pricing. There are no errors.
3. Student produces a thorough and detailed Word document that incorporates specific details from the MS Excel spreadsheet, a detailed recommendation based on those specific details as to how the organization should proceed is included, and the recommendation is justified with at least 3 examples from the week's resources and/or additional research in the Walden Library.
4. Writing exhibits strong evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions are presented based on synthesis of ideas and input.
5. Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors. Tone is professional and free from bias (i.e., sexism, racism). There are no errors.
6. Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.
7. Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.
CASE STUDY—BEWARE: One Emergency May Hide Another!
A hospital submitted a report to the State Board of Nursing reporting that an RN had been terminated after the death of a patient following surgery for a tubal pregnancy.
THE NURSE'S STORY—SALLY SIMMS, RN
I had worked the medical-surgical units at the General Hospital ever since graduating from my nursing program 4 years before. This was the worst night, the worst shift, of my nursing career.
I was assigned to care for eight patients that night, which is not an unusual number of patients, but they all were either fresh post-ops or so very sick. Four patients had just had surgery that day. One patient was on a dopamine drip to maintain his blood pressure, so he needed frequent monitoring. One patient was suspected to have meningitis, one patient had pneumonia, and a patient with suspected histoplasmosis completed my assignment.
One of my post-op patients was Betty Smith, a young woman in her early thirties who had laparoscopic surgery late in the day. She had been transferred from the recovery room late in the evening shift and was very uncomfortable when I fi ...
1. Student uses MS Excel to calculate income tax expense or refundSantosConleyha
1. Student uses MS Excel to calculate income tax expense or refund, taxable income, and total taxes using the full-cost method for transfer pricing. There are no errors.
2. Student uses MS Excel to calculate income tax expense or refund, taxable income, and total taxes using the variable-cost method for transfer pricing. There are no errors.
3. Student produces a thorough and detailed Word document that incorporates specific details from the MS Excel spreadsheet, a detailed recommendation based on those specific details as to how the organization should proceed is included, and the recommendation is justified with at least 3 examples from the week's resources and/or additional research in the Walden Library.
4. Writing exhibits strong evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions are presented based on synthesis of ideas and input.
5. Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors. Tone is professional and free from bias (i.e., sexism, racism). There are no errors.
6. Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.
7. Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.
CASE STUDY—BEWARE: One Emergency May Hide Another!
A hospital submitted a report to the State Board of Nursing reporting that an RN had been terminated after the death of a patient following surgery for a tubal pregnancy.
THE NURSE'S STORY—SALLY SIMMS, RN
I had worked the medical-surgical units at the General Hospital ever since graduating from my nursing program 4 years before. This was the worst night, the worst shift, of my nursing career.
I was assigned to care for eight patients that night, which is not an unusual number of patients, but they all were either fresh post-ops or so very sick. Four patients had just had surgery that day. One patient was on a dopamine drip to maintain his blood pressure, so he needed frequent monitoring. One patient was suspected to have meningitis, one patient had pneumonia, and a patient with suspected histoplasmosis completed my assignment.
One of my post-op patients was Betty Smith, a young woman in her early thirties who had laparoscopic surgery late in the day. She had been transferred from the recovery room late in the evening shift and was very uncomfortable when I fi ...
Updated June 2014 MN506 - Unit 9 Page 1 of 5 SCHOOL .docxdickonsondorris
Updated: June 2014 MN506 - Unit 9 Page 1 of 5
SCHOOL OF NURSING
MN506: Unit 9 Assignment
Group Project: Legal Malpractice Case
Description
You will construct a group contract in Unit 3. In the contract, you will determine how your group
will communicate and share documents. Roles of the group will be delineated. You will work
from Unit 3 until Unit 9 on a malpractice case.
There are two malpractice cases. Your instructor will assign your either Case Study 1:
Malpractice Action brought by Yolanda Pinnelas or Case Study 2: Wrongful Death by Howard
Carpenter on Behalf of Wilma Carpenter, Deceased. The group will construct a 10–15 page
paper about the legal constructs involved in ONE of the cases.
Directions:
The group will write a 10–15 page APA formatted paper. (Title page and references list do NOT
count towards the 1–15 pages). Support the paper with peer reviewed articles and case law
where applicable. You may have an appendix that has samples of documents that support your
positions or expands on the facts of the case.
You will post a draft of the group paper in the Discussion area of Unit 8. This will give you
an opportunity to get peer feedback and to learn from others.
You may use Goggle Hangouts™, SKYPE®, or other conferencing tools. Additionally you may
want to use a document-sharing tool such as Google Drive®. The paper should discuss the
following issues:
Liability issues
Parties involved and who should be sued
Defenses of the parties
Documents that the Plaintiff’s side will ask for and how they will be used
Standards of care
Duty, breach, damages, and proximate cause
Insurance issues
Risk management issues before and after the incident
Documentation and mandatory reporting
Who should write the incident report and what should it say?
The doctrine of Respondeat Superior and how it would apply
The issues surrounding informed consent
Updated: June 2014 MN506- Unit 9 Page 2 of 5
Preparation for court of the parties
Due: Day 7 by 11:59 p.m. (ET)
To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section
of the Course Home.
Case Study 1: Malpractice Action Brought by Yolanda
Pinnelas
People Involved in Case:
Yolanda Pinnelas-patient
Betty DePalma, RN, MS-nursing supervisor
Elizabeth Adelman, RN, recovery room nurse
William Brady, M.D., plastic surgeon
Mary Jones, RN-IV insertion
Carol Price, LPN
Jeffery Chambers, RN-staff nurse
Patricia Peters, PharmD-pharmacy
Diana Smith, RN
Susan Post, JD-Risk Manager
Amy Green-Quality Assurance
Michael Parks, RN, MS, CNS-Education coordinator
SAFE-INFUSE-pump
Brand X infusion pump
Caring Memorial Hospital
Facts:
The patient, Yolanda Pinellas is a 21-year-old female admitted to Caring Memorial Hospital for
chemotherapy. Caring Memorial is a hospital in Upstate New York. Yolanda was a student at
Ithaca College and studying to be a music conductor ...
Part 1 Outbreak Description Instructions Read the followin.pdfeyeattractionsindia
Part 1. Outbreak Description
Instructions: Read the following information and answer the questions below.
Situation:
Monday, February 4, 2004
9am: A local health department (LHD) in Vermont received a call from a local pediatrician
reporting an increase in acute gastroenteritis in patients. Common symptoms included nausea,
vomiting, diarrhea, and fever. By 9am that day, the physicians office had already spoken with 7
cases or their proxies (ages ranging from 7-months 17 years) reporting the same symptoms
Do you think the cases reported by the pediatricians office represent an outbreak? Justify
your answer (if not, what are some other explanations?). What is your advice for the local
health department at this point? (5 sentences or less)
Update:
2pm: The Health Department called the pediatricians office to follow-up. The office stated they had
spoken with more parents throughout the day calling to schedule appointments for GI symptoms.
3pm: A concerned mother of one of the cases called the LHD and wanted to know what the health
department was doing about this. She suspected that the outbreak originated at the local
elementary school because she had spoken with some other parents whose children attended the
same school as her child and their children had similar symptoms.
4:30pm: Another physicians office also called reporting they had noticed an increase in patients
with the same GI symptoms that day. The nurse calling to report did not have specific information
on case count or patient demographics at the time of the phone call, but stated they had collected
several stool samples for testing and would call back when results were available.
Given this information, do you feel like we are dealing with an outbreak? Justify your
answer. What is your advice for the health department at this point? (5 sentences or less)
What are some diseases the physician might have ordered tests for? (1 paragraph)
What do you recommend the LHD do (or plan to do) while waiting for these results?
Part 2. Verifying Diagnosis
Status: There is a cluster of acute gastroenteritis (AGE) cases in a county in Vermont.
Update:
Tuesday, February 5, 2004
3pm: Three of the four stool samples collected came back positive for norovirus. The youngest
case, a one-year old boy, had been hospitalized overnight due to dehydration. The Health
Department requested contact information for individuals who had been seen for GI symptoms
during the past 3 days at local physicians offices and hospitals.
What diagnostic tests are available for Norovirus? (bullet list)
What are the advantages and disadvantages of these diagnostic testing procedures? (A
table with the first column being tests, and the other two columns being + and is suggested)
Update:
Wednesday, February 6, 2004
9am: Two of the physicians offices called suspecting that the outbreak may be associated with a
local swimming pool, as they noted that several cases had mentioned going swimming the
weekend prior.
How would you interp.
FREQUENTLY ASKED QUESTIONS1. What is the purpose of the comp.docxalisoncarleen
FREQUENTLY ASKED QUESTIONS
1. What is the purpose of the comprehensive examination?
The comprehensive examination is designed to assess the degree to which you have met your program goals and learner outcomes.
2. What resources are available to help me prepare for my comprehensive examination?
Comprehensive examination guide
Program outcomes
Course materials
3. What can I do to prepare for my comprehensive examination?
Review the comprehensive examination guide.
Review program outcomes.
Review your course materials.
Access the online comprehensive examination toolbox.
Read and review examples of questions posted on the online comprehensive examination course.
4. When do I take my comprehensive examination?
You should work with your department chair or designee to communicate your intention to take the comprehensive examination in the term in which you are enrolled in the last course or courses required for your program of study.
5. How do I take the comprehensive examination?
You will be attached to the online comprehensive examination course during he term in which you are scheduled to take your comprehensive examination. The examination questions are made available to students within the online comprehensive examination course on the day the exam is scheduled to begin. You will have one week to develop your responses and submit your work to the examination submissions area of the course.
6. What is the best way for me to prepare for the comprehensive examination?
You should begin preparing for the exam from your very first course in the program. Outline essential material as you progress through each course so that you will be able to draw from this when preparing for the actual exam.
7. How long do most students take to study for and prepare for their comprehensive examination?
This is a value judgment to be decided on by each student. Keep in mind that you are preparing for the exam during every course you take in the program. The exam is administered electronically and is open book and open note, so keeping your course materials, adding to your outlines, or keeping a course-by-course journal will expedite the preparation process.
8. Do I have to use APA format in my comprehensive examination?
Yes, the expectation is that you will follow APA guidelines as you complete the comprehensive examination.
9. How important are correct grammar and spelling in my comprehensive examination?
Correct spelling and grammar are expected at all times from all students.
10. Are the readers of my comprehensive examination expecting me to know all of the theories associated with my concentration?
The readers expect you to exhibit a thorough knowledge of all relevant theories as studied throughout your courses.
11. If English is not my primary language, may I have an editor review my responses and make suggestions?
Graduate students are expected to complete the comprehensive examination without the ...
Similar to Chapter 11 YOU BE THE JUDGE A nurse had been working in a cri.docx (20)
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required. APA help is available
here.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare wor.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required.
.
CompetencyAnalyze collaboration tools to support organizatio.docxbartholomeocoombs
Competency
Analyze collaboration tools to support organizational goals.
Scenario
You are a new manager at Elliot Building Supplies International who has seen huge success in managing your global team remotely. This success has been shown in the team outcomes/production and employee satisfaction and engagement. Senior leadership has taken notice of your success and has asked you to create a presentation to share with your peers, who also manage remotely, that explains the best collaboration tools for remote teams. Also, you will explain the best way to manage effectively and create a motivating and satisfying work environment that supports collaboration.
Instructions
You will need to include the following in your PowerPoint presentation.
Presentation welcome/introduction slide.
Collaboration tools that you have used to be successful.
This should include at least 4 different types of tools.
Each type should be explained in detail, along with the benefits it provides.
Critical skills to successfully manage remote employees.
Closing slide to share final thoughts and ideas.
.
Competency Checklist and Professional Development Resources .docxbartholomeocoombs
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency 6 Enagage with Communities and Organizations (3 hrs) (1 .docxbartholomeocoombs
Competency 6: Enagage with Communities and Organizations (3 hrs) (1 to 2 Pages)
Behavior: use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
For this assignment, you are to explore how your community is addressing the needs of its citizens during the CoVID 19 situation. Explore how you can consult and connect with community leaders and organizations to be a part of solutions in your community. Provide a detailed account of your exploration of community needs, as well as how you participated at the community level to address the needs of your community.
.
Competency 2 Examine the organizational behavior within busines.docxbartholomeocoombs
Competency 2: Examine the organizational behavior within business systems
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Motivational theories
Psychological contract
Job design
Use of evaluation, feedback and rewards
Misbehavior
Individual or organizational stress
Provide citations in APA format for any references
.
CompetenciesEvaluate the challenges and benefits of employ.docxbartholomeocoombs
Competencies
Evaluate the challenges and benefits of employing a diverse workforce.
Design a plan for conducting business and managing employees in a global society.
Critique the actions of organizations as they integrate diverse perspectives into their cultures.
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Attribute different cultural perspectives to current social-cultural dimensions.
Analyze the importance of managing a diverse workforce.
Scenario Information
Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made.
Instructions
As part of your nomination, you have been asked to create a slide presentation including a voice recording for your entry (Voice Recording not needed). Remember your audience when giving your presentation and include the following slides:
Title slide
Highlighting the importance of workplace diversity
Discussing the points that were included in your diversity plan
Describing how culture and inclusion impact your organization
Providing examples of how diverse workgroups work together in the workplace
Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce
Provides best practices for managers associated with managing a diverse, global workforce
Conclusion slide that includes a summary of why you should win this award
Any additional, relevant information
References
.
CompetenciesDescribe the supply chain management principle.docxbartholomeocoombs
Competencies
Describe the supply chain management principles through the flow of information, materials, services, and resources.
Analyze the external and internal drivers that influence supply chain principles.
Evaluate supply chain management operational best practices.
Compare the nature of logistics operations and services in both international and domestic contexts.
Apply strategic supply chain management to logistics systems.
Analyze different software systems and technology strategies used in supply chain management.
Scenario
You have just been promoted to Senior Analyst at Mitchell Consulting, a firm that specializes in providing managerial expertise in supply chain management. After completing many assignments under the supervision of a Senior Analyst, your role now allows you to make selections for clients. You are assigned a new client, Scent
Solution
s. Your new manager, Partner Ronda Anderson, has directed you to work on this case and provide analysis and options to resolve the problems directly to the client.
Scent
.
CompetenciesABCDF1.1 Create oral, written, or visual .docxbartholomeocoombs
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
COMPETENCIES734.3.4 Healthcare Utilization and Finance.docxbartholomeocoombs
COMPETENCIES
734.3.4
:
Healthcare Utilization and Finance
The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and national initiatives.
INTRODUCTION
It is essential that nurses understand the issues related to healthcare financing, including local, state, and national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the professional nurse is in a position to work with patients and families to access available resources to meet their healthcare needs.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify
one
country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the
two
healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain
two
financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COUNTRY TO COMPARE
NOT EVIDENT
A country for comparison is not identified.
APPROACHING COMPETENCE
The identified country for comparison is not from the given list.
COMPETENT
The identified country for comparison is from the given list.
A2:ACCESS
NOT EVIDENT
A comparison of healthcare system access is not provided.
APPROACHING COMPETENCE
The comparison does not acc.
Competencies and KnowledgeWhat competencies were you able to dev.docxbartholomeocoombs
Competencies and Knowledge
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the assignments (Units 1–4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management
.
Competencies and KnowledgeThis assignment has 2 parts.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competencies and KnowledgeThis assignment has 2 partsWhat.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competences, Learning Theories and MOOCsRecent Developments.docxbartholomeocoombs
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Compensation & Benefits Class 700 words with referencesA stra.docxbartholomeocoombs
Compensation & Benefits Class 700 words with references
A strategic purpose for a well-blended compensation program, one that includes various types of direct compensation, is gaining employee commitment and productivity. One of the most effective tactics for this strategy is designing a process for linking individual achievement to organizational goals.
Prepare a report to senior leaders addressing the following:
·
Explain the concept of tying performance to organizational goals.
·
Describe the different types of individual and group-level performance measurements.
·
What are the advantages and disadvantages of individual versus group-level performance recognition?
·
Discuss the options an organization has to link individual or group monetary rewards to organizational success.
·
Develop recommendations for how to implement, monitor, and evaluate such a program.
.
Compensation, Benefits, Reward & Recognition Plan for V..docxbartholomeocoombs
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Learning Team B
HRM 595
December 19, 2017
Rosalie M. Lopez
Running head: COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
1
COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
2
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Introduction
Base Salary Range
For the position of VP of Operations, the National Average Salary is $122,624. In San Francisco, the average is higher and placed at $155,946. This amount is 16% higher than the National Average (Payscale, 2016). The reason for this increase is because of experience and geography. These are the two prime factors that impact the pay scale. Another major factor is the employer. Most employers base their decision to hire an individual on the experience they bring with them. Of course, with more experience, higher pay is required. With our company cutting cost a less experienced individual would be the best fit for the position.
Standard Employee Benefit
In many cases, your employee benefits could be the turning point for a prospective employee. This benefit is a vital portion of any employee packet. These valuable benefits are used as a blanket of security in the case of any sickness, injury, unemployment, old age, or death (Gomez-Mejia, Balkin & Cardy, 2015, p. 362). There is a significant difference between incentives and benefits: benefits are financial and nonfinancial compensations that are indirect to the employee. To have a competitive strategy Blossoms Up! must align their profits with the compensation package that has been already put in place. This action will help provide flexibility to the amount and the benefits available (Gomez-Mejia et al., 2015).
There are also some benefits that most companies are legally obligated to provide. Three benefits are required regardless of the number of employees that the company has. These interests involve social security, workers compensation, and unemployment insurance (Gomez-Mejia et al., 2015). Other laws must be adhered to when dealing with a certain number of individuals. When a company has 50 or more employee they must have the Family and Medical Leave Act in place and since its induction in 2015 the Affordable Care Act for Health Insurance for companies with 20 or more employees. For the health insurance to be considered standard medical, vision and dental plans must be made available to the business. These programs that must be regarded as being under the Health Maintenance Organization (HMO) or a Preferred Provider Organization (PPO) (Gomez-Mejia et al., 2015).
There are some voluntary benefits that we can include. We are already looking into adding a pension package using the Defined Contribution Plan as well as the 401(K) plan (Gomez-Mejia et al., 2015). Life insurance is another excellent benefit that could be added to the package as well as short-term and long-term disability insurance. Adding Vacation and PTO, and Holiday pay is .
Compete the following tablesTheoryKey figuresKey concepts o.docxbartholomeocoombs
Compete the following tables:
Theory
Key figures
Key concepts of personality formation
Explanation of the disordered personality
Scientific credibility
Comprehensiveness
Applicability
Attachment
Complete the following...200-300 words..
Is Freud's theory a viable theory for this century?
Provide reasons for
your
view.
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Chapter 11 YOU BE THE JUDGE A nurse had been working in a cri.docx
1. Chapter 11: YOU BE THE JUDGE A nurse had been working
in a critical care unit for more than 25 years, gaining respect
for her competence and dedication before suspicions began to
gather that she was diverting narcotics for her own use. The
acute care hospital had recently installed a “computerized
medicine cabinet” for enhanced distribution and better
monitoring of narcotics. The cabinet recorded the nurse’s per-
sonal keypad code and the patient’s data before it could be
unlocked and narcotics dispensed. The nurses were also
required to document the narcotic usage by handwriting the
patient’s name, medication, time, route, and dosage on a more
traditional paper medication administration record (MAR).
Discrepancies were noted between this nurse’s patients’
electronic data for narcotic administration and the handwritten
notations made on the paper record. The nurse was first
questioned by her supervisors and then she was suspended, as
they did not find her explanations credible. Her grievance was
upheld by the arbitrator assigned to the case and the hospital
appealed. At trial, other nurses from the same unit testified that
they frequently completed their paper record documentation
during their breaks or at the end of the shift, often when they
could not remember exactly what medications or dosages they
had administered to patients. There was additional information
that the nurses would electronically sign for narcotics, prepare
IV drip bags in advance of when they were needed, and then
discard these same IV bags when they were no longer required
or the physicians had changed the medication orders.
Additionally, these nurses testified that they often deviated
from the physician’s order for an IM injection, electing to give
the medication by an IV route. Finally, there was testimony
that the hospital had no formal policy for which nurse was to
document narcotics in the paper record when two nurses, such
as a preceptor and a mentee, both had responsibility for the
patient. The nurse who was suspended testified that she, too,
2. frequently entered data into the paper record long after she had
administered the medication and, in some rare instances,
entered the data on the following day. QUESTIONS 1. Did the
facility have sufficient evidence to suspend the nurse from
their employee? 2. How should the testimony of the other
nurses in the unit affect the outcome of this case? 3. What
additional questions should the institution address before the
court rules in this case? 4. How would you have ruled in this
case?
Chapter 12:
YOU BE THE JUDGE A preschool teacher called child
protective services about a child who appeared to have a
vaginal infection and the child protective services worker
instructed the mother to take her child to the emergency center
at the local acute care facility. In the emergency center, the
child was examined by an ANP who found a vaginal tear,
which the ANP felt could have been caused by digital
penetration. The child would not talk about the injury with the
ANP. The ANP then discussed the child’s case with the child
protective services worker, and the child was admitted to the
facility. The parents were subsequently questioned regarding
potential abuse of the child. Charges of child abuse were filed
against the father, who is now a registered sex offender in the
state. The parents filed suit against the preschool teacher, the
case worker and the ANP. At trial, evidence was presented that
the ANP did not share her findings or impressions of possible
child abuse with the mother, the child’s primary pediatrician,
or other emergency center physicians. She also did not
recommend that the mother contact the child’s pediatrician for
an evaluation and a second opinion. The ANP also admitted
that it was possible that the child had scratched herself as a
result of the infection and that the child herself had caused the
vaginal tear. QUESTIONS 1. Did the ANP have a duty to
consult with the child’s physician or another emergency center
physician regarding the possibility of child abuse before she
reported her findings to the case worker? 2. What questions
3. would you anticipate might be asked regarding the injury itself
and the possibility that the child had caused her own injury? 3.
Did the ANP have a duty to report the injury, even though the
diagnosis was not absolutely conclusive at the point that the
child was initially examined? 4. How would you determine
liability in this case, assuming that the trial court found
liability against any of the three defendants?
Chapter 16 YOU BE THE JUDGE A licensed practical nurse
(LPN) employed by a nursing personnel agency worked one
evening shift at the Veterans Administration Hospital in a major
city. She cared for a patient who had recently undergone hip
replacement surgery. Since his surgery, the patient had
consistently spiked significant temperatures, and his
temperature generally responded well to oral Tylenol, 500 mg,
2 tablets, every 4 hours as needed. The change nurse explained
to the LPN that the patient was to continue on vital signs every
4 hours, including temperatures, and that he was to be
medicated if his fever increased, even if only at low-grade
levels. During the evening that she worked, the LPN obtained
the patient’s temperature at 4 p.m. and again at 8 p.m. He had a
lowgrade fever at the 4 p.m. hour and his temperature had risen
to 102 degrees orally at 8 p.m. At both intervals, the LPN
administered Tylenol as ordered. The charge nurse did not
assess the patient during the evening, nor did she inquire about
the patient’s condition. The nurse caring for the patient at
midnight noted that his temperature was still elevated (102.4
orally). When notified, the attending physician ordered blood
cultures, additional treatment for his ever-increasing fever, and
a change in antibiotic therapy. Despite this aggressive therapy,
the patient developed a fatal septicemia and the patient’s
family sued for wrongful death. At trial, the court determined
that the charge nurse had been derelict in her duty to supervise
this patient and assessed partial liability against the LPN and
the charge nurse. QUESTIONS 1. Did the nurse manager have
a responsibility to supervise the care of the patient? 2. Was the
care of this patient appropriately assigned to the LPN by the
4. charge nurse or could the charge nurse have more appropriately
delegated the care of the patient? 3. If the charge nurse
assigned the care of the patient to the LPN, did she retain any
supervisory responsibility that would result in her liability in
this case? 4. How do the principles associated with delegation
and supervision figure into this case? 5. How would you decide
this case?
Guido, Ginny Wacker, JD, MSN, RN. Legal and Ethical Issues
in Nursing (Legal Issues in Nursing ( Guido)) (p. 329). Pearson
Education. Kindle Edition.
Project 1: Small Business Accounting using QuickBooks
Online
I. Introduction:
Your good friend Kobe recently opened an art studio, Kobe’s
Krafts. He has been creating and selling artwork for years, and
subsequently already has a good customer base. In January of
this year he started the process of setting up a business and he
filed for an EIN in February. He found and rented a studio on
March 1st, and has been cleaning, painting, and setting up the
space ever since. The grand opening was April 1, 2019.
Here is a little background of what Kobe sells in his gallery.
Kobe paints and sells his original artwork. He also sells prints,
which are reproductions, of his original artwork that he
purchases from a print shop. His prints and original artwork are
considered his inventory. He also accepts custom orders from
customers, which are considered commissioned sales.
Commissioned artwork is artwork that is created for a particular
person based on their specification. He also has a few artist
friends that he agreed to let display and sell their original
artwork on consignment. That means the paintings that are not
his own, are not considered inventory for Kobe, they are
inventory for the artist that created the painting. However,
when a consignment artwork is sold, he keeps a percentage of
5. the sale as consignment income.
He knows you are going to school for your master’s degree in
accounting and has asked for your help setting up and using
QuickBooks Online (QBO). You agree to help set up his QBO
business account and complete the first month of transactions.
You are not familiar with QBO, but you know it will be
beneficial to your accounting career to learn it since QBO is the
most widely used accounting platform for small business in the
United States, so you agree.
Kobe has is interested in using the following QBO features:
· Sales Receipts/Invoices
· Purchase Orders/Inventory tracking
· Bills and Bill Pay
Eager to get started, you carefully read the Steps to Completion
below and review all QBO learning resources .
II. Steps to Completion:
For most of the steps below, you will have the option of
viewing a short video or referring to the Intuit Education PPT,
all page references given below.
Step 1 – Set up your QBO account.
Go to http://www.intuiteducation.com/ and follow the
instructions for student registration for QuickBooks online.
Step 2 - Download Intuit Education PPT
· Skim over the first part of the PPT to learn about navigating
QBO (the dashboard) (Pages 17- 23).
Step 3 – Set up the account and settings
· View the Video:
· “How to Navigate in QuickBooks” -
https://www.youtube.com/watch?v=vNdZmf_nLZs
6. · Review: Account and Setting, Intuit Education PPT, Pages 27
– 44. NOTE: the important information is how to get to account
and settings, which can be found on page 28. Appendix A
covers all the settings that you need to adjust for Kobe’s Krafts.
The purpose of the project is for you to become comfortable
with the program, not to become a QBO expert. However, if
you want to read all the details, feel free, but it is not required
for the purposes of this project.
· Using the information found in Appendix A, set up Kobe’s
Krafts account in QBO.
Step 4 – Set up and edit the Chart of Accounts (COA)
· View the Video:
· “How to Edit your Chart of Accounts in QuickBooks” -
https://www.youtube.com/watch?v=xp-rcPZtUc0
· Review: Chart of Accounts, Intuit Education PPT, Pages 51 –
56, 59 (subaccounts)
· See Appendix B.
Step 5 – Set up sales tax
· View the Video:
· “How to Set Up Sales Tax: Settings, Sales & More”
https://www.youtube.com/watch?v=CiIfTi0tSk0
· Review: Sales Tax Center, Intuit Education PPT, Pages 60 –
61.
· See Appendix C.
Step 6 – Set up product items and contributed inventory –
· View the Video:
· “Add Product Information”
https://quickbooks.intuit.com/tutorials/lessons/add-products-
information/
· Review: Products and Services, Intuit Education PPT, Pages
62 – 69
· See Appendix D.
7. Step 7 – Create journal entries for all other (non-inventory)
owner contributions
· View the Video:
· “Journal Entries in QuickBooks Online”
https://www.youtube.com/watch?v=Ud0de5gGJL8
· See Appendix E
Step 8 - Add customers and vendors
· View the Video:
· “How to Add Customers and Vendors into QuickBooks”
https://www.youtube.com/watch?v=MJK63XmrJ1E
· Review: Customer Center and Vendor Center, Intuit Education
PPT, Pages 95 – 99 (customers), Pages 121 - 124 (vendors)
· See Appendix F
Step 9 – Add invoices*, purchase orders (POs) and bills.
· View the Video:
· “How to Create A Purchase Order”
https://www.youtube.com/watch?v=lGGUSmFPJok -
(IMPORTANT NOTE: Create the bill directly from the PO.
Notice in the video where the presenter is showing the PO
summary screen, to the right of the PO there is a button to
“Create bill.” Click the Create bill button to create the bill for
the vendor.
· View the Video:
· “How to Enter Bills, Track Expenses, & Record What You
Owe” https://www.youtube.com/watch?v=PGbS7GpdNTo
· Review: Create Invoices and Create Bills, Intuit Education
PPT, Page 103 (create invoices), Page 127 (creating bills) -
NOTE: Do not spend time creating fancy invoices. Use the
basic form unless you want to play around with this feature.
· See Appendix G
Step 10 – Enter all transactions for the month of April
· View the Video:
· “Create Sales Receipts in QuickBooks”
8. https://quickbooks.intuit.com/tutorials/lessons/sales-receipts/
· Review: Create Sales Receipt, Intuit Education PPT, page 102
· View the Video:
· “Receive Payments in QuickBooks”
https://quickbooks.intuit.com/tutorials/lessons/receive-
customer-payments/
· Review: Receive Payments, Intuit Education PPT, pages 104,
106 -NOTE: make sure you are ,
· View the Video:
· “How to Record & Print Checks”
https://www.youtube.com/watch?v=eNSPai2twcM
· Review: Create Check, Intuit Education PPT, page 126 (&
debit charges) –NOTE: Be sure to change the check number to
Debit or EFT or something else. QBO will accept duplicate
words so pick one and stick with it for consistency. However,
make sure that checks are numbered correctly.
· View the Video:
· “How to Record Bill Payments”
https://www.youtube.com/watch?v=zan6MC0zSYY
· Review: Create Check, Intuit Education PPT, page 128 –
NOTE: Make sure you document the check number used to pay
the bill.
· See Appendix H
Step 11 – Reconcile April Bank Statement –
· View the Video:
· “Reconcile your accounts”
https://quickbooks.intuit.com/tutorials/lessons/reconcile-
accounts/
· Review: Intuit Education PPT, pages 142 – 144.
· See Appendix I
Step 12 – Review and Revise Financial Statements
· View the videos:
9. · “Understanding Profit & Loss Statement: Income, Cost of
Goods” https://www.youtube.com/watch?v=nSGeKUO4HHE
· “How to Customize Reports: Basics, Sorting & Date Ranges
https://www.youtube.com/watch?v=Hy5MQAPDa-U
· Intuit Education PPT, page 77 – 84.
· See Appendix J
Step 13 – Print Reports
· P&L and Balance Sheet for the current month. Make sure the
report basis is .
· Print the General Ledger for “all time”
· Intuit Education PPT, pages 77 – 84
Step 14 – Create a Bank to Book Reconciliation
· Using MS Excel, create a bank reconciliation that explains /
reconciles any differences between the bank and book balances
of cash.
III. Deliverables:
1. Submit 1 PDF file by combining multiple PDF documents
into 1 PDF file that contains the following files generated from
QuickBooks:
A. Profit & Loss, accrual basis for April 2019,
B. Balance Sheet, accrual basis ending April 30, 2019, and
C. General Ledger Report for all time.
2. Submit 1 Excel file that contains the following:
The April bank reconciliation with formulas embedded into all
cells that require calculations.
IV. Hints and Tips:
General Hints and Tips:
· Read the entire Project before beginning the project
10. · Read the Rubric before beginning the project
· Read the Competencies Assessed before beginning the project
· Do not track Classes
· Do not track Locations
· The beginning balance in the Equity account is $0 because the
business was just opened.
· Submit the Project deliverables on or before the due date.
1. Review the Late Policy in advance of the due date
· Ask your supervisor (professor) questions as needed.
Inventory Hints and Tips:
· When first setting up the inventory account, Associate each
inventory item with the correct Sales account.
· The Inventory account includes two types of inventory:
· Original artwork created by Kobe
· Prints of Kobe’s original artwork
· When inputting the print inventory items, record the costs
incurred to make the prints
Non-Inventory Hints and Tips:
· Kobe’s commissioned (custom) artwork does not pass through
the inventory account because these paintings are from custom
orders.
· Kobe’s Krafts also sells artwork created by other artists. The
items belong to the other artists and therefore do pass through
the inventory account of Kobe Krafts.
Chart of Accounts:
· Do not create account numbers for the accounts
V. Rubric:
Top of Form
You will find the rubric in LEO under Contents>Course
Resources>Projects & Rubrics
11. VI. Competencies Assessed by Project:
Communication Competencies:
1.1 Organize document or presentation clearly in a manner that
promotes understanding.
1.2 Provide sufficient, correctly cited support that substantiates
the writer’s ideas.
1.3 Tailor communications to the audience.
1.7 Create and employ multimedia supports, visual aids and/or
documents appropriate to the needs of the project, the message,
and the audience.
1.8 Create clear oral messages.
Critical Thinking Competencies:
2.1 Articulate and frame the issue.
2.2 Collect and evaluate information.
2.3 Evaluate the underlying causes or conditions of elements
contributing to issue.
2.4 Use systems thinking to arrive at a decision in the context
of an issue.
2.5 Apply ethical principles when determining actions.
Accounting Competencies:
5.2 Measure, analyze and interpret: measure, analyze, and
interpret accounting data and information
5.3 Report: report accounting information
5.6 Technology and Tools: Identify and use relevant
technology and tools to analyze data, perform requisite tasks
efficiently and effectively, and support other competencies
required in the profession.
Bottom of Form
12. Appendices
· Appendix A: QBO – Account and Settings
Appendix B: Chart of Account Changes
· Appendix C: Overview of Sales Tax
· Appendix D: Overview of Inventory
· Appendix E: Owner Contributions
· Appendix F: Customers and Vendors
· Appendix G: Invoices, POs, and Bills
· Appendix H: April Transactions
· Appendix I: Bank Statement
· Appendix J: Financial Statement Review
Appendix A: QBO – Account and Settings
Remember - “QuickBooks is a very forgiving program. Most
mistakes can be fixed as you have the ability to go back and
make historical changes, however a correct setup will prevent
the need in most cases.” (Intuit Education PPT).
The following are the important pieces of information you need
13. to set up Kobe’s Krafts in QBO. Each of the Bolded items are
Categories in the page.
COMPANY:
· Company Name: Kobe’s Krafts_YOUR name
· Your name must be part of the Company name
· There are no exceptions
· Example: Kobe’s Krafts_Sharon Levin
· Email: that appears in our classroom
· Telephone: Enter associated with your UMGC profile
· EIN: - LEAVE BLANK. EIN not received yet
· Company Type: Sole proprietor
· Address: 2150 Martin Luther King Jr Blvd, Panama City, FL
32405
· Website: Enter UMGC.edu
· Tax form: Sole Proprietor (Form 1040)
· Method of Accounting: Accrual
· Kobe’s Krafts will not be using track classes or track
locations.
SALES:
· Kobe’s Krafts sales terms are Net 30, unless otherwise stated
· Shipping is available for a fee
· Discounts are offered occasionally
· Kobe’s Krafts requires a 50% deposit on all commissioned
artwork / custom orders
· Track the quantity and price/rate for all sales
· Track inventory quantity on hand for the art prints.
EXPENSES:
· Kobe’s Krafts wants to use purchase orders, so make sure you
check the box.
· All other default settings are fine.
PAYMENTS:
14. · This setting is used to allow clients to pay an invoice through
their system. Although Kobe’s Krafts is possibly be
interested in this feature in the future, he has no current
interest.
ADVANCED:
· Kobe’s Krafts is a calendar year taxpayer, but he hasn’t
received an EIN yet.
· (The first month of the fiscal year is January).
· Use the tax form: Sole proprietorship Form 1040
· Do not use account numbers
· Do not track classes or track locations.
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Appendix B: Chart of Account Changes
Add:
Name:
Account Type
Detail Type
Subaccount of:
Kobe's Krafts Bank
Bank
Checking
Refundable Deposits
Other Current Assets
Other Current Assets
Art Displays
Fixed Assets
Furniture & Fixtures
15. Consignments
Payable
Other Current
Liabilities
Other Current Liabilities
Art Sales
Income
Sale of Product Income
Original Artwork Sales
Income
Sale of Product Income
Art Sales
Print Sales
Income
Sale of Product Income
Art Sales
Commission Sales
Income
Sale of Product Income
Art Sales
Consignment Income
Income
Service/Fee Income
Discounts Given
Income
16. Discounts/Refunds Given
Group Art Classes
Income
Service/Fee Income
Print Expense
Cost of Goods Sold
Supplies & Materials – COGS
Art Supplies Expense
Expenses
Supplies & Materials
Shipping Expense
Expenses
Shipping, Freight & Delivery
Gain on Sale of PP&E
Other Income
Other Miscellaneous Income
Loss on Sale of PP&E
Other Income
Other Miscellaneous Income
Edits:
Change from:
Change to:
17. Owner's Pay &
Personal Expenses
Owner Distributions
Equity
Owner's Equity
Opening Balance
Equity
Opening Balance
Equity
Equity
Opening Balance Equity
NOTE: the opening balance = $0
Rent & Lease
Rent Expense
Expense
Rent or Lease of Building
Office Supplies &
Software
Office Supplies
Expense
Office/General
Administrative Expense
Delete:
Job Supplies
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Appendix C: Overview of Sales Tax
NOTE: Sales Tax must be set up in the “TAXES” area in QBO.
18. Proceed with this section carefully. QBO is very user friendly
for the most part; however, there are areas that are hard to fix
should you set it up incorrectly and Sales Tax is one of those
areas so do not rush here. Read all the way through this
appendix, watch the how to videos and then proceed with
caution.
Kobe’s new art studio is located in Panama City Florida. He is
required to pay 7% in sales tax to the State of Florida. Of that
7% state tax, the state of Florida disburses 1% to Bay County.
The State of Florida requires most taxpayers to file monthly
sales tax returns, Kobe’s Krafts falls into this category. As of
April 1st, Kobe’s Krafts must start collecting taxes and the first
return is due no later than May 20th (QBO knows when it is
due) for the reporting period of April 1 – April 30.
Kobe’s Krafts needs to make sure he charges customers and
remits sales tax for everything he sells except for the group art
classes. Florida does not collect taxes on the sale of services.
Address: 2150 Martin Luther King Jr Blvd
Panama City, FL 32405
Go to the “TAXES” area and set up sales tax for the state of
Florida. If you entered the business address when you were
setting up the account, QBO should suggest the correct tax
agency(s). If not, it should ask you for an address here. Make
sure you select Florida Department of Revenue from the
dropdown list. Again, make sure you find the taxing agency in
the dropdown list to select. Do NOT manually add any taxing
body. QBO already has all the information it needs to correctly
tax products and it will automatically update taxes should laws
change but only if it is set up correctly from the beginning.
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19. Appendix D: Overview of Inventory
The setup of Inventory will be done in the
“INVOICING/SALES” area of QBO. Once in SALES, go to the
Products and Services tab.
Then click “New” in the upper, right corner. Next click
“Inventory” and fill in the name, category, and:
· Fill in the name of the first inventory item.
· Select the category. The first time you will have to add a new
category.
· You will be adding these categories: Kobe’s Originals, Prints,
and Non-inventory items
· The “initial quantity on hand” will be the owner contributed
inventory, see the table below.
· As of date will be 4/1/2019.
· Do not enter a quantity in the “Reorder Point” field for any
items.
· The Inventory asset account is “Inventory asset”
· Do not use product codes aka SKU numbers.
· For all items that have a fixed sales price associated with it,
enter the Sales price for each item
· Also, make sure you associate the correct Income Account
with the correct product.
· i.e. All sales of original artwork should be recorded to Income
account: Art Sales: Original Artwork Sales
· Enter the costs to have the prints made.
· Remember, all sales are taxable EXCEPT FOR Group Art
Classes.
· Be sure to select “Taxable Standard” under “Sales tax
category” for all sales other than group art classes, which will
be “Nontaxable.”
Kobe’s Krafts primarily sells 3 types of original artwork and
20. prints - Large, Medium, and Small.
Pricing and Cost of Original Artwork:
Pricing:
Standard pricing for Kobe’s original artwork:
Size of Artwork
Sales Price
Number of Pieces Contributed
Total Value
Large
$1,700
5
$8,500
Medium
$600
12
$7,200
Small
$100
32
$3,200
Sales of Kobe’s original artwork should set the product Income
account to: Art Sales: Original Artwork Sales.
Cost:
Kobe was instructed years ago by his tax accountant that his
original artwork inventory should not have a COGS associated
with it. Instead he needs to expense all of his art supplies
purchases. However, the prints in inventory are classified as
inventory until sold and then those costs will be classified as
COGS. So, although the original artwork inventory will have
zero costs associated with it, you will be able to enter the sales
21. price of the inventory Kobe transfers in to the business.
Cost and Pricing of Prints:
He transfers all his print inventory (reproductions of original
artwork) to the business April 1st, as follows:
Size of Prints
QTY
Cost per Unit
Sales Price per Unit
24 x 36 Print
10
$80
$210
11 x 14 Print
50
$25
$75
5 x 7 Print
110
$4.50
$12
All of the prints in the table above should have the following
setting:
1. Income account to: Art Sales: Print Sales
2. Expense account to: Print Expense, which is a COGS account
In addition to original artwork and prints, Kobe has several non-
inventory items that you need to add.
Description
Sales Price
per Unit (student)
22. Income Account
Service (non-taxable)
Group Art Classes*
$35
Group Art Classes
Non-Inventory Sale
Commission Work (i.e. custom orders)
N/A
Art Sales: Original Artwork Sales
Non-Inventory Sale
Consignment Artwork**
N/A
Consignment Income
Non-Inventory Sale
Unusual Sales PP&E***
N/A
Gain on sale of PP&E
For all commission artwork, Kobe’s Krafts requires a 50%
deposit at time of order and the balance when the buyer picks
up the artwork.
* Remember, this is the only non-taxable item.
** Kobe also displays and sells consignment pieces. He earns a
25% commission on each piece sold. The consignee sets the
price, so Kobe keeps those records on an Excel spreadsheet and
does not enter the prices in QBO until he sells the pieces. In
other words, the consignment inventory is not an inventory
item, but you need to set up a product item to handle the
transaction. However, make note of all consignment sales
because in order to complete the sales transaction, you need to
make a journal entry (JE) to move 75% of the sale from the
P&L to the balance sheet as Consignments Payable.
23. *** Sales of PP&E will also require a JE to remove the item
from the balance sheet and reduce the gain (or increase the loss)
on the sale. The transaction is not complete until this JE is
made.
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Appendix E: Owner Contributions
To enter all owner contributions, you may create one or
multiple JEs. Determine the correct account to debit from the
list below and credit: Owner’s Investments. Also remember to
put the description of each item in the JEs.
Date
Description
Account
Amount
3/1
Owner’s deposit to open a business bank account
Kobe’s Krafts Bank
$10,000
3/1
*Electricity Deposit (refundable)
Refundable deposits
800
3/1
*Phone Company Deposit (nonrefundable)
Utilities
200
3/1
*Rental Deposit (Refundable)
Refundable deposits
2,500
3/1
*1st month rent - March
24. (prior to opening)
Rent expense
2,000
3/4
*Gallery set up supplies –
paint for walls, cleaning supplies, lumber for
building shelves/racks
Office Supplies
450
3/8
*Miscellaneous art supplies for classes
Art Supplies
expense
749.99
3/10
4 large Art displays
(fair market value at time of contribution = $450 each)
Art Displays
1,800
Total
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Appendix F: Customers and Vendors
Enter all customers in the “SALES” area and all Vendors in the
“EXPENSES” area.
Customers:
Name
Phone Number
Email
Address
25. Candy Thomas
898-474-1111
Kids Love Art
898-474-1111
1173 Front Beach Rd
Panama City, FL 32412
Shawn Baylor
898-747-5200
LeBron Barry
897-872-2152
Kareem Bird
899-421-1478
Customers
Kobe uses this “Customer” account to record sales to non-
recurring customers and Daily Sales Receipts
Vendors:
Name of company/account managers
Phone Number
Email
26. Address
Ace Real Estate –
Laurie is manager
850-393-5555
[email protected]
3630 Bay Avenue
Panama City, FL 32542
Salem Prints
Sasha Levin
850-981-0000
Dish Network
Ron Primo
850-424-7900
78-541 Wildcat Drive
Dade City, FL 33624
Kobe
USA Art Supply
Jenny
813-771-3161
714 Rose Lane
Brandon, FL 33617
Consignment Vendors:
27. Name
Phone Number
Email
Address
JoAnne Lopez
Original artwork
904-546-7300
[email protected]
415 Orange Avenue Tampa, FL 33616
Michael Koltes
850-778-2211
[email protected]
857 Rose Lane Panama City, FL 32551
backAppendix G: Invoices, POs, and Bills
INVOICES – Purchases from Customer
Date
Customer
Terms
Discount*
Product Purchased
QTY
Amount
1-Apr
Kids Love Art
Net 30
10%
Art Classes
10
$315
2-Apr
LeBron Barry
28. Due on receipt
Commission Work
1
$4,500
+ tax
30-Apr
Kids Love Art
Net 30
10%
Art Classes
45
$1,417.50
*Kids Love Art is the only customer that receives a
discount because they buy individual art classes in bulk and pay
within 15 day.
PURCHASE ORDERS – Orders to Vendor
Purchases:
Description
QTY
Each Price
Totals
Salem Prints* order 4/1/2019
24 x 36 prints
5
$80
$400
11 x 14 prints
10
$25
$250
29. 5 x 7 prints
20
$4.50
$90
Shipping expense
$20
Tax (non-taxable online purchase)
$0
Total Order
$760
* NOTE: Make sure you create the bill for the Purchase Order
from the Purchase Order.
It is very easy make sure the dates are correct, see table below.
BILLS – Payable to Vendors
Received
Due
To
For
Amount
1-Apr
1-Apr
Ace Real Estate
April Rent
$2,000
1-Apr
16-Apr
Dish Network
30. Utilities: Telephone and
internet bill
$285.64
4-Apr
19-Apr
Salem Prints
Print order 4/1
$760
24-Apr
9-May
USA Art Supply
Purchased large glass art display
$4,001.99
30-Apr
30-Apr
Ace Real Estate
May Rent
$2,000
* Make sure you create the bill from the P.O.
$9,047.63
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Appendix H: April Transactions
Make sure you pay all bills through the EXPENSES area and
receive all invoice payments in the SALES area.
Make sure you pay the sales tax through the TAXES area. If
your sales taxes due for the period of April is different than the
transaction amount below, there is a problem with your sales tax
somewhere along the way.
All receipts that were not invoice payments will require a Sales
Receipt. You will create Sales Receipts in the SALES area. All
sales should be considered cash sales. Just make sure the dates
31. are correct and the account the money is deposited to is Kobe’s
bank account.
Unless Kobe does recurring business with a customer, or it is a
special sale, all Sales receipt transactions will be from customer
“Customers."
Write checks for all expenses that are not bill payments.
However, if there is no check number associated with the
transaction, that means it is a debit card transaction so change
the check number to EFT in place of the check number.
Small inexpensive purchases, under $500, should be expensed.
Make sure you select the appropriate account for each
transaction. Do not add any more accounts as you enter these
transactions. Think macro instead of micro. For example,
paying for a PO Box or purchasing small, inexpensive items,
such as a lamp, should be considered an Office Expense.
QBO is limited in what you can record in a single transaction.
This is where journal entries (JEs) will be necessary. Hint:
transactions where JEs will be necessary include sale of fixed
assets and sale of consignment artwork. I suggest you make the
JEs as you go to complete the transactions.
Date
Description
Expenses
Deposits
Method of Entry into QBO
1-Apr
Owner deposit to open bank account
32. (this was already done in Appendix E as
long as your debit entry was to Kobe’s Krafts Bank)
10,000.00
J/E
1-Apr
Paid April rent (bill) check #1001
(2,000.00)
Bill Payment
1-Apr
Sold one 11 x 14 print
80.25
Sales Receipt
1-Apr
Coffee and fingers foods for grand opening –
Kroger Grocery Store using a debit card (Add Kroger payee
while writing check) use Office Supplies account
(180.54)
Check
2-Apr
Sold medium original artwork
642.00
Sales Receipt
2-Apr
Deposit to complete a commissioned piece –
LeBron Barry (Paid ½ of Invoice. Receive partial payment)
$2,407.50
Receive Invoice payment
4-Apr
Sold 4 24 x 36, 2 11 x 14 and 9 5 x 7 prints at art fair
33. 1,174.86
Sales Receipt
5-Apr
USA Art supplies (art supplies) DEBIT
(187.21)
Check
5-Apr
Paid phone bill received 4/1 check# 1002
(285.64)
Bill Payment
12-Apr
Sold 4 5 x 7 art prints
51.36
Sales Receipt
12-Apr
Paid for Post Office box through 4/11/2020 (1 year) using
debit card (Add USPS as a vendor and use
Office Supplies account)
(80.00)
Check
13-Apr
Sold a consignment piece for Lopez $1000 to
Shawn Baylor
1,070.00
Sales Receipt
14-Apr
Received payment from Kids Love Art
for invoiced amount
315.00
Receive Invoice payment
34. 14-Apr
Paid Lopez for consignment sale to Shawn Baylor
check # 1003 (to account Consignment Income)
(750.00)*
Check
14-Apr
Sold 1 large original artwork
1819.00
Sales Receipt
15-Apr
Purchased shelving from IKEA using a debit card
record to office supplies and add IKEA vendor)
(285.24)
Check
19-Apr
Withdrew cash for personal use using a debit card
(This is an Owner Distribution transaction)
(1,500.00)
Check
19-Apr
Paid bill for prints to Salem Prints 4/4 bill check # 1004