This study evaluated staff perceptions of animal-assisted therapy (AAT) in a hospital cardiovascular unit and outpatient clinic before and after exposure to AAT visits over 5 weeks. Surveys found that after the AAT experience, staff had significantly more positive views of how AAT could benefit the work environment by reducing stress and creating a happier, more relaxed atmosphere. Staff also had significantly fewer concerns about potential negative impacts of dogs in the healthcare setting. The results provide support for AAT as a strategy to address staff stress and burnout.
Each student is required to complete and turn in the evolution omehek4
Each student must complete a portfolio called the "evolution of the course" before sitting for the final exam. This portfolio requires students to reflect on how the current theory and clinical course supported each other, synthesize concepts from different areas of study, and apply knowledge to the populations covered in the course. It must also describe how the student provided holistic patient care and collaborated with other healthcare professionals during the clinical portion of the course. Finally, the portfolio should demonstrate the student's leadership, such as through examples of coordinating care delivery or implementing safety initiatives as part of an interprofessional team.
Models of Evidence Base Practice PPT use in ANP, Education subjectsonal patel
Evidence-based practice (EBP) emerged from evidence-based medicine and involves integrating the best research evidence with clinical expertise and patient values and preferences. EBP aims to provide the best care for patients by using systematic and judicious use of current best evidence from clinical care research. The five step process of EBP includes formulating questions based on clinical problems, locating evidence, critically appraising the evidence, applying relevant evidence to clinical practice, and evaluating outcomes. Several models provide frameworks for implementing EBP, including the Iowa, Rogers, Stetler, and Joanna Briggs Institute models. Barriers to EBP include lack of time, skills, and support while benefits are improved outcomes, quality of care, and evidence-
The document discusses the process of clinical evaluation for nursing students. It begins by defining evaluation and listing its purposes, which include assessing student performance, reinforcing good performance, and identifying areas for improvement. The document then explains the principles, participants, and steps involved in clinical evaluation. It describes various evaluation methods like observational techniques, written and oral communication methods. Finally, it discusses specific tools used in clinical evaluation like checklists, rating scales, and problem-oriented records.
The document discusses evaluation in education. It states that evaluation is an essential part of the teaching and learning process that involves assessing the effectiveness of educational experiences. It also discusses the purpose and types of evaluation, including formative and summative evaluation. Some key purposes of evaluation mentioned include providing feedback to improve teaching and learning and assess if educational objectives are being met. Both quantitative and qualitative techniques can be used for evaluation, including checklists, rating scales, and observational methods.
This chapter discusses the history and importance of evidence-based care in nursing. It provides an overview of key concepts like the different types of evidence and the steps to incorporate evidence-based practices. These include finding credible sources of evidence, integrating that evidence into care plans and documentation, and evaluating the outcomes. The chapter also addresses some challenges to evidence-based care like the large volume of literature and ensuring practices are tailored for specific institutions.
1) The document discusses using instructional design and open educational resources like videos on YouTube to teach hand surgery skills.
2) It describes developing learning programs focused on specific skills and evaluating their effectiveness through workshops, feedback, and assessing satisfaction and learning.
3) The document also outlines designing personalized training programs for surgeons that involve assessing skills, supervised practice, simulation, and independent performance assessments to establish brachial plexus surgery services.
Evidence based practice by Tanoj Patidar MSc Nursing (MSN)Tanoj Patidar
This document discusses evidence-based practice (EBP) in nursing. It provides background on EBP, noting that EBP integrates the best research evidence with clinical expertise and patient preferences. The document reviews the history of EBP and its importance for improving patient outcomes. It defines EBP in nursing as locating, appraising, and applying the best medical and nursing research evidence to improve clinical practice. The document also outlines models of EBP, barriers to implementing EBP, and strategies for overcoming those barriers.
Each student is required to complete and turn in the evolution omehek4
Each student must complete a portfolio called the "evolution of the course" before sitting for the final exam. This portfolio requires students to reflect on how the current theory and clinical course supported each other, synthesize concepts from different areas of study, and apply knowledge to the populations covered in the course. It must also describe how the student provided holistic patient care and collaborated with other healthcare professionals during the clinical portion of the course. Finally, the portfolio should demonstrate the student's leadership, such as through examples of coordinating care delivery or implementing safety initiatives as part of an interprofessional team.
Models of Evidence Base Practice PPT use in ANP, Education subjectsonal patel
Evidence-based practice (EBP) emerged from evidence-based medicine and involves integrating the best research evidence with clinical expertise and patient values and preferences. EBP aims to provide the best care for patients by using systematic and judicious use of current best evidence from clinical care research. The five step process of EBP includes formulating questions based on clinical problems, locating evidence, critically appraising the evidence, applying relevant evidence to clinical practice, and evaluating outcomes. Several models provide frameworks for implementing EBP, including the Iowa, Rogers, Stetler, and Joanna Briggs Institute models. Barriers to EBP include lack of time, skills, and support while benefits are improved outcomes, quality of care, and evidence-
The document discusses the process of clinical evaluation for nursing students. It begins by defining evaluation and listing its purposes, which include assessing student performance, reinforcing good performance, and identifying areas for improvement. The document then explains the principles, participants, and steps involved in clinical evaluation. It describes various evaluation methods like observational techniques, written and oral communication methods. Finally, it discusses specific tools used in clinical evaluation like checklists, rating scales, and problem-oriented records.
The document discusses evaluation in education. It states that evaluation is an essential part of the teaching and learning process that involves assessing the effectiveness of educational experiences. It also discusses the purpose and types of evaluation, including formative and summative evaluation. Some key purposes of evaluation mentioned include providing feedback to improve teaching and learning and assess if educational objectives are being met. Both quantitative and qualitative techniques can be used for evaluation, including checklists, rating scales, and observational methods.
This chapter discusses the history and importance of evidence-based care in nursing. It provides an overview of key concepts like the different types of evidence and the steps to incorporate evidence-based practices. These include finding credible sources of evidence, integrating that evidence into care plans and documentation, and evaluating the outcomes. The chapter also addresses some challenges to evidence-based care like the large volume of literature and ensuring practices are tailored for specific institutions.
1) The document discusses using instructional design and open educational resources like videos on YouTube to teach hand surgery skills.
2) It describes developing learning programs focused on specific skills and evaluating their effectiveness through workshops, feedback, and assessing satisfaction and learning.
3) The document also outlines designing personalized training programs for surgeons that involve assessing skills, supervised practice, simulation, and independent performance assessments to establish brachial plexus surgery services.
Evidence based practice by Tanoj Patidar MSc Nursing (MSN)Tanoj Patidar
This document discusses evidence-based practice (EBP) in nursing. It provides background on EBP, noting that EBP integrates the best research evidence with clinical expertise and patient preferences. The document reviews the history of EBP and its importance for improving patient outcomes. It defines EBP in nursing as locating, appraising, and applying the best medical and nursing research evidence to improve clinical practice. The document also outlines models of EBP, barriers to implementing EBP, and strategies for overcoming those barriers.
The document discusses the application of interpersonal relations theory in nursing practice, education, and research. It describes the 4 phases of the theory - orientation, identification, exploitation, and resolution - and how they can be applied through the nursing process. It provides examples of how the theory has been used in different areas of nursing including patient education, counseling, and end-of-life care. It recommends using the theory as a framework for research studies and incorporating it into nursing education and various areas of clinical practice.
NUR125 Clinical Placement and PortfolioPaul Irving
This document provides guidance on clinical placements and portfolios for nursing students. It discusses setting learning objectives using the RAMA framework (realistic, achievable, measurable, assessable). Students are expected to write two clinical objectives per week that meet unit and ANMC competency standards. The portfolio format requires objectives, self-evaluation, strategies for improvement, and preceptor sign-off. Mid-placement and final assessments are to achieve minimum "assisted" competency levels. Reflective practice is emphasized using models like Gibbs. Changes to roster or placement need approval, and missed time must be made up.
This document discusses evidence-based practice (EBP) and provides context around its definition and applications. It notes that while EBP aims to integrate the best research evidence with clinical expertise and patient values, there are limitations in how it is sometimes implemented in healthcare policy and funding decisions. The document also explores debates around EBP and argues that it should not be the only approach to evaluating evidence, as other types of research also provide valuable knowledge for practice.
This document discusses the importance of experiential and reflective learning for primary care physicians. It describes Kolb's experiential learning cycle and different levels of reflection. It also discusses portfolio-based learning and provides examples of content to include, such as learning logs, reflections on patient cases and educational events. The document provides guidance on identifying learning needs through methods like PUNs and DENs (patient unmet needs and doctor's educational needs), audits, and significant event analysis. Finally, it discusses how to develop a personal development plan to address identified learning needs through various learning activities and resources.
This document discusses goal setting in clinical practice from a physiotherapy perspective. It introduces the SMART principle for setting goals, which stands for Specific, Measurable, Agreed, Relevant, and Time-bound. Each component of the SMART principle is then defined. The document provides examples of applying SMART goals to clinical cases involving improving lung function and mobilizing patients with various conditions. It emphasizes setting both short and long term goals for patients using the SMART framework.
The document outlines the five steps of evidence-based practice (EBP):
1) Formulate an answerable clinical question based on a patient encounter.
2) Find and select the best available research evidence relevant to the question.
3) Critically appraise the evidence for validity and applicability.
4) Integrate the evidence with clinical expertise and patient values and preferences.
5) Evaluate the outcomes of applying the evidence to practice and determine if it should continue being used.
This document outlines the steps for undertaking clinical audits, clinical research, and service evaluations to evaluate clinical practice. It begins by defining key terms like clinical audit, clinical research, and service evaluation. It then describes the typical steps for each process. For clinical audits, the key steps include planning, identifying a topic, choosing standards, collecting and analyzing data, and interpreting results to improve practice. For clinical research, the steps involve identifying a problem, reviewing literature, clarifying the problem, defining terms, and defining the population. Service evaluations follow steps like establishing a team, planning, engaging stakeholders, designing the evaluation, collecting data, communicating results, and incorporating findings. The document aims to clarify how to properly evaluate clinical practice using
This document discusses evidence-based practice (EBP) in healthcare. It provides several definitions of EBP from different sources that emphasize systematically using the most current and valid research findings to inform clinical decisions. EBP integrates the best available research evidence, clinical expertise, and patient values. The document stresses that EBP is important for improving patient care by keeping practitioners up-to-date on the most effective treatments. It also notes that implementing EBP requires profiling research to identify effective treatments while considering clinical judgment in individual cases.
Program required by St. Clair County Community College in order for their students to mentor/ride along during his/her Basic EMT or Paramedic Program. Covers rules and regulations monitored by the college and addresses expectations of student and preceptor.
The document discusses clinical teaching in nursing education. It describes the purposes of clinical teaching as bringing together theory and practice, mastering skills, observation, refining problem-solving, and developing time management. It also discusses the misuse of clinical settings and different models of clinical teaching, including traditional methods, preceptorship, and their benefits. Effective teaching techniques discussed include observation assignments, nursing rounds, shift reports, and technology use. The document also covers preparing for, conducting, and evaluating clinical instruction as well as challenges and choices in the evaluation process.
The document outlines several goals and strategies for clinical nursing education, including:
1) Applying theory to patient care, communicating effectively, performing safe interventions, and exhibiting caring behaviors.
2) Setting clear expectations for students and providing structure to assist with accountability, responsibility, and professionalism.
3) Employing various teaching strategies like demonstrations, questioning, case studies, and reflective journaling to promote critical thinking and learning.
4) Guiding students' clinical experiences through establishing goals and objectives for each experience.
The document discusses various methods of evaluating nursing services including self-evaluation, peer evaluation, patient satisfaction, utilization review, and their application to nursing. It provides details on the purposes, benefits, tools and processes for self-evaluation and peer evaluation. It also outlines components and methods for evaluating patient satisfaction and the aims of utilization review. Evaluation is described as important for improving nursing services and ensuring appropriate and efficient care.
The document discusses evidence-based practice (EBP) and outlines the key steps in the EBP process. It defines EBP as integrating the best available research evidence, clinical expertise, and patient values. The 6 essential steps are: 1) ask, 2) acquire, 3) appraise, 4) apply, 5) audit, and 6) disseminate results. Higher levels of evidence like systematic reviews and randomized controlled trials provide stronger evidence than expert opinion. The document also reviews study designs and databases for finding evidence.
evidence based practice is a important tool in clinical practice.everything we do in our life can also correlated to evidence based practice. PICO is used to frame a answerable question
This document outlines a plan to re-evaluate and redesign a unit-based orientation program. A needs assessment was conducted to identify gaps, such as high blood culture contamination and hemolyzation rates. Goals and objectives for the new program were set, such as increased nurse satisfaction and improved quality metrics. A gap analysis identified needs for additional resources like online modules, simulation training, and preceptor training. The redesign proposes dividing orientation into online learning, classroom sessions, skills labs and simulation, and unit preceptorship. Assessment methods like surveys and quality metric tracking are discussed to evaluate the new program's return on investment.
This document provides an introduction to evidence-based practice (EBP) for nurses. It defines EBP as incorporating the best available scientific evidence, clinical expertise, and patient preferences. The document notes that while EBP is crucial for improving quality of care, only 15% of current nursing practice is scientifically validated. Barriers to EBP include limited time and lack of skills/confidence to implement it. The document recommends regular education programs to teach nurses how to find, evaluate, and apply research evidence through the five steps of EBP. Implementing EBP can empower nurses and improve patient outcomes, clinical excellence, and job satisfaction.
The document summarizes several studies on the effects of Animal Assisted Activity (AAA) on cancer patients. One study found AAA programs in pediatric oncology hospitals were consistent in having strict safety policies. Another study found AAA decreased fatigue and improved emotional health for cancer patients undergoing radiation treatment. A third study found hospital staff generally had positive views of an AAA program, believing it benefited patients. A final study examined found AAA improved the mood of terminal cancer patients in palliative care. Overall, the studies suggested AAA can have benefits for cancer patients' moods and symptoms.
This document outlines a proposed physical therapy at orthopedic sarcoma (PTOS) project. The project aims to improve outcomes for sarcoma patients undergoing surgery by implementing prehabilitation (physical and mental preparation prior to surgery). A key aspect is developing a 10-question screening tool called the "Shah screening tool" to identify patient risk factors and determine what pre-surgical interventions may help, such as physical therapy or counseling. The tool would be implemented using the electronic health record and assessing patients. It is believed this could help address issues like longer recovery times and poorer outcomes from factors like depression, diabetes or poor physical function. The document outlines the project team, governance, plan, process changes needed and communication plan to stakeholders like
Outcomes research tests evidence-based interventions to see how they impact individuals, groups, and populations. It examines the effects on both patients and healthcare providers. The Patient Protection and Affordable Care Act, Accountable Care Organizations, Center for Medicare and Medicaid Services, Agency for Healthcare Research and Quality, and Patient Centered Outcomes Research Institute all play roles in outcomes research. Outcomes research can help improve patient care by identifying effective interventions and understanding different treatment outcomes. However, outcomes may differ based on patient demographics and reported data could be skewed.
Patricia Sellars Frith has over 30 years of experience in nursing management, clinical practice, education, and medical/legal consulting. She has held leadership roles in hospitals, medical clinics, and insurance companies, managing teams, improving quality of care, and ensuring regulatory compliance. Her experience includes nursing management, clinical practice in various specialties, and designing nursing education programs. She currently owns a medical/legal consulting business and teaches as an adjunct nursing professor.
The document discusses the application of interpersonal relations theory in nursing practice, education, and research. It describes the 4 phases of the theory - orientation, identification, exploitation, and resolution - and how they can be applied through the nursing process. It provides examples of how the theory has been used in different areas of nursing including patient education, counseling, and end-of-life care. It recommends using the theory as a framework for research studies and incorporating it into nursing education and various areas of clinical practice.
NUR125 Clinical Placement and PortfolioPaul Irving
This document provides guidance on clinical placements and portfolios for nursing students. It discusses setting learning objectives using the RAMA framework (realistic, achievable, measurable, assessable). Students are expected to write two clinical objectives per week that meet unit and ANMC competency standards. The portfolio format requires objectives, self-evaluation, strategies for improvement, and preceptor sign-off. Mid-placement and final assessments are to achieve minimum "assisted" competency levels. Reflective practice is emphasized using models like Gibbs. Changes to roster or placement need approval, and missed time must be made up.
This document discusses evidence-based practice (EBP) and provides context around its definition and applications. It notes that while EBP aims to integrate the best research evidence with clinical expertise and patient values, there are limitations in how it is sometimes implemented in healthcare policy and funding decisions. The document also explores debates around EBP and argues that it should not be the only approach to evaluating evidence, as other types of research also provide valuable knowledge for practice.
This document discusses the importance of experiential and reflective learning for primary care physicians. It describes Kolb's experiential learning cycle and different levels of reflection. It also discusses portfolio-based learning and provides examples of content to include, such as learning logs, reflections on patient cases and educational events. The document provides guidance on identifying learning needs through methods like PUNs and DENs (patient unmet needs and doctor's educational needs), audits, and significant event analysis. Finally, it discusses how to develop a personal development plan to address identified learning needs through various learning activities and resources.
This document discusses goal setting in clinical practice from a physiotherapy perspective. It introduces the SMART principle for setting goals, which stands for Specific, Measurable, Agreed, Relevant, and Time-bound. Each component of the SMART principle is then defined. The document provides examples of applying SMART goals to clinical cases involving improving lung function and mobilizing patients with various conditions. It emphasizes setting both short and long term goals for patients using the SMART framework.
The document outlines the five steps of evidence-based practice (EBP):
1) Formulate an answerable clinical question based on a patient encounter.
2) Find and select the best available research evidence relevant to the question.
3) Critically appraise the evidence for validity and applicability.
4) Integrate the evidence with clinical expertise and patient values and preferences.
5) Evaluate the outcomes of applying the evidence to practice and determine if it should continue being used.
This document outlines the steps for undertaking clinical audits, clinical research, and service evaluations to evaluate clinical practice. It begins by defining key terms like clinical audit, clinical research, and service evaluation. It then describes the typical steps for each process. For clinical audits, the key steps include planning, identifying a topic, choosing standards, collecting and analyzing data, and interpreting results to improve practice. For clinical research, the steps involve identifying a problem, reviewing literature, clarifying the problem, defining terms, and defining the population. Service evaluations follow steps like establishing a team, planning, engaging stakeholders, designing the evaluation, collecting data, communicating results, and incorporating findings. The document aims to clarify how to properly evaluate clinical practice using
This document discusses evidence-based practice (EBP) in healthcare. It provides several definitions of EBP from different sources that emphasize systematically using the most current and valid research findings to inform clinical decisions. EBP integrates the best available research evidence, clinical expertise, and patient values. The document stresses that EBP is important for improving patient care by keeping practitioners up-to-date on the most effective treatments. It also notes that implementing EBP requires profiling research to identify effective treatments while considering clinical judgment in individual cases.
Program required by St. Clair County Community College in order for their students to mentor/ride along during his/her Basic EMT or Paramedic Program. Covers rules and regulations monitored by the college and addresses expectations of student and preceptor.
The document discusses clinical teaching in nursing education. It describes the purposes of clinical teaching as bringing together theory and practice, mastering skills, observation, refining problem-solving, and developing time management. It also discusses the misuse of clinical settings and different models of clinical teaching, including traditional methods, preceptorship, and their benefits. Effective teaching techniques discussed include observation assignments, nursing rounds, shift reports, and technology use. The document also covers preparing for, conducting, and evaluating clinical instruction as well as challenges and choices in the evaluation process.
The document outlines several goals and strategies for clinical nursing education, including:
1) Applying theory to patient care, communicating effectively, performing safe interventions, and exhibiting caring behaviors.
2) Setting clear expectations for students and providing structure to assist with accountability, responsibility, and professionalism.
3) Employing various teaching strategies like demonstrations, questioning, case studies, and reflective journaling to promote critical thinking and learning.
4) Guiding students' clinical experiences through establishing goals and objectives for each experience.
The document discusses various methods of evaluating nursing services including self-evaluation, peer evaluation, patient satisfaction, utilization review, and their application to nursing. It provides details on the purposes, benefits, tools and processes for self-evaluation and peer evaluation. It also outlines components and methods for evaluating patient satisfaction and the aims of utilization review. Evaluation is described as important for improving nursing services and ensuring appropriate and efficient care.
The document discusses evidence-based practice (EBP) and outlines the key steps in the EBP process. It defines EBP as integrating the best available research evidence, clinical expertise, and patient values. The 6 essential steps are: 1) ask, 2) acquire, 3) appraise, 4) apply, 5) audit, and 6) disseminate results. Higher levels of evidence like systematic reviews and randomized controlled trials provide stronger evidence than expert opinion. The document also reviews study designs and databases for finding evidence.
evidence based practice is a important tool in clinical practice.everything we do in our life can also correlated to evidence based practice. PICO is used to frame a answerable question
This document outlines a plan to re-evaluate and redesign a unit-based orientation program. A needs assessment was conducted to identify gaps, such as high blood culture contamination and hemolyzation rates. Goals and objectives for the new program were set, such as increased nurse satisfaction and improved quality metrics. A gap analysis identified needs for additional resources like online modules, simulation training, and preceptor training. The redesign proposes dividing orientation into online learning, classroom sessions, skills labs and simulation, and unit preceptorship. Assessment methods like surveys and quality metric tracking are discussed to evaluate the new program's return on investment.
This document provides an introduction to evidence-based practice (EBP) for nurses. It defines EBP as incorporating the best available scientific evidence, clinical expertise, and patient preferences. The document notes that while EBP is crucial for improving quality of care, only 15% of current nursing practice is scientifically validated. Barriers to EBP include limited time and lack of skills/confidence to implement it. The document recommends regular education programs to teach nurses how to find, evaluate, and apply research evidence through the five steps of EBP. Implementing EBP can empower nurses and improve patient outcomes, clinical excellence, and job satisfaction.
The document summarizes several studies on the effects of Animal Assisted Activity (AAA) on cancer patients. One study found AAA programs in pediatric oncology hospitals were consistent in having strict safety policies. Another study found AAA decreased fatigue and improved emotional health for cancer patients undergoing radiation treatment. A third study found hospital staff generally had positive views of an AAA program, believing it benefited patients. A final study examined found AAA improved the mood of terminal cancer patients in palliative care. Overall, the studies suggested AAA can have benefits for cancer patients' moods and symptoms.
This document outlines a proposed physical therapy at orthopedic sarcoma (PTOS) project. The project aims to improve outcomes for sarcoma patients undergoing surgery by implementing prehabilitation (physical and mental preparation prior to surgery). A key aspect is developing a 10-question screening tool called the "Shah screening tool" to identify patient risk factors and determine what pre-surgical interventions may help, such as physical therapy or counseling. The tool would be implemented using the electronic health record and assessing patients. It is believed this could help address issues like longer recovery times and poorer outcomes from factors like depression, diabetes or poor physical function. The document outlines the project team, governance, plan, process changes needed and communication plan to stakeholders like
Outcomes research tests evidence-based interventions to see how they impact individuals, groups, and populations. It examines the effects on both patients and healthcare providers. The Patient Protection and Affordable Care Act, Accountable Care Organizations, Center for Medicare and Medicaid Services, Agency for Healthcare Research and Quality, and Patient Centered Outcomes Research Institute all play roles in outcomes research. Outcomes research can help improve patient care by identifying effective interventions and understanding different treatment outcomes. However, outcomes may differ based on patient demographics and reported data could be skewed.
Patricia Sellars Frith has over 30 years of experience in nursing management, clinical practice, education, and medical/legal consulting. She has held leadership roles in hospitals, medical clinics, and insurance companies, managing teams, improving quality of care, and ensuring regulatory compliance. Her experience includes nursing management, clinical practice in various specialties, and designing nursing education programs. She currently owns a medical/legal consulting business and teaches as an adjunct nursing professor.
This document provides biographical and professional information about Tiffanie Pierce, MSN, RN, CNP. It includes her education history, which consists of various nursing degrees from institutions such as Saint Louis University and Miami University. Her experience section outlines her work as a family nurse practitioner and registered nurse in pediatric, orthopedic, and emergency room settings at hospitals like Cincinnati Children's Hospital Medical Center and Atrium Medical Center. She has also published papers and presented on topics related to postoperative pain management in pediatric patients.
Traditionally, physicians recruited clinical trial subjects, but pharmaceutical companies have become ever more involved through centralized campaigns. Physicians are vital to a trial and the pharmaceutical effort helps shift some of the recruitment demands away from the site to allow them to focus on the subjects. Thus, it is practical to understand if different recruitment methods could change or skew the study population. This study determines if differences or similarities occurred between subjects recruited by physicians and pharmaceutical companies. It discovered that some of both occurred. The pharmaceutical company efforts helped recruit potential subjects from the general population that were similar to subjects recruited by the physicians, but this particular campaign was limited by language which affected recruitment of Hispanic subjects. The social impact of this study provides insight about pharmaceutical company recruitment. Since the National Library of Medicine has indicated that clinical trials should reflect the broader diseased population, the efforts of the pharmaceutical company can help support the physicians’ efforts by recruiting from the broader population. Together, both efforts can create a global good by allowing the trial to reflect the population of post-approval use. These findings still raise a question about the proper balance between the two recruitment groups so that the intended characteristics of the diseased population are maintained. Because differences between physician and pharmaceutical recruited subjects can exist, the potential of one group to bias the trial results exist. As such, some analysis by recruitment method can help ensure that variations in the study population are minimal without skewing the data to create positive study results.
This document describes a randomized controlled trial that tested the effectiveness of the Cancer Screening Office Systems (Cancer SOS) intervention at increasing cancer screening rates among patients at primary care clinics serving disadvantaged populations.
The intervention included a cancer screening checklist and color-coded stickers to track screening tests. Eight clinics were randomized to the intervention or control group. Screening rates for mammograms, Pap smears, and fecal occult blood tests were compared before and 12 months after the intervention.
The results showed that the intervention significantly increased screening rates for mammograms and fecal occult blood tests compared to the control group, after adjusting for baseline differences. There was also a trend toward increased Pap smear screening. The intervention
Scheduling Of Nursing Staff in Hospitals - A Case Studyinventionjournals
This document summarizes a study that developed a goal programming algorithm to schedule 11 nurses across a two-week period at a hospital. The goals were to satisfy each nurse's contracted time, ensure minimum nurse requirements by role each day, give full-time nurses a weekend off while avoiding more than two consecutive days off, and honor nurses' weekend preference when possible. The algorithm solved the 154-variable, 120-constraint scheduling problem in under 30 seconds. The results showed schedules that met goals for minimum nurse levels each day and individual nurses' two-week schedules.
How does your facility incorporate EBP in a clinical setting to prom.docxfideladallimore
How does your facility incorporate EBP in a clinical setting to promote patient outcomes? Do you have recommendations on how your facility can improve its use of EBP?
My facility incorporates evidence-based practice in the clinical setting in a resourceful manner in order to promote patient outcomes. The institution integrates clinical expertise, the best research evidence and patient values in the decision making process to foster the implementation of evidence based practice. In this endeavor, the facility also encourages patients to bring their personal preferences, unique concerns, values and expectations in order to ensure that the clinicians have a heighted understanding of their pertinent medical issues and provide patient-centered care that meets the distinct needs of the patients.
According to
Polit & Beck (2011),
through the practice of EBP, the healthcare facility can be in a better position to ascertain the effects of therapy, the prognosis of diseases, the utility of diagnostic tests as well as the etiology of disorders. It is worth mentioning that my facility follows various steps in implementing the EBP practices. These steps include assessing the patient, asking clinical questions derived from the patient’s case, acquiring the evidence through searching appropriate resources and then appraising the evidence for its applicability and validity. The other steps usually include integrating the evidence with patient preferences, clinical expertise and applying it to practice. The institution also encourages all practitioners to evaluate their performance with the patient as a yardstick for determining the effectiveness of the EBP process.
Although the facility has registered notable success in its EBP initiatives, various recommendations can help it to improve on these processes. One of such proposals is to aim at creating and sustaining strong nurse-client relationships
(Majid, Foo, & Luyt, 2011)
. This can enable the practitioners to have a better understanding of the patient’s unique values and preferences, all of which are fundamental components of EBP practice. The leaders of the facility should also serve as positive role models through advocating, embracing and communicating the benefits of EBP to other employees in the organization. Ultimately, this will help to create a culture that supports the adoption and implementation of evidence-based practice across the entire healthcare establishment
(Polit & Beck, 2011)
.
References
Majid, S., Foo, S., & Luyt, B. (2011). Adopting evidence-based practice in clinical decision making: nurses' perceptions, knowledge, and barriers.
Journal of the Medical Library Association, 99
(3), 229–236. Retrieved June 10, 2015, from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3133901/
Polit, D., & Beck, C. (2011).
Nursing Research: Generating and Assessing Evidence for Nursing Practice
(9 ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Discussion Question 2
Ho.
Integrating Pharmacists - JCU - Assoc Prof Sophie CouzosEthanFrench1
The IPAC Project aimed to integrate pharmacists into Aboriginal Community Controlled Health Services (ACCHS) in Australia to improve chronic disease management for Aboriginal and Torres Strait Islander patients. Pharmacists provided medication reviews, education, and collaborated with primary care teams at 18 ACCHS sites over 15 months. Evaluations found that pharmacists improved medication adherence and knowledge, identified prescribing issues, and supported self-management. Staff and patients reported pharmacists enhanced holistic care and care coordination.
Maribel Nelson is a Screening Coordinator II and Site Trainer at Covance Clinical Research Unit in Evansville, Indiana. She has over 30 years of experience as a nurse and research professional. Her roles have included registered nurse, research technician, phlebotomist, and medication assistant. She holds numerous certifications in areas such as phlebotomy, EKG, and life support. Nelson received a Bachelor of Science in Nursing from Chinese General Hospital College of Nursing in 1985 and is licensed as an RN in the Philippines and Singapore.
Healthcare -- putting prevention into practiceZafar Hasan
This slidedeck is submitted by Zafar Hasan because one of the trends in medicine for the last 20 years isa focus on prevention and this deck is an outstanding practice primer.
Roles of nurse practitioners and family physicians in community health centresJessica Mitchell
This document summarizes a study examining the roles of nurse practitioners (NPs) and family physicians (FPs) in community health centres (CHCs) in Ontario, Canada. The study analyzed patient and encounter data from 21 CHCs over a 2-year period. Patients were assigned to one of three models of care - FP care, NP care, or shared care - based on whether the majority of their visits were with an FP or NP. Patients seeing NPs tended to be younger, female, homeless, and less educated than those seeing FPs, who had more complex medical conditions. While NPs mainly cared for their own panels, some care was shared with FPs. The roles of NPs and FPs varied
This document discusses outcomes research, which seeks to understand the end results of healthcare practices and interventions. It describes two agencies, the Agency for Healthcare Research and Quality and the Patient-Centered Outcomes Research Institute, that focus on outcomes research and fund studies to increase healthcare effectiveness. Both agencies emphasize measures like quality of life and patient preferences. The document also discusses positive and negative impacts of outcomes research, how it assesses elements of health important to patients, and how researchers have developed ways to broadly measure health status.
This document discusses outcomes research, which seeks to understand the end results of healthcare practices and interventions. It describes two agencies, the Agency for Healthcare Research and Quality and the Patient-Centered Outcomes Research Institute, that focus on outcomes research and fund studies to increase healthcare effectiveness. Both agencies emphasize measures like quality of life and patient preferences. The document also outlines some positive and negative impacts of outcomes research, and stresses the importance of using broader health status measures that go beyond just physical health outcomes.
Trends shaping corporate health in the workplaceApollo Hospitals
The paradigm for corporate health is morphing from traditional curative services to health protection and promotion. An epidemic of “lifestyle diseases” has developed in the India which warrants an organized integration of company's health, safety and environment policy through a directed wellness program. The current study explored the burden and determinants of lifestyle diseases among an organization.
Over half of patients at a rehabilitation hospital reported wanting greater involvement in their care decisions. To address this, the hospital conducted patient and family shadowing where observers followed patients to experience care from their perspective. This identified themes like explanations during rounds and involvement in discharge plans. A post-intervention survey found a statistically significant improvement in patients feeling involved in care decisions and clinically relevant improvements in understanding doctor explanations and recommending the hospital. Engaging medical leaders and balancing data with reflection time led doctors to change practices without formal rules.
Victor Henry Jr. has experience in human services, health education, and respiratory care. He worked as a cardiac monitor technician at Methodist Healthcare System from 2014 to 2016. He has also volunteered at Martin Luther King Health Center and worked as a respiratory therapist at Sherman Oaks Hospital and the VA Medical Center. Henry has an associate's degree in respiratory therapy, a bachelor's degree in community health, and is currently pursuing a master's degree in human services.
Accident Up Ahead!Listen to this text being read aloud by a hu.docxmehek4
Accident Up Ahead!
Listen to this text being read aloud by a human being by clicking on this link.
Answer questions #1 and #2 and then answer #3 or #4.
1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way? (Answer using a short paragraph.)
2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)
3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.
or
4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.
Accident Up Ahead!
JANICE TYRWHITT
THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. "There must be an accident up ahead," she said to her seatmate. "I had better get out and help." Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter's pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.
"I think they're all dead," a burly man told Jody.
She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.
While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne's sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins' blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.
Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver's se.
Access the annual report provided in Course Materials to complete .docxmehek4
Access
the annual report provided in Course Materials to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Create a table to summarize any dollar value answers. Then Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Format
your paper and presentation consistent with APA guidelines.
.
Access the Internet to acquire a copy of the most recent annual re.docxmehek4
Access
the Internet to acquire a copy of the most recent annual report for the publicly traded company used to complete the Financial Reporting Problem, Part 1 assignment due in Week Six. (In week six, I wrote about Apple’s financial report)
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft® Word document.
Include
a copy of the company’s balance sheet and income statement.
Format
your paper and presentation consistent with APA guidelines.
.
Acc 290 Final Exam MCQs) Which financial statement is used to de.docxmehek4
This document contains 29 multiple choice questions about accounting concepts and principles from an ACC 290 final exam, including questions about:
- Financial statements and the statement of cash flows
- Basic accounting equations and debits and credits
- Adjusting entries, trial balances, and calculating financial metrics like cost of goods sold
- Inventory costing methods like FIFO and LIFO
- Internal controls and the Sarbanes-Oxley Act
AC2760
Week 2 Assignment
Read the following scenario, and complete the form on the following worksheet:
On March 1, 2012, Mitch Quade established Mitch Realty, which completed the following transactions during the month:
(a)
Mitch Quade transferred cash from a personal bank account to an account to be used for the business in exchange for capital stock, $18,000.
(b)
Purchase supplies on account, $1,200.
(c)
Earned sales commission, receiving cash, $14,000.
(d)
Paid rent on office and equipment for the month, $2,800.
(e)
Paid creditor on account, $750.
(f)
Paid office salaries, $3,000.
Instructions:
1
Journalize entries for transactions (a) through (f).
Omit the journal entry explanations. Please use the drop-down list (right of the cell) to enter the account description box on the worksheet.
2
Post the journal entries the T accounts, placing the appropriate letter to the left of each amount to identify the transactions.
Determine the account balance after all posting is complete.
Accounts containing only a single entry do not need a balance.
3
Prepare and unadjusted trial balance as of March 31, 2012.
1.
Journal - Mitch Realty
Description
Debit
Credit
(a)
(b)
(c)
(d)
(e)
(f)
2.
Ledger - Mitch Realty
Cash
Capital Stock
(a)
(d)
(a)
(c)
(e)
(f)
Sales Commission
Bal.
(c)
Supplies
Office Salaries Expense
(b)
(f)
Accounts Payable
Rent Expense
(e)
(b)
(d)
Bal.
3.
MITCH REALTY
Unadjusted Trial Balance
March 31, 2012
Debit
Credit
Cash
Supplies
Accounts Payable
Capital Stock
Sales Commissions
Rent Expense
Office Salaries Expense
-
-
.
AC1220 Lab 5.1IntroductionJake determines that owning the .docxmehek4
AC1220 Lab 5.1
Introduction
Jake determines that owning the building where Jake’s Computer Sales and Repair operates makes more sense than leasing the facility. On June 1, 20x1, Jake exchanges a $180,000 note payable for the following fixed assets:
·
Land
·
Land improvements, including fencing, paving, lighting, and signage
·
Building
Jake hires an independent appraiser who assigns the following market values to the assets:
Asset
Fair Market Value
Land
$23,500
Land improvements
$8,000
Building
$164,500
Requirement 1
Jake must allocate the $195,000 among three asset classes: land, land improvements, and building.
a. Compute the total fair market value (FMV) of the lump-sum purchase of assets.
Asset
Fair Market Value
Land
$23,500
Land improvements
8,000
Building
164,000
Total
b. Express land improvements and building as a percentage of the total FMV and allocate the purchase price of $180,000 to land improvements and building—the computation is completed for land.
Asset
Fair Market Value
% of Total Fair Market Value
Purchase Price
Cost of Asset
Land
$23,500
12%
$180,000
$21,600
Land improvements
180,000
Building
180,000
Total
c. Journalize the purchase of the assets, using the allocated costs computed in Requirement 1b.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record purchase of land, land improvements, and building
Requirement 2
a. Classify each of the following spending items as either a capital expenditure or an expense. Indicate the correct choice with an “x”:
Spending
Capital Expenditure
Expense
Routine repairs to fencing, $120 (cash)
Renovation of building, including addition to warehouse, $15,000 (on account)
Resurfaced paving, extending the remaining useful life of the paving from 3 to 5 years, $1,000 (cash)
b. Journalize the expenditures described in Requirement 2a.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record repairs to fencing
6/1/x1
To record renovation of building
6/1/x1
To record extraordinary repair
Requirement 3
a. Using the straight-line depreciation method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Completing the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Straight-line Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
1/5 x 6/12
b. Using the double-declining balance method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Complete the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Double-Declining Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
c. Assume that a truck is expected to be driven 7,000 miles through December 31, 20x1, and that each mile driven represents one production unit. Usi.
Abstract(Provide the main generalizable statement resulting .docxmehek4
Abstract
(
Provide the main generalizable
statement
resulting from the paper briefly)
Introduction
(Explain what the assignment is about to the reader briefly)
Anthropology definition
: according to Schaefer (2010) is “……………………………………………..” (p.5).
Interpretation: In your own words
Example: from your experiences
How does the discipline interface with sociology? Connect anthropology with sociology
Psychology definition
:
Interpretation:
Example:
How does it interface with sociology?
Political Science definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Economics definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Sociology definition
:
Interpretation:
Example:
How does discipline interface with sociology?
.
Abusive relationships are at the core of the Coetzee novel, whether .docxmehek4
Abusive relationships are at the core of the Coetzee novel, whether men and their abuse of women, individuals and their abuse of animals, and men and their abuse of other men. What does Coatzee want to convey to the reader about the nature of abuse and violence in relationships? How does he see both as emblematic of South Africa?
5 page paper on this topic above and include quotes or textual examples from the book.
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
What sampling design is used?
Is the sample size adequate?
How does the sample affect the validity of the conclusions of the study?
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
·
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
1.
What sampling design is used?
2.
Is the sample size adequate?
.
A.Da la correcta conjugación para cada oración.(Give the corre.docxmehek4
A.
Da la correcta conjugación para cada oración.
(Give the correct verb conjugation in F
ormal Commandfor each sentence)
.
Top of Form
1.
_______________
Ud. la cama. (hacer)
2.
______________ Uds. la mesa. (poner)
3.
______________
Ud. a tiempo. (salir)
4.
_____________
Uds. a la fiesta. (venir)
5.
_____________ Ud. la verdad. (decir)
6.
______________ Uds. a la fiesta. (ir)
7.
______________Ud. bueno. (ser)
8.
______________ Uds. la información. (saber)
9.
______________ Ud. en la clase a tiempo.
(estar)
10.
______________ Uds. respecto a sus profesores.
(dar)
11.
______________ Ud. a clase. (ir)
12.
______________ Uds. buenos. (ser)
13.
______________
Ud. el libro en la mochila. (poner)
14.
______________ Uds. de la casa a las ocho.
(salir)
15.
______________
Ud. a mi casa. (venir)
Bottom of Form
.
Abraham Lincoln is considered by many historians to be the greatest .docxmehek4
Abraham Lincoln is considered by many historians to be the greatest American President. His drive to end slavery and to unify the nation was at great personal cost. For this assignment, you will access two important primary sources authored by Abraham Lincoln.
Using the Internet, review the following primary source document:
[Lincoln, A.?]. [ca. 1863].
The Emancipation Proclamation
. Archived document, U.S. National Archives & Records Administration. Retrieved from
http://www.archives.gov/exhibits/featured_documents/
emancipation_proclamation/transcript.html
In addition, research the Internet for
The Gettysburg Address.
The
Webliography
for this module contains a link to this resource.
Based on your analysis of all the readings for this module, respond to the following:
What is Lincoln’s perception of liberty and equality?
Why did he place so much importance on the destruction of slavery and the continuation of one nation?
What examples from both documents demonstrate both civil liberties and rights?
Support your statements with appropriate scholarly references.
Write your initial response in a minimum of 300 words. Apply APA standards to citation of sources.
.
About half of the paid lobbyists in Washington are former government.docxmehek4
About half of the paid lobbyists in Washington are former government staff members or former members of Congress. Why would interest groups employ such people? Why might some reformers want to limit the ability of interest groups to employ them? On what basis might an interest group argue that such limits are unconstitutional?
.
ABC sells 400 shares of its $23 par common stock for $27. The entry .docxmehek4
ABC sells 400 shares of its $23 par common stock for $27. The entry would entail credit(s. to __________.
A. Cash for $9,200
B. Paid-in Capital in Excess of Par-Common for $800; Common Stock for $10,800
C. Paid-in Capital in Excess of Par-Common for $1,600; Common Stock for $9,200
D. Common Stock for $10,800
.
ABC company is increasing its equity by selling additional shares to.docxmehek4
ABC company is increasing its equity by selling additional shares to the public and also by converting its retained earnings. The total amount to be raised is $1,000. Given that the size of retained earnings is $300, how much should be raised externally (by issuing new shares)?
a) $700 b) $705 c) $1,000 d) $1,005 e) $300
.
A.The unification of previously fractious and divided Arab tribes.docxmehek4
A.
The unification of previously fractious and divided Arab tribes
B.
The capitulation of Jewish and Christian leaders
C.
Direct military assistance from the Sasanid state
D.
The exhaustion of the Byzantine Empire after Pyrrhic victories over the Ostrogoths and Vandals
.
A.Escribe la forma correcta del verbo en españolNosotros siem.docxmehek4
A. Escribe la forma correcta del verbo en español
Nosotros siempre_____________coca cola con la pizza. (drink)
Tú ________________________________ en Buenos Aires. (live)
Ellos ______________________________el pastel. (divide)
Yo _________________________la comida mexicana. (eat)
Paco ________________________el dinero en la caja. (hides)
Vosotros __________________________estudiar. (should)
Ramón y Carlos _______________________en el parque. (run)
La maestra __________________________ la puerta. (opens)
Yo _______________________el cuatro de Pedro. (describe)
Él _________________________el carro. (sells)
Tú ___________________un regalo para tu cumpleaños. (receive)
Los estudiantes______________________el libro. (read)
Vosotros ________________________a la clase de arte. (attend)
Ella ___________________________hacer la tarea. (promises)
Alejandra y yo ___________________a hablar español. (learn)
El hombre ____________________descubre el tesoro. (discovers)
Uds. ________________________las escaleras. (go up, climb)
Ud. ________________________el examen. (cover)
El niño _________________________la ventana. (breaks)
Las mujeres_________________________en Dios. (believe)
Escribe en español
We drink milk. _________________________________________
He breaks the window.____________________________________
They open the door.______________________________________
You (pl. Spain) promise to write.____________________________
I learn to speak Spanish.___________________________________
Contesta las preguntas
¿Dónde vives?____________________________________________
¿Lees muchos libros?______________________________________
¿Comes mucha comida mexicana?____________________________
¿Debes estudiar todos los días?_______________________________
¿Recibes buenas notas en todas tus clases?______________________
.
A.Both countries fought for independence from Great Britain, b.docxmehek4
A
.
Both countries fought for independence from Great Britain, but the United States won, and China did not.
B
.
Both countries were colonized, but the United States went on to become a major imperial power, and China did not.
C
.
Both countries established colonies in India, but the United States established commercial control, and China did not.
D
.
Both countries established colonies in the Caribbean, but the United States’ colonies rebelled, and China’s did not.
.
a.A patent purchased from J. Miller on January 1, 2010, for a ca.docxmehek4
a.
A patent purchased from J. Miller on January 1, 2010, for a cash cost of $5,640. When purchased, the patent had an estimated life of fifteen years.
b.
A trademark was registered with the federal government for $10,000. Management estimated that the trademark could be worth as much as $200,000 because it has an indefinite life.
c.
Computer licensing rights were purchased on January 1, 2010, for $60,000. The rights are expected to have a four-year useful life to the company.
Compute the acquisition cost of each intangible asset.
patent
trademark
licensing rights
.
A.) Imagine that astronomers have discovered intelligent life in a n.docxmehek4
A.) Imagine that astronomers have discovered intelligent life in a nearby star system. Imagine you are part of a group submitting a proposal for who on Earth should speak for the planet and what 50-word message should be conveyed. Be sure to answer all three questions below, if you choose this option.
(A) Who should speak for Earth and why?
(B) What should this person say in 50 words?
(C) Why is this message the most important compared to other things that could be said?
Instructions: should be at least 200 words.
B.) Observing Jupiter’s Moons
Big Idea: Sky objects have properties, locations, and predictable patterns of movements that can be observed and described.
Goal: Students will conduct a series of inquiries about the position and motion of Jupiter’s moons using prescribed Internet simulations.
Computer Setup:
Access http://space.jpl.nasa.gov/ and
a) Select THE MOON in the “Show me _______ “ drop down menu
b) Select THE SUN in the “as seen from _______ “ drop down menu
c) Select the radio button “I want a field of view of ____ degrees” and set the drop down menu to 0.5
d) Select the check box for EXTRA BRIGHTNESS and then Select “Run Simulator”
Phase I: Exploration
1) The resulting image shows what one would see looking through a special telescope. In this picture, where is the observer with the special telescope located?
2) How does the image change if you INCREASE the field of view?
3) What is the exact date of the image?
4) Astronomers typically mark images based on the time it currently is in Greenwich, England, called UTC. What is the precise time of the image?
5) Using a ruler to measure the distance on the screen between the middle of Earth and the middle of the Moon, what is the measured distance? You do NOT need to know the exact number of kilometers, but simply a ruler-measurement you can compare other measurements you make later. Alternately, you can use the edge of a blank piece of paper held in the landscape orientation and mark the positions of Earth and Moon or the Squidgit ruler found on the last page.
6) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 1 hour and determine the new distance between the Earth and Moon.
7) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by one day from when you started and determine the new distance between the Earth and Moon.
8) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by three days from when you started and determine the new distance between the Earth and Moon.
9) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by five days from when you started and determine the new distance between the Earth and Moon.
10) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 10 days from when you s.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
3. heightened level of stress links
nurses to declining health,
dependence on medications
and caffeine, and injuries
related to overexertion and
burnout.8-10 Nursing is a high-
stress profession that may lead
to negative psychological
effects. Nurse managers and
administration need to focus on
affordable and attainable meth-
ods to decrease workplace
stress to retain a resilient work-
force.
Animal-assisted intervention
(AAI) is a broad term used to
describe the goal-oriented use
of animals in settings such as
health, education, and therapy.
AAT is a type of AAI in which
health service professionals use
licensed animals to assist indi-
viduals to reach their specific
goals.11 Current evidence has
demonstrated the positive effects
of AAT for patients and health-
care personnel in a multitude of
settings, such as clinics, hospital
units, schools, and behavioral
health programs.
Healthy work environment
tactics using pets can minimize
absenteeism, decrease staff
4. turnover, and promote moral
resilience.12 This can lead to
improved care delivery, fewer
medical errors, and increased
patient satisfaction scores.6 One
qualitative study noted that more
relaxation and happiness was
experienced by hospital staff
when interacting with dogs on
the unit.13 In another study, staff
members reported higher job sat-
isfaction and enrichment when
dogs were present. Dogs allowed
a break in the daily serious and
stressful events occurring on the
unit.14
Specific characteristics, such
as gender and pet ownership,
impact attitudes toward AAI.
More positive perceptions of
AAI were seen in women and
pet owners.15,16 Even if a dog isn’t
owned by the person, individu-
als who are pet owners are more
favorable toward programs with
animals incorporated into the
therapy.17
Methods
Design. Research provides
evidence on the effect of ani-
mal interactions with patients,
yet there are limited studies
relating to the benefits of ani-
mals used in other ways in
5. a hospital or clinic setting.13
Medical staff members have
indicated positive effects on
individuals/patients (physical
and psychological) in various
organizations and mentioned
staff involvement, but only as
a participant facilitating the
intervention with patients.13
Research has also focused
on concerns about AAI and
accepting the animal assistance
program, but little is available
regarding staff perceptions
and feelings of comfort gained
from working with animals
on the nursing unit.14 We
hypothesized that clinical
staff members would be more
accepting and receptive to
therapy dogs on the unit after
exposure to an AAT experience.
The research pilot study con-
sisted of cross-sectional surveys
of staff members either working
on a cardiovascular step-down
unit (CVSU) in an inpatient
hospital setting or at a medical
clinic located on a university
campus in the Southeastern US
to include a representation of the
organization’s workforce. Insti-
tutional Review Board approval
was granted by both the univer-
7. bers who participated in the
survey chose a response to each
question based on agreement
or disagreement with the ques-
tion asked, with the score of 1
being strongly agree and 4 being
strongly disagree.18 Participants
in the first survey were asked
to mark items regarding their
expectations of the program;
in the second survey, partici-
pants responded based on their
experience with the program.
A confirmatory factor analysis
conducted by the BAATA Test
authors indicated high reliability
with factor one (alpha = 0.87)
and acceptable reliability with
factors 2 (alpha = 0.70) and 3
(alpha = 0.78).18
The principal investigator
and coinvestigators modified
the survey verbiage to be in line
with terms often used in the
Southeastern US. For example,
the term “ward” in the origi-
nal tool was changed to “unit/
clinic.” In addition, the BAATA
Test was used to evaluate staff
members and not children as
the original authors intended;
therefore, questions 6, 8, 9, 10,
and 17 were altered by replacing
the term “children” with “staff.”
Lastly, the term “illness” from the
8. original tool was replaced with
“stress” in question 8. The word-
ing change didn’t alter the intent
and purpose of the questions or
the scoring method.
Sample. All clinical staff
employed full time, part time, or
per diem by the CVSU (n = 29)
or medical clinic (n = 50) were
invited to participate in the pilot
study. (See Table 1.) The organiza-
tion’s management information
system sent an intranet email
with study information, a demo-
graphic sheet, and a link to the
electronic survey to all employ-
ees. Completion of the pre- and
postintervention surveys and
demographic sheet indicated
consent to participate. There
were 27 completed responses to
the preintervention survey and
30 completed responses to the
postintervention survey. Results
were reported as deidentified
aggregated data. For both sur-
veys, most respondents were
female (89%, 90%), Caucasian
(78%, 77%), and current or previ-
ous dog owners (96%, 87%).
Program implementation
A meeting took place between
the hospital’s director of critical
9. care, the university medical clin-
ic’s nurse manager, and a faculty
member of the university’s
school of nursing trained in AAT.
This collaboration resulted in
identifying a need to support
staff members with stress relief
and comfort measures by bring-
ing a trained AAT dog to the unit
during working hours. This
would also provide valuable data
to inform hospital administrators
regarding future staff support
programs. Hospital and medical
clinic administrators supported
the pilot program.
A visitation schedule was
developed for a 5-week period
and approved by hospital man-
agers, nurse leaders, and the
dog-handler team. Visits were
set at normal low patient-need
times during the shift. The
dog-handler team consisted of a
faculty member with over 8 years
of AAT experience and a 2-year-
old Goldendoodle named Daisy
who had been tested for tempera-
ment and was free from diseases,
up-to-date with vaccinations,
cleared by a veterinarian, and
groomed before each visit.
Over the course of 5 weeks,
11. www.nursingmanagement.com
occurred on all days of the week and, depending
on staff need, patient acuity, and Daisy’s disposi-
tion, lasted anywhere from 30 minutes to 2 hours
(the average visit lasting around 1 hour). Daisy
remained leashed at all times during the scheduled
visits and was allowed access on the unit and in
the breakroom of the CVSU and into all parts of the
nurses’ station at the medical clinic. The handler
didn’t interact with staff unless the staff members
asked questions or engaged the handler in conver-
sation. All staff members were encouraged to fully
interact with Daisy if desired regardless of whether
they agreed to participate in the research study and
have their data recorded.
Results
The data were compiled and analyzed using statis-
tical software. Items were analyzed by item and
subscale: factor 1 (adverse impact), factor 2 (unit/
clinic climate), and factor 3 (dog acceptability). (See
Tables 2 and 3.) An independent t-test was conducted
for each of the subscales to determine pre-/post-
Table 2: Item analysis
Item Mean
Standard
deviation t P
The staff work-
load will be
decreased
15. will be a more
interesting place
to work
Pre
Post
2.3
1.67
.82
.76
3.01 .004
Visiting dogs will
help make the
staff members
more relaxed
Pre
Post
2.26
1.53
.86
.73
3.45 .001
16. The new program
is a worthwhile
activity for the
hospital to pursue
Pre
Post
2.15
1.45
.91
.65
3.37 .001
Nurses will
accept the dog
visitation program
Pre
Post
2.11
1.53
.75
.57
17. 3.29 .002
Visitors will
accept the dog
visitation
program
Pre
Post
2.3
1.77
.78
.68
2.75 .008
Item Mean
Standard
deviation t P
Dogs are likely to
bark in the unit/
clinic
Pre
Post
2.59
3.23
18. .89
.63
3.17 .002
Dogs are likely
to urinate or
defecate in the
unit/clinic
Pre
Post
2.7
3.37
.82
.67
3.35 .001
A hospital or
clinic is no place
for visiting dogs
Pre
Post
2.89
19. 3.37
.89
.67
2.3 .025
Dogs are likely
to increase staff
members’ stress
levels
Pre
Post
2.93
3.45
.92
.70
2.44 .018
Allergies to dogs
will be a problem
Pre
Post
2.37
20. 2.88
.69
.76
2.66 .010
Dogs are likely to
bite staff
Pre
Post
3.13
3.4
.74
.66
1.46 .151
Visiting dogs will
bring fleas and/
or ticks
Pre
Post
2.89
3.37
21. .85
.67
2.38 .021
Dogs will spread
infection, such as
worms, bacteria,
and fungi
Pre
Post
3.04
3.4
.71
.68
1.98 .052
Dogs are likely to
damage hospital/
clinic equipment
Pre
Post
3.04
23. ity significantly improved.
Discussion
Results indicated that most staff
members noted an overall posi-
tive impact of the AAT program
within the hospital and clinic set-
ting. The results and experiences
of this pilot program will help
guide further discussion about
whether to implement the ther-
apy dog program hospital- and
clinic-wide.
Factor 1 (adverse impact). Fac-
tor one was concerned with the
adverse characteristics of dog
behavior, such as barking, flea
and tick infestation, biting, and
scratching, potentially occur-
ring on the unit. Staff members
anticipated few negative impacts
before program implementation,
which was in line with other
research regarding staff views.14,18
After program implementation,
staff members indicated that
the experience was positive and
there was a significant reduction
in adverse attitudes, consistent
with published research.14
Factor 2 (unit/clinic climate).
Similar to other research find-
ings, unit/clinic climate demon-
strated significant improvement
24. after program implementation.18
AAT has been shown to reduce
stress and enhance overall well-
being.19,20 Staff members were
receptive to the program due to
the sense of well-being that the
dogs provided.
Factor 3 (dog acceptability).
Previous research findings sug-
gested improved dog accept-
ability among allied health staff
and nonclinical staff as compared
with nurses.18 However, in our
study, all staff members regard-
less of role were more positive
about the program following
implementation. In addition,
research indicates that women
and pet owners are more recep-
tive to AAI.15,16 Our results are
consistent with these reports as
our sample consisted primarily
of women and current or previ-
ous pet owners, which could
help explain the positive accept-
ability of dogs on the unit and in
the clinic.
Limitations
Limitations are acknowledged in
this pilot study, which relied on
self-report responses with no
objective measures. We also had a
relatively low response rate. In
25. addition, the data for pre-/post-
surveys weren’t linked. Therefore,
we can’t assume that the results
are comparable. Another possible
limitation is the use of only one
breed of therapy dog. Participants
may feel differently if presented
with a different breed. Lastly, han-
dler interaction could’ve influ-
enced study results.
Energy and positivity
Evaluating staff perceptions of
AAT can be useful for organiza-
tions interested in implement-
ing an AAT program. It’s imper-
ative that nurse leaders inten-
tionally create and sustain work
environments that promote
wellness for the healthcare team
providing care, as well as the
patients and families receiving
care. The results of this study
reveal that AAT can serve as a
source of energy and positivity
for staff members. In addition
to the positive staff impact, the
therapy dog encounters also
significantly improved miscon-
ceptions associated with AAT,
such as negative animal behav-
ior and infection risk. Further
research to correlate AAT’s
impact on decreasing anxiety,
depression, and burnout among
26. the nursing workforce would
be beneficial for hospitals and
clinics that are focused on pro-
moting the health of employ-
ees working in high-stress
environments. NM
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In Ala., Morgan Yordy is an assistant pro-
fessor at the Auburn University School
of Nursing, Amy Brandon is the director
of critical care services at East Alabama
Medical Center in Opelika, and Lisa Har-
mon is a nurse manager at the Auburn
University Medical Clinic.
The authors have disclosed no financial
relationships related to this article.
DOI-10.1097/01.NUMA.0000657248.63754.fc