Discussion Due July 28, 2022 S8.00
The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.
For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.
To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by the end of the week.
Good Leadership
Good leadership is important for quality improvement processes, customer relationships, employee retention, and overall organizational processes. A good leader has several characteristics, including balanced commitment, positive role model, communication skills, positive influence, and persuasiveness. However, each leader may have a personally distinct style of leadership. In this discussion, you will explore the importance of leadership and the various leadership styles.
Respond to one of the following questions:
Question 1:
· Discuss each of the following characteristics as they relate to quality leadership:
· Balanced commitment
· Positive role model
· Communication skills
· Positive influence
· Persuasiveness
· Analyze and explain which of these characteristics will be the most difficult to achieve for good leadership. Support your rationale with research and your experience.
Question 2:
· Select any two of the following leadership styles and compare them in terms of effectiveness:
· Participative
· Goal oriented
· Situational
· Explain how leaders can (and should) influence the results of efforts to improve quality and explain how the leaders can be impacted by those efforts.
As the final paragraph of your post, discuss your personal leadership style. Of the various characteristics discussed in your post, describe which attribute you would integrate in your behavior. Support your rationale with an example situation in which that attribute would be highly effective.
NUR 634 SOAP Note Guide and Template
Patient SOAP Note Charting Procedures
S = Subjective
O = Objective
A = Assessment
P = Plan
Subjective: Information the patient tells the treating team or patient advocate. Symptoms, not signs. These are typically not measurable, such as pain, nausea, and tingling, hence the term “subjective” as opposed to “objective”. Normally, the practitioner is not aware of this information until the patient provides it.
Objective: Information gathered by the treating team or provider which ...
Consider a past situation where you were a member of a team that wAlleneMcclendon878
Consider a past situation where you were a member of a team that was involved in a project. Ideally, this situation should be where you currently work. However, you can use any situation or experience in your personal life as well. If you are at a loss of thinking of a scenario - then you may choose to make up a project that may be of interest to you instead.
· Describe the overall project goals and your role in the project.
· Explain how the project scope was clearly defined at the beginning of the project or how it was not clearly defined.
· Prepare and share with us a listing of deliverables from your project. Offer at least 5 deliverables and two work packages per deliverable. Identify the WBS code accordingly. For example:
Breakdown
Description
WBS Code
Project
Project Title
1.0
Deliverable 1
Deliverable 1 Description
1.1
WP1
First Work Package
1.1.1
WP2
Second Work Package
1.1.2
Deliverable 2
Deliverable 2 Description
1.2
WP1
First Work Package
1.2.1
WP2
Second Work Package
1.2.2
· Finally, complete a quick google search, and locate a website (that appears credible) that presents an example WBS. Share the link with your peers along with a sentence or two related to how their WBS aligns to the typical structure of a WBS as presented in the week introduction.
Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2-3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.
The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient's life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.
The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interact ...
Write a report on the application of population health improve.docxarnoldmeredith47041
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Competency Map
Use this online tool to track your performance and progress through your course.
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvemen.
Focused SOAP Note and Patient Case PresentationPsychiatric notesShainaBoling829
Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. To Prepare
· Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations.
PleaseNote:
· Based on your SOAP note of this patient, develop a case study presentation.
· Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
The Assignment
The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video.
In your presentation:
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with
DSM-5 diagnostic criteria and supported by the patient’s symptoms.
·
Plan: describe your treatment plan using clinical practice guidelines supported by evidence-based pr ...
COMMENT-----”I am returning this assessment to with a non-pLynellBull52
COMMENT-----
“”I am returning this assessment to with a non-performance score because it is missing
the required pre approved capstone project with the submission. Please resubmit the
scholarly paper with the capstone project. I apologize for any misunderstanding of the
course requirements”””
DIRECTIONS:
Develop an intervention (your capstone project), as a solution to the patient, family, or
population problem you've defined. Submit the proposed intervention to the faculty for review
and approval. This solution needs to be implemented (shared) with your patient, family, or
group. You are not to share your intervention with your patient, family, or group or move on to
Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In
a separate written deliverable, write a 5-7 page analysis of your intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete
Assessment 4.
Preparation
In this assessment, you’ll develop an intervention as a solution to the health problem you’ve
defined. To prepare for the assessment, think about an appropriate intervention, based on your
work in the preceding assessments, that will produce tangible, measurable results for the
patient, family, or group. In addition, you might consider using a root cause analysis to explore
the underlying reasons for a problem and as the basis for developing and implementing an
action plan to address the problem. Some appropriate interventions include the following:
● Creating an educational brochure.
● Producing an educational voice-over PowerPoint presentation or video focusing on your
topic.
● Creating a teaching plan for your patient, family, or group.
● Recommending work process or workflow changes addressing your topic.
Instructions
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem
and (b) submit your proposed intervention, with a written analysis, to your faculty for review and
approval.
Part 1
Develop an intervention, as a solution to the problem, based on your assessment and supported
by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of
the problem:
● Leadership.
● Collaboration.
● Communication.
● Change management.
● Policy.
● Quality of care.
● Patient safety.
● Costs to the system and individual.
● Technology.
● Care coordination.
● Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
● Summarize the patient, family, or population problem.
● Explain why you selected this problem as the focus of your project.
● Explain why the problem is relevant to your professional practice and to the patient,
family, or group.
In addition, address the requirements outlined below. These requirements correspond to the
scoring guide crite ...
Write a report on the application of population health improvement i.docxarnoldmeredith47041
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvements in the safety and quality of care? How?
Did applying this knowledge in a different setting raise any particular ethical .
OverviewWrite a report on the application of population heal.docxaman341480
Overview
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
RESOURCES
MSN Program Journey
|
Transcript
.
Required Resources
The following resources are required to complete the assessment.
Evidence-Based Practice
Evidence-Based Health Evaluation and Application
|
Transcript
.
SHOW LESS
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
MSN-FP6011 – Evidence-Based Practice for Patient-Centered Care and Population Health Library Guide
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Evidence-Based Practice
Devine, D. A., Wenger, B., Krugman, M., Zwink, J. E., Shis.
Consider a past situation where you were a member of a team that wAlleneMcclendon878
Consider a past situation where you were a member of a team that was involved in a project. Ideally, this situation should be where you currently work. However, you can use any situation or experience in your personal life as well. If you are at a loss of thinking of a scenario - then you may choose to make up a project that may be of interest to you instead.
· Describe the overall project goals and your role in the project.
· Explain how the project scope was clearly defined at the beginning of the project or how it was not clearly defined.
· Prepare and share with us a listing of deliverables from your project. Offer at least 5 deliverables and two work packages per deliverable. Identify the WBS code accordingly. For example:
Breakdown
Description
WBS Code
Project
Project Title
1.0
Deliverable 1
Deliverable 1 Description
1.1
WP1
First Work Package
1.1.1
WP2
Second Work Package
1.1.2
Deliverable 2
Deliverable 2 Description
1.2
WP1
First Work Package
1.2.1
WP2
Second Work Package
1.2.2
· Finally, complete a quick google search, and locate a website (that appears credible) that presents an example WBS. Share the link with your peers along with a sentence or two related to how their WBS aligns to the typical structure of a WBS as presented in the week introduction.
Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2-3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.
The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient's life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.
The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interact ...
Write a report on the application of population health improve.docxarnoldmeredith47041
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Competency Map
Use this online tool to track your performance and progress through your course.
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvemen.
Focused SOAP Note and Patient Case PresentationPsychiatric notesShainaBoling829
Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. To Prepare
· Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations.
PleaseNote:
· Based on your SOAP note of this patient, develop a case study presentation.
· Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
The Assignment
The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video.
In your presentation:
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with
DSM-5 diagnostic criteria and supported by the patient’s symptoms.
·
Plan: describe your treatment plan using clinical practice guidelines supported by evidence-based pr ...
COMMENT-----”I am returning this assessment to with a non-pLynellBull52
COMMENT-----
“”I am returning this assessment to with a non-performance score because it is missing
the required pre approved capstone project with the submission. Please resubmit the
scholarly paper with the capstone project. I apologize for any misunderstanding of the
course requirements”””
DIRECTIONS:
Develop an intervention (your capstone project), as a solution to the patient, family, or
population problem you've defined. Submit the proposed intervention to the faculty for review
and approval. This solution needs to be implemented (shared) with your patient, family, or
group. You are not to share your intervention with your patient, family, or group or move on to
Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In
a separate written deliverable, write a 5-7 page analysis of your intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete
Assessment 4.
Preparation
In this assessment, you’ll develop an intervention as a solution to the health problem you’ve
defined. To prepare for the assessment, think about an appropriate intervention, based on your
work in the preceding assessments, that will produce tangible, measurable results for the
patient, family, or group. In addition, you might consider using a root cause analysis to explore
the underlying reasons for a problem and as the basis for developing and implementing an
action plan to address the problem. Some appropriate interventions include the following:
● Creating an educational brochure.
● Producing an educational voice-over PowerPoint presentation or video focusing on your
topic.
● Creating a teaching plan for your patient, family, or group.
● Recommending work process or workflow changes addressing your topic.
Instructions
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem
and (b) submit your proposed intervention, with a written analysis, to your faculty for review and
approval.
Part 1
Develop an intervention, as a solution to the problem, based on your assessment and supported
by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of
the problem:
● Leadership.
● Collaboration.
● Communication.
● Change management.
● Policy.
● Quality of care.
● Patient safety.
● Costs to the system and individual.
● Technology.
● Care coordination.
● Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
● Summarize the patient, family, or population problem.
● Explain why you selected this problem as the focus of your project.
● Explain why the problem is relevant to your professional practice and to the patient,
family, or group.
In addition, address the requirements outlined below. These requirements correspond to the
scoring guide crite ...
Write a report on the application of population health improvement i.docxarnoldmeredith47041
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvements in the safety and quality of care? How?
Did applying this knowledge in a different setting raise any particular ethical .
OverviewWrite a report on the application of population heal.docxaman341480
Overview
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
RESOURCES
MSN Program Journey
|
Transcript
.
Required Resources
The following resources are required to complete the assessment.
Evidence-Based Practice
Evidence-Based Health Evaluation and Application
|
Transcript
.
SHOW LESS
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
MSN-FP6011 – Evidence-Based Practice for Patient-Centered Care and Population Health Library Guide
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Evidence-Based Practice
Devine, D. A., Wenger, B., Krugman, M., Zwink, J. E., Shis.
Mechanisms of Mind-Body Therapies Coursework 2021-22Service RepoAbramMartino96
Mechanisms of Mind-Body Therapies Coursework 2021-22
Service Report Coursework
Weighting: 60%
Word count: 2400 words (+/- 10%)
Deadline: Monday 6th December, 1pm
Assignment Rationale
The Service Report is designed to replicate the type of task psychology graduates are often asked to perform in a range of employment settings. For example, Assistant Psychologists and Trainee Clinical and Counselling Psychologists frequently undertake such reports to help psychological services make evidence-based decisions about treatments options. Psychology graduates are valued members of such teams, due to their skills in critical evaluation of the literature and ability to apply findings to a particular setting or population.
The coursework aims to test your breadth of knowledge of two interventions (LO1), critical evaluation skills (LO2), knowledge of clinical applications and limitations of therapies (LO3), and ability to review the literature (LO4).
Instructions
You are working in an NHS psychological therapies service. Patient feedback has consistently suggested that many of the patients accessing your service would value having the choice of a mind-body therapy, alongside the standard talking therapy currently offered. You have been asked by your Service Manager to investigate two suitable mind-body therapies and to write a report on these so that the service can determine which therapy to offer to its patients.
You have been asked to 1) describe what the interventions are (as no one in the service has much knowledge of such therapies) 2) explain the ways that the therapies claim to increase wellbeing; 3) review the literature on the two therapies, and to report on their effectiveness; 4) provide a final recommendation about which intervention you think should be offered to the patients.
Guidance
To approach this task, you should first choose:
1) The patient group your service provides psychological treatment for. For example people with:
i. chronic health problems (e.g. diabetes, IBS, chronic fatigue syndrome, chronic pain)
ii. common mental health problems (e.g. mild to moderate anxiety and depression)
iii. severe mental health problems (e.g. psychosis and severe depression)
iv. drug and alcohol problems
v. eating disorders
vi. A specific diagnosis (e.g. a service working with people with obsessive compulsive disorder)
vii. A specific age-group or setting (e.g. young people, older adults)
2) The two mind-body therapies that you will write the report on.
Within your report you should include the following sections, with headings:
· Title: An appropriate title which clearly informs the reader of the interventions discussed and patient group
· Context of Report: A description of the patient group your service works with, including relevant clinical presentations and issues faced by this population.
· Description of Mind-Body Therapies: Introduce what mind-body therapies are and a description of the two therapies you will be discussing. Inc ...
PSYC 8762PSYC 6766 Teaching of PsychologyWeek 4 Instruction Pl.docxwoodruffeloisa
PSYC 8762/PSYC 6766: Teaching of Psychology
Week 4 Instruction Plan Template
Select either a lecture or discussion topic that will be the basis of your instruction plan for a 1-hour, in-person lecture or discussion and a planned activity. For the lecture plan, the activity should be one that a class of 200 students can complete during the lecture in an introduction to psychology course. If you choose to have a discussion-based class, plan your activity for 25 students. What elements do you think are important to address in terms of content and activities? What class atmosphere are you trying to develop, and how will this discussion or lecture add to that development? You also create a PowerPoint presentation that will accompany your discussion or lecture.
Your instruction plan should be in Times New Roman, 12-point font, and double spaced. It should detail the following:
· A description of the design of the class (e.g., 200-student lecture or 25-student discussion section)
· A summary of the introductory psychology topic you selected
· An explanation of how much of the one hour allotted for this instruction is being designated for lecture/presentation, discussion, activity, question and answer, and closing comments
· An explanation of the rationale based on learning theories examined in the course
· An explanation of the activity (or strategies) used to engage students in the lecture or discussion topic
Include citations as to where you retrieved the information and references.
The following is a template for your instruction plan:
Your Lecture/Discussion Title
Your Name
Walden University
Title of Lecture or Discussion
Introduction to topic (half a page):
In this section, draft opening statements to engage students at the beginning of the lecture or discussion.
Then provide three key points that you will cover in the discussion or lecture.
Point 1. Explain your topic (1–2 pages):
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions to be used following the lecture or discussion that will allow you to check for student understanding.
Point 2. Explain your topic (1–2 pages)
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions following the lecture or discussion that will allow you to check for student understanding.
Point 3. Explain your topic (1–2 pages)
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions following the lecture or discussion that will allow you to check f ...
ITS IMPORTANT TO MEET THE COMPETENCES (Thats how they evaluate the mariuse18nolet
ITS IMPORTANT TO MEET THE COMPETENCES (That's how they evaluate the work).
Nursing within an organization is a critical component of health care delivery and is an essential ingredient in patient outcomes (Kelly & Tazbir, 2014). The concern for quality care that flows from evidence-based practice generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Explain the accountability of the nurse leader for decisions that affect health care delivery and patient outcomes.
(IMPORTANT) -Describe accountability tools and procedures used to measure effectiveness.
Competency 3: Apply management strategies and best practices for health care finance, human resources, and materials allocation decisions to improve health care delivery and patient outcomes.
(IMPORTANT) -Develop an evidence-based plan for health care delivery.
Competency 4: Apply professional standards of moral, ethical, and legal conduct in professional practice.
(IMPORTANT) -Apply professional and legal standards in support of a care plan.
Competency 5: Communicate in manner that is consistent with the expectations of a nursing professional.
(IMPORTANT) -Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.
Preparation
Refer to the Capella library and the Internet for supplemental resources to help you complete this assessment.
Instructions
Deliverable:
Develop an evidence-based plan for health care delivery.
Scenario:
The hospital where you work has an issue with increased readmissions within 30 days of discharge. After examining the core measures, it was found that heart failure was the most common core measure disease process experiencing the highest rate of readmissions. The leadership team has given your team the charge of developing a nurse-run outpatient heart failure clinic. The purpose of this clinic is to ensure that discharge education is presented to the patient in an orderly, consistent manner and complies with evidence-based practice protocols. Since these patients may be discharged from a variety of areas in the facility, having the heart failure clinic staff take ownership of the process will improve both consistency and compliance. There are cardiologists that interact with the staff and patients, but the day-to-day operations of the clinic are designed and supported by the nurses as they interact with appropriate members of the other health care team disciplines promoting the best care for the heart failure patients.
As a member of the nurse team, you have been asked to develop
one
component
of the clinic.
The hospital leadership established these objectives ...
300 words Building healthier cities and communities involves local.docxLyndonPelletier761
300 words
Building healthier cities and communities involves local people working together to transform the conditions and outcomes that matter to them. That civic work demands an array of core competencies, such as community assessment, planning, community mobilization, intervention, advocacy, evaluation, and marketing successful efforts. Supporting this local and global work requires widespread and easy access to these community-building skills. However, these skills are not always learned, nor are they commonly taught either in formal or informal education. The internet can provide an effective means for transmitting skill-building resources broadly and inexpensively. This section describes a free resource for building healthier communities called the
Community Tool Box
.
WHAT IS THE COMMUNITY TOOL BOX?
BACKGROUND.
In the early days of the World Wide Web (1995), we began work on an Internet-based resource for community change and improvement, the "Community Tool Box" (CTB). Our mission is to promote community health and development by connecting people, ideas, and resources.
We focused on developing practical information for community building that both professionals and ordinary citizens could use in everyday practice -- for example, leadership skills, program evaluation, and writing a grant application. The emphasis was on these core competencies of community building, transcending more categorical issues and concerns, such as promoting child health, reducing violence, or creating job opportunities.
We developed a broad and evolving Table of Contents and started writing, one section at a time. By mid-1999, there were over 160 how-to sections and over 3,500 pages of text available on the Community Tool Box. As of July 2000, there were over 200 sections online and more than 5,000 pages of text.
AUDIENCE.
The audiences or end users for this site include:
People doing the work of community change and improvement (community leaders and members)
People supporting it (intermediary organizations such as public agencies or university-based centers)
People funding it (governmental institutions, foundations, and others).
Use of the Community Tool Box grew nearly exponentially: over 100,000 hits in 1997, over 500,000 in 1998, and well over one million in 1999. Guestbook data confirm that users represent a wide variety of community-building settings and positions and come from all corners of the planet.
ATTRIBUTES.
Building healthier communities is hard work, requiring frequent adjustments to emerging opportunities and barriers. To be a resource for community work, a "tool box" would exemplify the following attributes:
Its content needs to be
comprehensive
. Since effective community members and practitioners need a variety of skills, sections of the Tool Box would have to reflect a broad array of core competencies (e.g., skills in conducting listening sessions, organizing focus groups, leading meetings, group facilitation and recording).
The inf.
300 words APA format, Select a current example of a policy issue t.docxLyndonPelletier761
300 words APA format,
Select a current example of a policy issue that has arisen under the umbrella of civil rights. “Health”
(1) Describe the issue briefly, including identifying specific constitutional protections and summarizing key policy changes over its history.
(2) What role have interest groups and the mass media played in keeping this issue on the policy agenda?
(3) Have individual rights eroded or been strengthened related to this specific policy?
Reference
Public Policy in the United States, 5th edition by Mark E. Rushefsky (2013)
.
300-400 wordsClick here to access American Rhetorics Top 100 .docxLyndonPelletier761
300-400 words
Click
here
to access American Rhetoric's Top 100 speeches.
Select the link for the top 100 speeches.
Select and listen to 2 speeches.
While listening, critique the speeches using the following guidelines;
Speech #1
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
Speech #2
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
.
3. Describe one of the five major themes of Progressive Reform outli.docxLyndonPelletier761
3. Describe one of the five major themes of Progressive Reform outlined in chapter 20. Please include examples.
One of the five major themes for progressive reforms outlined in chapter 20 was election process. Specifically having individual states conduct primary’s for each political party’s candidates. This election process was enforced by the ratification of the 17
th
amendment in 1917.
This bold and desperately needed reform would help the working class more than some of the other reforms, as it would directly result in the people hand picking who they wanted to represent them and their local government verses having special interest group such as big corporations pay to have elected who they wanted. This was the start of true representation of the people by the people for the people.
Just as important in the early twentieth century was the adoption of the initiative and referendum, which allowed local state government the ability to empower local citizens more than just the right to vote a political appointee. This process allowed for private citizens the power to bring up time critical change by posting on a ballot a change or make a new law which would go up for a vote, if passed by public vote it would be law.
Without these two reforms such accidents like the triangle fire may have not resulted in new laws on work hours, child labor laws and other laws passed to protect pregnant women in the work place.
.
3. How do culture and business of Ireland compare with US culture an.docxLyndonPelletier761
3. How do culture and business of Ireland compare with US culture and business?
3.1 Compare/Contrast Ireland with the USA
3.2 Hofstede analysis
4. What are the implications for US businesses that wish to conduct business in that region?
4.1 Analysis of facts
4.2 SWOT Analysis
4.2.1 Strengths
4.2.2 Weaknesses
4.2.3 Opportunities
4.2.4 Threats
4.3 FDI Analysis
12 pages, 12 different SCHOLARLY sources, plagiarism free
.
3-page paper which you use the article from the below websites.docxLyndonPelletier761
3-page paper
which you use the article from the below websites:
Critically discuss and analyze where the line should be drawn between protecting student privacy rights and allowing school officials to take steps to ensure a safe environment.
Use the following outline to organize your paper:
1.
Introduction: Issues of violence and safety on the campus.
2.
The elements of a safe campus (identify and discuss).
3.
The role of the teacher/instructor and education leader in preventing violence.
4.
Issues related to campus crime reporting and student searches (discuss).
Healy, S. J. (2007). Best practices for making college campuses safe. International Association of Campus Law Enforcement Administrators (IACLEA). Retrieved August 2009 from
http://www.iaclea.org/visitors/PDFs/HouseTestimony_Final_13May07.pdf
Department of Justice. (2005, December). Sexual assault on campus: What colleges and universities are doing about it. Retrieved August 2009 from
http://www.ncjrs.gov/pdffiles1/nij/205521.pdf
.
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Mechanisms of Mind-Body Therapies Coursework 2021-22Service RepoAbramMartino96
Mechanisms of Mind-Body Therapies Coursework 2021-22
Service Report Coursework
Weighting: 60%
Word count: 2400 words (+/- 10%)
Deadline: Monday 6th December, 1pm
Assignment Rationale
The Service Report is designed to replicate the type of task psychology graduates are often asked to perform in a range of employment settings. For example, Assistant Psychologists and Trainee Clinical and Counselling Psychologists frequently undertake such reports to help psychological services make evidence-based decisions about treatments options. Psychology graduates are valued members of such teams, due to their skills in critical evaluation of the literature and ability to apply findings to a particular setting or population.
The coursework aims to test your breadth of knowledge of two interventions (LO1), critical evaluation skills (LO2), knowledge of clinical applications and limitations of therapies (LO3), and ability to review the literature (LO4).
Instructions
You are working in an NHS psychological therapies service. Patient feedback has consistently suggested that many of the patients accessing your service would value having the choice of a mind-body therapy, alongside the standard talking therapy currently offered. You have been asked by your Service Manager to investigate two suitable mind-body therapies and to write a report on these so that the service can determine which therapy to offer to its patients.
You have been asked to 1) describe what the interventions are (as no one in the service has much knowledge of such therapies) 2) explain the ways that the therapies claim to increase wellbeing; 3) review the literature on the two therapies, and to report on their effectiveness; 4) provide a final recommendation about which intervention you think should be offered to the patients.
Guidance
To approach this task, you should first choose:
1) The patient group your service provides psychological treatment for. For example people with:
i. chronic health problems (e.g. diabetes, IBS, chronic fatigue syndrome, chronic pain)
ii. common mental health problems (e.g. mild to moderate anxiety and depression)
iii. severe mental health problems (e.g. psychosis and severe depression)
iv. drug and alcohol problems
v. eating disorders
vi. A specific diagnosis (e.g. a service working with people with obsessive compulsive disorder)
vii. A specific age-group or setting (e.g. young people, older adults)
2) The two mind-body therapies that you will write the report on.
Within your report you should include the following sections, with headings:
· Title: An appropriate title which clearly informs the reader of the interventions discussed and patient group
· Context of Report: A description of the patient group your service works with, including relevant clinical presentations and issues faced by this population.
· Description of Mind-Body Therapies: Introduce what mind-body therapies are and a description of the two therapies you will be discussing. Inc ...
PSYC 8762PSYC 6766 Teaching of PsychologyWeek 4 Instruction Pl.docxwoodruffeloisa
PSYC 8762/PSYC 6766: Teaching of Psychology
Week 4 Instruction Plan Template
Select either a lecture or discussion topic that will be the basis of your instruction plan for a 1-hour, in-person lecture or discussion and a planned activity. For the lecture plan, the activity should be one that a class of 200 students can complete during the lecture in an introduction to psychology course. If you choose to have a discussion-based class, plan your activity for 25 students. What elements do you think are important to address in terms of content and activities? What class atmosphere are you trying to develop, and how will this discussion or lecture add to that development? You also create a PowerPoint presentation that will accompany your discussion or lecture.
Your instruction plan should be in Times New Roman, 12-point font, and double spaced. It should detail the following:
· A description of the design of the class (e.g., 200-student lecture or 25-student discussion section)
· A summary of the introductory psychology topic you selected
· An explanation of how much of the one hour allotted for this instruction is being designated for lecture/presentation, discussion, activity, question and answer, and closing comments
· An explanation of the rationale based on learning theories examined in the course
· An explanation of the activity (or strategies) used to engage students in the lecture or discussion topic
Include citations as to where you retrieved the information and references.
The following is a template for your instruction plan:
Your Lecture/Discussion Title
Your Name
Walden University
Title of Lecture or Discussion
Introduction to topic (half a page):
In this section, draft opening statements to engage students at the beginning of the lecture or discussion.
Then provide three key points that you will cover in the discussion or lecture.
Point 1. Explain your topic (1–2 pages):
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions to be used following the lecture or discussion that will allow you to check for student understanding.
Point 2. Explain your topic (1–2 pages)
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions following the lecture or discussion that will allow you to check for student understanding.
Point 3. Explain your topic (1–2 pages)
This section should include a plan for implementing an engagement strategy examined in the course to this point that you believe will engage students during the lecture or discussion. You should also include 1–2 discussion points or questions following the lecture or discussion that will allow you to check f ...
ITS IMPORTANT TO MEET THE COMPETENCES (Thats how they evaluate the mariuse18nolet
ITS IMPORTANT TO MEET THE COMPETENCES (That's how they evaluate the work).
Nursing within an organization is a critical component of health care delivery and is an essential ingredient in patient outcomes (Kelly & Tazbir, 2014). The concern for quality care that flows from evidence-based practice generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Explain the accountability of the nurse leader for decisions that affect health care delivery and patient outcomes.
(IMPORTANT) -Describe accountability tools and procedures used to measure effectiveness.
Competency 3: Apply management strategies and best practices for health care finance, human resources, and materials allocation decisions to improve health care delivery and patient outcomes.
(IMPORTANT) -Develop an evidence-based plan for health care delivery.
Competency 4: Apply professional standards of moral, ethical, and legal conduct in professional practice.
(IMPORTANT) -Apply professional and legal standards in support of a care plan.
Competency 5: Communicate in manner that is consistent with the expectations of a nursing professional.
(IMPORTANT) -Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.
Preparation
Refer to the Capella library and the Internet for supplemental resources to help you complete this assessment.
Instructions
Deliverable:
Develop an evidence-based plan for health care delivery.
Scenario:
The hospital where you work has an issue with increased readmissions within 30 days of discharge. After examining the core measures, it was found that heart failure was the most common core measure disease process experiencing the highest rate of readmissions. The leadership team has given your team the charge of developing a nurse-run outpatient heart failure clinic. The purpose of this clinic is to ensure that discharge education is presented to the patient in an orderly, consistent manner and complies with evidence-based practice protocols. Since these patients may be discharged from a variety of areas in the facility, having the heart failure clinic staff take ownership of the process will improve both consistency and compliance. There are cardiologists that interact with the staff and patients, but the day-to-day operations of the clinic are designed and supported by the nurses as they interact with appropriate members of the other health care team disciplines promoting the best care for the heart failure patients.
As a member of the nurse team, you have been asked to develop
one
component
of the clinic.
The hospital leadership established these objectives ...
Similar to Discussion Due July 28, 2022 S8.00The discussion assignment pro (16)
300 words Building healthier cities and communities involves local.docxLyndonPelletier761
300 words
Building healthier cities and communities involves local people working together to transform the conditions and outcomes that matter to them. That civic work demands an array of core competencies, such as community assessment, planning, community mobilization, intervention, advocacy, evaluation, and marketing successful efforts. Supporting this local and global work requires widespread and easy access to these community-building skills. However, these skills are not always learned, nor are they commonly taught either in formal or informal education. The internet can provide an effective means for transmitting skill-building resources broadly and inexpensively. This section describes a free resource for building healthier communities called the
Community Tool Box
.
WHAT IS THE COMMUNITY TOOL BOX?
BACKGROUND.
In the early days of the World Wide Web (1995), we began work on an Internet-based resource for community change and improvement, the "Community Tool Box" (CTB). Our mission is to promote community health and development by connecting people, ideas, and resources.
We focused on developing practical information for community building that both professionals and ordinary citizens could use in everyday practice -- for example, leadership skills, program evaluation, and writing a grant application. The emphasis was on these core competencies of community building, transcending more categorical issues and concerns, such as promoting child health, reducing violence, or creating job opportunities.
We developed a broad and evolving Table of Contents and started writing, one section at a time. By mid-1999, there were over 160 how-to sections and over 3,500 pages of text available on the Community Tool Box. As of July 2000, there were over 200 sections online and more than 5,000 pages of text.
AUDIENCE.
The audiences or end users for this site include:
People doing the work of community change and improvement (community leaders and members)
People supporting it (intermediary organizations such as public agencies or university-based centers)
People funding it (governmental institutions, foundations, and others).
Use of the Community Tool Box grew nearly exponentially: over 100,000 hits in 1997, over 500,000 in 1998, and well over one million in 1999. Guestbook data confirm that users represent a wide variety of community-building settings and positions and come from all corners of the planet.
ATTRIBUTES.
Building healthier communities is hard work, requiring frequent adjustments to emerging opportunities and barriers. To be a resource for community work, a "tool box" would exemplify the following attributes:
Its content needs to be
comprehensive
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(2) What role have interest groups and the mass media played in keeping this issue on the policy agenda?
(3) Have individual rights eroded or been strengthened related to this specific policy?
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Click
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Select and listen to 2 speeches.
While listening, critique the speeches using the following guidelines;
Speech #1
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
Speech #2
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
.
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3. Describe one of the five major themes of Progressive Reform outlined in chapter 20. Please include examples.
One of the five major themes for progressive reforms outlined in chapter 20 was election process. Specifically having individual states conduct primary’s for each political party’s candidates. This election process was enforced by the ratification of the 17
th
amendment in 1917.
This bold and desperately needed reform would help the working class more than some of the other reforms, as it would directly result in the people hand picking who they wanted to represent them and their local government verses having special interest group such as big corporations pay to have elected who they wanted. This was the start of true representation of the people by the people for the people.
Just as important in the early twentieth century was the adoption of the initiative and referendum, which allowed local state government the ability to empower local citizens more than just the right to vote a political appointee. This process allowed for private citizens the power to bring up time critical change by posting on a ballot a change or make a new law which would go up for a vote, if passed by public vote it would be law.
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3.2 Hofstede analysis
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4.2 SWOT Analysis
4.2.1 Strengths
4.2.2 Weaknesses
4.2.3 Opportunities
4.2.4 Threats
4.3 FDI Analysis
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Introduction: Issues of violence and safety on the campus.
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The elements of a safe campus (identify and discuss).
3.
The role of the teacher/instructor and education leader in preventing violence.
4.
Issues related to campus crime reporting and student searches (discuss).
Healy, S. J. (2007). Best practices for making college campuses safe. International Association of Campus Law Enforcement Administrators (IACLEA). Retrieved August 2009 from
http://www.iaclea.org/visitors/PDFs/HouseTestimony_Final_13May07.pdf
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it's a discussion homework
Case :missing artifact
For his own aesthetic purposes, Marcus Randolph had collected Pueblo Indian arts and crafts for many years before becoming an anthropologist. Randolph's fieldwork sites for ten years were located in Latin America. However, as a result of personal contacts, he was asked to conduct a brief ethnohistorical study in one of the Rio Grande pueblos. As his study progressed, he learned that an important item had been missing for about 20 years from the collection of paraphernalia used by one of the religious leaders in the community. According to this individual, ceremonies had never been complete since the item had disappeared. Crop failures and other community problems were partially attributed to this loss.
After obtaining a full description from the religious leader and checking this against information about the item with colleagues in local museums and universities, Randolph realized that there was a good chance that the item in question was at least similar to, if not identical to, one he had purchased 15 years previously from a trading post.
Randolph's Dilemma: Should he offer the item in his possession to the religious leader? Should he even show the item to the religious leader? Or, should he simply make a note regarding the missing religious piece and not disclose his personal possession to anyone in the community?
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3. Creativity and AdvertisingFind two advertisements in a magazi.docxLyndonPelletier761
3. Creativity and Advertising
Find two advertisements in a magazine, on YouTube, or from some other source – one ad which you think is creative and one ad which you do not. Attach a copy of the ad, provide the web address, or otherwise describe the ads in sufficient detail.
For the ad that you feel is creative, reflect on why you think it’s so. Use the
creativity tactics
to frame your discussion. For the ad that you feel is not so creative, what could you suggest the advertiser do to make it more creative? To help facilitate your discussion, sketch out how you would recommend the ad be designed being sure to include both illustrations and copy. (You don’t have to be an exceptional artist on this last item but demonstrate to me that you can both verbally and visually communicate your ideas to a potential client.)
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3-page APA format reaction paper to the standards of thinking and th.docxLyndonPelletier761
3-page APA format reaction paper to the standards of thinking and the art of making intelligent decision making. If possible please use the text Critical Thinking, Tool for taking Charge of Your Professional and Personal Life as one of the three references. Please be sure to add the following: Introduction, Information Summary, Critique, Reaction, and Conclusion in to the assignment
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3-5 pagesThe patrol division of a police department is the l.docxLyndonPelletier761
3-5 pages
The patrol division of a police department is the lifeblood of how and where a majority of information flows into the organization. For police departments that either plan to or have already implemented a community policing program or project, one particular division that police officials address is
patrol
. The patrol officers of the department’s patrol division perform a battery of tasks while interacting with community members and business owners. Those tasks can and do include handling calls for service, writing crime reports, solving problems, and being visible. One area of patrol that community policing programs promotes is
foot patrols
.
Another form of patrol that police departments utilize is
bicycle patrols
. Bicycle patrols are typically popular in downtown areas, shopping malls, and business communities because of their ease in maneuverability but more so because of the closer interaction the officer has with the citizens that work and patronize the various businesses.
Assignment Guidelines:
Address the following in 3–5 pages:
Historically, what did a police patrol consist of? Explain.
What were the traditional policies regarding community relations? Explain.
Conduct a search, or contact your local law enforcement agency to find out if the department has a foot patrol, bicycle patrol, scooter patrol, horse patrol, etc.
Discuss the types of different patrol programs that the department has implemented. You will want to address at least 2 patrol programs, if possible.
Answer the following for each program:
Where is the patrol program typically implemented? Explain.
Is the program utilized year-round, or is it seasonal? Explain why.
What is the stated purpose of the program? Explain.
What is the public opinion of this program? Explain.
How effective is this program at fulfilling its intended purpose? Explain.
Generally speaking, how do the various patrol programs help to bring the police officers closer to the citizens? Explain.
Be sure to reference all sources using APA style.
.
3-5 pagesOfficer Landonio is now in the drug task force. H.docxLyndonPelletier761
3-5 pages
Officer Landonio is now in the drug task force. He and three other officers have been assigned to serve a search warrant regarding a stolen 50-inch plasma television set. He serves the search warrant and walks into the residence with the three officers. Sitting on the coffee table is a variety of narcotics, both prescription and illegal. What are his options at this time?
During the search, one officer opened a kitchen cabinet and found a kilogram of cocaine. Can Officer Landonio take this as evidence and arrest the residents? Why or why not? What would be the next step in this process?
Check the laws in a U.S. state of your choosing and the requirements of arrest warrants. Be sure to reference and use citations in your material.
Assignment Guidelines
Address the following in 3–5 pages:
Can Officer Landonio take the cocaine as evidence? Why or why not? Explain.
Assuming that the residents of the dwelling are present, what are Officer Landonio's options upon finding the prescribed and illegal narcotics on the table? Explain.
What actions will he be required to take by law? Explain.
You will need to fabricate the details or at least address multiple possibilities for this case.
How does discretion come into play in this case?
How can nonresidents present in the dwelling be handled? Explain.
With what can they be charged if arrested? Explain.
If the residents are arrested, what are the next steps in the process? Explain.
Can drug courts come into play regarding this case? Why or why not?
Typically, when will drug law offenders be fined, and when will they be incarcerated? Explain.
Be sure to reference all sources using APA style.
.
3-4 paragraphs
Assignment Details
Contemporary criminal justice administrators must have familiarity with the rapidly growing issue of undocumented or illegal aliens in the United States.
Focus your discussion on the following:
What are the primary problems faced by law enforcement in protecting the U.S. borders?
What is law enforcement currently doing to staunch the flow of illegal aliens into the United States?
What ideas do you have that would be effective in reducing this growing problem?
.
3-4 paragraphsYou have received a complaint that someone in the .docxLyndonPelletier761
3-4 paragraphs
You have received a complaint that someone in the fee collection department may be looting the agency because she has an elaborate lifestyle. You have received other reports that customers have been complaining of errors in their accounts balances regarding properly crediting payments made.
Investigators use the fraud triangle in planning and conducting their investigations. Include the following in your posting:
Describe how you would use the fraud triangle in the above situation.
Include a listing of factors you would look for and what type of evidence you would need to follow up on the fraud triangle items identified.
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3-4 pagesAPA STYLEThe U.S. has long been seen by many around t.docxLyndonPelletier761
3-4 pages
APA STYLE
The U.S. has long been seen by many around the world as a bastion of freedom and liberty. But what does this mean? How can individual choice be promoted and protected when members of society have different views of how things should be organized and how their own interests can be preserved? The interests of an individual in his or her own freedom and liberty to act must be balanced against the interests of society as a whole, and sometimes these interests collide. Societies need to have laws to promote order. The larger, more diverse, and more complex a society is, the more regulated that society must be. At the same time, people have differing opinions about what choices should be allowed on many controversial subjects, about what the government itself should be allowed to do, and about whose interests should prevail.
Assignment Guidelines
Address the following in 3–4 pages:
With respect to the making, enforcement, and interpretation of laws, what are the roles of the executive, legislative, and judicial branches of the U.S. government?
Who does what? In other words, are these roles really separate and distinct, or are there ways in which these roles overlap?
As society changes, how does this impact the making and interpretation of laws?
What are your conclusions about the need to balance individual choice and liberty with the needs of U.S. society as a whole? Incorporate an example of a law or an issue or area of particular interest to you. Ideas could include: civil rights, domestic and/or child abuse, or detention of suspected terrorists.
To illustrate your position on these questions, refer to your text, the supplemental course materials, or pertinent outside sources (library, Web, other resources) to support your responses. You may choose a law or policy that you are interested in to illustrate your conclusions.
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3-5 pagesCommunity-oriented policing (COP) does involve th.docxLyndonPelletier761
3-5 pages
Community-oriented policing (COP) does involve the need for information technology. Such information technology that COP programs and projects could utilize are databases, computer software for crime analysis, and records management systems. Police officials find the use of these systems to be helpful in compiling data about criminal statistics and analyses that can aid in how patrol officers are organized, research for new programs that involve the police department officials and community members, and crime prevention and criminal investigations.
PART 1 ( 1 page)
The FBI’s Uniform Crime Report database
Computer-Aided Dispatch
Live Scan
How are your selected technologies used by law enforcement agencies within a community policing program? Explain in detail
PART 2
address the following in 3–4 pages:
What drawbacks do the technologies selected by the group have on law enforcement operations? Explain in detail.
What specific problems do these technologies directly address? Explain.
Responsibilities must be divided evenly amongst all group members.
Be sure to reference all sources using APA style.
.
3 to 4 line answers only each.No Plagarism.$25Need by 109201.docxLyndonPelletier761
3 to 4 line answers only each.
No Plagarism.
$25
Need by 10/9/2016 - 10:00 AM
1.
Distinguish between vulnerability, threat, and control.
2.
Theft usually results in some kind of harm. For example, if someone steals
your car, you may suffer financial loss, inconvenience (by losing your mode of
transportation), and emotional upset (because of invasion of your personal
property and space). List three kinds of harm a company might experience from
theft of computer equipment.
3.
List at least three kinds of harm a company could experience from electronic
espionage or unauthorized viewing of confidential company materials.
4.
List at least three kinds of damage a company could suffer when the integrity
of a program or company data is compromised.
5.
List at least three kinds of harm a company could encounter from loss of
service, that is, failure of availability. List the product or capability to which
access is lost, and explain how this loss hurts the company.
6.
Describe each of the following four kinds of access control mechanisms in
terms of (a) ease of determining authorized access during execution, (b) ease of
adding access for a new subject, (c) ease of deleting access by a subject, and (d)
ease of creating a new object to which all subjects by default have access.
• per-subject access control list (that is, one list for each subject tells
all the objects to which that subject has access)
• per-object access control list (that is, one list for each object tells all
the subjects who have access to that object)
• access control matrix
• capability
7.
Suppose a per-subject access control list is used. Deleting an object in such a
system is inconvenient because all changes must be made to the control lists of
all subjects who did have access to the object. Suggest an alternative, less costly
means of handling deletion.
8.
File access control relates largely to the secrecy dimension of security. What
is the relationship between an access control matrix and the integrity of the
objects to which access is being controlled?
9.
One feature of a capability-based protection system is the ability of one
process to transfer a copy of a capability to another process. Describe a situation
in which one process should be able to transfer a capability to another.
10.
Suggest an efficient scheme for maintaining a per-user protection scheme.
That is, the system maintains one directory per user, and that directory lists all
the objects to which the user is allowed access. Your design should address the
needs of a system with 1000 users, of whom no more than 20 are active at any
time. Each user has an average of 200 permitted objects; there are 50,000 total
objects in the system.
11.
Give an example of the use of physical separation for security in a computing
environment.
12.
Give an example of the use of temporal separation for security in a computing
environment.
13.
Give an example of an object whose sensitivity may change during ex.
3 page paper, double spaced, apa formatThis paper is technically.docxLyndonPelletier761
3 page paper, double spaced, apa format
This paper is technically an opinion based paper but should be backed up with facts from the case.
View point on David..
Resonable reliance
Back up your opinion
Contracts
Please utilize some law vocabs that is neccesary to this case
.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Thesis Statement for students diagnonsed withADHD.ppt
Discussion Due July 28, 2022 S8.00The discussion assignment pro
1. Discussion Due July 28, 2022 S8.00
The discussion assignment provides a forum for discussing
relevant topics for this week based on the course competencies
covered.
For this assignment, make sure you post your initial response to
the Discussion Area by the due date assigned.
To support your work, use your course and text readings and
also use outside sources. As in all assignments, cite your
sources in your work and provide references for the citations in
APA format.
Start reviewing and responding to the postings of your
classmates as early in the week as possible. Respond to at least
two of your classmates. Participate in the discussion by asking a
question, providing a statement of clarification, providing a
point of view with a rationale, challenging an aspect of the
discussion, or indicating a relationship between two or more
lines of reasoning in the discussion. Complete your
participation for this assignment by the end of the week.
Good Leadership
Good leadership is important for quality improvement
processes, customer relationships, employee retention, and
overall organizational processes. A good leader has several
characteristics, including balanced commitment, positive role
model, communication skills, positive influence, and
persuasiveness. However, each leader may have a personally
distinct style of leadership. In this discussion, you will explore
the importance of leadership and the various leadership styles.
Respond to one of the following questions:
Question 1:
· Discuss each of the following characteristics as they relate to
quality leadership:
· Balanced commitment
· Positive role model
· Communication skills
2. · Positive influence
· Persuasiveness
· Analyze and explain which of these characteristics will be the
most difficult to achieve for good leadership. Support your
rationale with research and your experience.
Question 2:
· Select any two of the following leadership styles and compare
them in terms of effectiveness:
· Participative
· Goal oriented
· Situational
· Explain how leaders can (and should) influence the results of
efforts to improve quality and explain how the leaders can be
impacted by those efforts.
As the final paragraph of your post, discuss your personal
leadership style. Of the various characteristics discussed in your
post, describe which attribute you would integrate in your
behavior. Support your rationale with an example situation in
which that attribute would be highly effective.
NUR 634 SOAP Note Guide and Template
Patient SOAP Note Charting Procedures
S = Subjective
O = Objective
A = Assessment
P = Plan
Subjective: Information the patient tells the treating team or
patient advocate. Symptoms, not signs. These are typically not
measurable, such as pain, nausea, and tingling, hence the term
“subjective” as opposed to “objective”. Normally, the
practitioner is not aware of this information until the patient
provides it.
Objective: Information gathered by the treating team or
provider which is typically observable and measurable, hence
“objective” as opposed to “subjective”. Normally, the patient
is not aware of this information until the practitioner elicits it.
3. This might include, for example, ranges of motion, body
temperature, blood pressure, the presence of a skin rash or
wound, comments about the patient’s posture or gait, and the
results of examination procedures and testing.
Assessment: The diagnosis. This must be documented prior to
the rendering or delivery of any treatment. Symptom code can
be documented as assessment when pending final diagnosis such
as Chest pain vs. MI.
Plan: Based on the assessment or diagnosis, the treatment or
therapeutic plan must be outlined. This may include both short
and long term plans. It is important to record not only passive
therapy, such as an injection, a prescription, a spinal
manipulation or a massage, but also active therapy such as home
care advice, exercises or other recommendations. All treatment
planned or delivered must be recorded.
SOAP NOTE TEMPLATE
**Please delete the instructions in each section prior to
submitting the assignment
Student Name: Date:
Course:
Subjective:
Patient Demographics: (age, gender, gender identity, ethnicity,
etc.)
Chief Complaint: “quote patient”
History of Present illness: (Be sure to tell the “story” of the cc
using the 7 attributes or OLDCARTS)
PMH: dates in reverse chronological order.
PSH: surgery dates in reverse chronological order.
Allergies: medications, OTCs, supplements, &
environmental/seasonal/food allergies
4. Untoward Medication Reactions: include type of
reaction/severity/date
Immunization Status: e.g. Flu, COVID, TdaP, etc.
Screenings: In this section you will document any age-
appropriate screenings the patient had prior to the visit today.
For example, dental visits, PAP, colorectal screening,
microfilament, etc… (Indicate if results were normal or
abnormal)
FMH: document genetically relevant conditions of immediate
family members (parents, children, siblings, and grandparents).
If history is unknown then document “history unknown” for the
family member you inquired about.
Personal History/Social History: Occupation, home
environment, relationship status, nutrition, exercise, and
substance use (smoking, alcohol, illicit drug use)
Females: LMP and relevant OB/GYN history Gravida, Para,
Abortions, Living (G__P__A__L__)
If prior pregnancies document any pregnancy or postpartum
complications.
Sexual History: #of partners, sex of partner/s,
protected/unprotected sexual relations, contraception
Current Medications/OTCs/Supplements: indicate Dose, Route,
Frequency(write either class of medication or indications for
use in parentheses)
For Episodic Visit, only list ROS/PE that are pertinent to
CC/HPI. Complete a full ROS for a comprehensive/well exam
visit.
Review of Systems:
General:
Skin:
HEENT:
7. 5.
In a narrative format explain how you arrived at your final
diagnosis or working diagnoses based on the CC/HPI, PMH,
PSH, ROS, & Physical Exam (pertinent +/– will guide this
process). This should be written using examples of how the
history/clinical presentation led to the final diagnosis or
working diagnosis (APA citations to your references must be
included – use resources with Evidence Based Guidelines)
Plan:
Include a brief summary of the visit here
(APA citations required in your plan)
In this section, you would list the diagnosis that you assessed
for your patient. The Diagnosis is your primary/working
diagnosis made at the time of the visit. If you have not made a
diagnosis, then you would use the ICD-10 code for the
symptomatology since r/o diagnoses are not billable. This
should be followed by a plan of care that is evidenced based.
Diagnosis ICD-10 (must be related to CC/HPI)
· Treatment
· Lab/test
· Referral
· Education
· Follow up
Health Maintenance: Required App for USPSTF screening
guidelines https://epss.ahrq.gov/PDA/index.jsp
Must list all screenings/lifestyle recommendations that are age
appropriate (e.g. seasonal flu vaccine, HIV screening; STI
screenings, obesity—nutritional/exercise counseling; smoker—
tobacco cessation program, etc. even though you may not
8. address in an episodic visit)
RTC: (Document disposition)
References (APA Format)
Quality Function Deployment
In previous lessons, you have learned the importance of
customer feedback in the process of implementing quality
management.
However, the previous discussions have mostly focused on
gathering customer feedback and making improvements to an
existing to
product or service. Quality Function Deployment (QFD), on the
other hand, focuses on designing each new product with
customer
input as a main aspect.
QFD is useful in analyzing, evaluating, and incorporating
customer needs in the process of designing a product or a
service. In other
words, QFD ensures an organization produces what its
customers want. The bene�ts of using QFD include customer
focus, time
ef�ciency, teamwork orientation, and documentation
orientation. The steps involved in implementing QFD include
forming the
9. project team, establishing monitoring procedures, selecting a
project, conducting a kickoff meeting, training the project team,
and
developing the matrices.
Tools for QFD
To help identify and incorporate customer inputs, QFD involves
the use of traditional quality tools as well as several specialized
tools,
such as the af�nity diagram, the interrelationship digraph, the
tree diagram, and the matrix diagram.
Af�nity Diagram
It is used to promote creative thinking and the �nding of new
and different approaches to continuous improvement.
Interrelationship Digraph
It is used to logically identify relationships among different
ideas.
Tree Diagram
It is used to identify all the tasks that must be completed in
order to solve a problem.
Matrix Diagram
It is used to identify and graphically represent connections
among such things as responsibilities, tasks, and functions.
The elements of QFD are somewhat complicated and
interrelated. Careful attention should be paid to each of the
10. four tools that
make up the QFD matrices. Search for and study example of
each of the �gures.
Statistical Process Control
Statistical process control (SPC) is a statistical method of
separating special-cause variation from natural variation to
eliminate the
special causes and to establish and maintain consistency in a
process. This consistency enables process improvement.
Special-cause
variation is a departure from the output that a process would
normally produce due to some unusual circumstances like a
broken
machine or a power outage (in the case of the provision of a
service like a car wash).
There is a normal degree of variation in every process. For
example, when you to go the bank and stand in line to see a
teller, some
days you wait for a very short time (or none at all), while on
other days the wait seems very long. Depending on how
customers arrive
at the bank, this variation is normal and is to be expected.
However, if the bank begins to experience computer problems
which cause
11. the tellers to be unable to complete the customers’ transactions
at their normal pace, then the wait time may become much
longer
than usual, and will likely not return to normal until the
computer issues are �xed and the tellers have been able to catch
up on the
job of completing the transactions of the customers.
The key contribution of SPC to the collection of quality tools is
the ability to distinguish the results of a special cause (an
extremely
long wait time due to the computer problems) from the normal,
day-to-day variation that is inherent in any process (short wait
time
one day, longer wait time the next day).
In order to understand how SPC works in improving processes,
it is helpful to look at an example that demonstrates the
importance
of the �ve key rationales of SPC. Please review the
Supplemental Media entitled “Five Key Rationales of SPC” in
order to see such an
example.
Additional Materials
View a PDF transcript of Five Key Rationales Of SPC
(media/week5/SUO_BUS4101%20W5%20L1%20Five%20Key%
13. The output of the new process should be as per the set limit.
Any variation to the output must be
documented and explained. This method helps control variation
and provides consistent output.
Continual Improvement
In this case, SPC will help all departments of Elevate
Accounting understand the process as a whole,
identify the external special causes of variation, and eliminate
the special causes, if any. This understanding
will allow different departments to collaborate and integrate and
help each other in completing financial
tasks, such as making payments to vendors and service
providers. As a result, the process will be
continually evolving and improving.
Predictability of Processes
When causes of variations are identified, the variations are
eliminated, and the process is continually
improved, then the output of the process becomes predictable.
For example, with SPC, all departments will
know such things as the dates and amounts of checks that need
to be paid, the vendors that need to be paid,
and the vendor data that needs to be recorded.
Elimination of Waste
In this case, the new process developed by using SPC will yield
predictable and consistent output.
Therefore, there will be less time, effort, and cost spent on
rework, coordination, and resolving confusion.
In other words, SPC will eliminate wasteful activities and
increase the quality of the output.
Product Inspection
SPC can help Elevate Accounting reduce costs and increase
competitiveness by regularly testing,
15. useful for data that is observed and collected repeatedly by the
same person or at the same location, in order to analyze data on
the
frequency or patterns of problems.
A Histogram helps to identify the frequency of a particular set
of problems over speci�c time frames. Organizations can use
histograms to analyze numerical data, and to determine whether
the output of a process is distributed normally, can meet
customer
requirements, and is steady over time.
A Scatter Diagram is used to determine the correlation between
two variables. It can also be used when the dependent variable
may
have multiple values for each value of the independent variable.
For example, after brainstorming causes and effects, an
organization
can use the scatter diagram to determine whether a cause and an
effect are related.
A Run Chart is used to analyze the performance data of a
process over a time. However, the run chart does not help in
identifying
whether the variations in data are caused by special causes or
common causes.
A Control Chart is another traditional quality tool, but is the
only such tool that requires a certain level of familiarity with
statistics.
16. It is similar to a run chart, but it has a central line for
determining the average, an upper line for determining an
“upper control limit,”
and a lower line for determining a “lower control limit.” By
comparing current data to these lines, it is possible to identify
whether the
variations in data are caused by special causes or common
causes.
A control chart can be used when controlling ongoing processes,
when predicting the expected range of outcomes of a process, or
when determining the stability of a process. It is also useful in
analyzing patterns of process variation from special causes or
common
causes. Finally, it is useful in determining whether a quality
improvement project should aim to prevent speci�c problems or
to make
fundamental changes in the process.