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Nursing Philosophy Has a Direct Impact on Their Everyday Practice Question

SmithJ — Fri, 14 Jul 2023 12:21:25 +0000

1.Thought Question: The thought questions were developed related to the instructional materials in the course modules. They are meant to focus your attention on the essential ideas presented in the readings and to engage in self-dialogue regarding your perspectives on the question as nursing theorists and scholars. Below is the thought question for this module: Should there be a single paradigm, co-existence of complementary paradigms or the creation of an integrated paradigm to advance nursing knowledge to guide research and practice? 2. Critique knowledge that arises from four definitions of nursing: Nursing as a Health Science, Practice Discipline, Caring Discipline, and Health-Oriented Discipline 3. Module Learning Objectives: Explain what theory does in relationship to nursing knowledge development as a discipline and science. Discuss theoretical thinking in terms of questions asked and answers. Apply Carper’s Way of knowing in clinical practice. Discuss nursing theories focused on human existence and caring. Explain how theories relate to health and planned change which guides nursing practice. Discuss the deliberative nursing process and AACN Synergy model guide practice. 4. Thought Questions: The thought questions were developed related to the instructional materials in the course modules. They are meant to focus your attention on the essential ideas presented in the readings and to engage in self-dialogue regarding your perspectives on the question as nursing theorists and scholars. Below are the thought questions for this module: How have historical trends in the philosophy of science influenced the development of nursing knowledge? How does the role of the DNP-prepared nurse advance the development of nursing science? 5. Thought Questions: The thought questions were developed related to the instructional materials in the course modules. They are meant to focus your attention on the essential ideas presented in the readings and to engage in self-dialogue regarding your perspectives on the question as nursing theorists and scholars. Below are the thought questions for this module: How can the care of the Mendez family be viewed from the lens of complex adaptive systems? What are the implications for theories and methods in ethics in the care of the Mendez family? Does change in your organization occur according to the theory of change? What are the implications for changes in the organization related to nursing? According to Lewins Theory, what are the driving and opposing forces to initiating a palliative care or wound care service at an in-patient facility? 6. 2 different replies needed for the discussion below Cuban Communication Patterns For a healthcare provider, it is essential to understand and apply appropriate communication patterns with the client. Several elements define typical communication patterns for Cubans. First, Cubans show awareness of good interpersonal relations through courtesy and respect (Brown, 2021). Based on this, I will ensure I focus on relationships rather than rules and positions while maintaining a positive attitude. Specifically, notable patterns I will be aware of during our engagement include maintaining eye contact when talking to her and shaking the patients hand when introducing myself. Furthermore, it is essential to accept hugs from Mrs. Hernandez, particularly after finishing my clinical intervention. Hugging is a specific way of showing appreciation among Cubans, hence the need to oblige (Brown, 2021). Conclusively, understand the patterns of communication will be vital in managing cultural barriers during the interaction and ensure the appropriate delivery of quality care to Mrs. Hernandez. Assisting Mrs. Hernandez Develop a 1500-calories Diet Primarily, I will assist Mrs. Hernandez in developing a 1500 calories diet and regular exercise plan by equipping her with the requisite skills and knowledge that she can implement on her own. For instance, I will inform the patient that the 1500-calories diet must entail consistently consuming selected foods, such as yams, yucca, grains, vegetables, plantains, and boniato. The selection of these foods follows a cultural understanding of Cubans (Wirtz, 2014). Additionally, it is necessary to recommend to Mrs. Hernandez a moderate aerobic exercise of about two hours weekly. Furthermore, based on her age, the patient can perform brisk walking and jogging. The exercise will run for 30 minutes daily. More importantly, I will motivate the patient to regularly exercise to generate enough desire to conduct it on her own volition. In essence, regular exercising and diet will improve the patients balance, strength, and flexibility. Botanica Visit for Drugs I will not encourage Mrs. Hernandez to go to the botanica for drugs. Although I recognize that the patients culture significantly influences her desire, instead, I will discourage her decision to go for buying herbs. Therefore, my approach would involve educating Mrs. Hernandez about modern medicines, particularly their benefits compared to traditional medicines (Purnell & Fenkl, 2018). First, I will emphasize the patients desire to practice her culture and clearly explain my admiration for it. At the same time, I will explain the critical nature of medications for her health, particularly the need for medications that will guarantee an immediate impact. Secondly, I will reiterate that traditional medications are unregulated and take long period before feeling and achieving the desired results. Conclusively, while educating Mrs. Hernandez about the benefits of modern medicines compared to her preferred herbal drugs, I will employ the Cuban communication patterns, which include maintaining eye contact, listening to her opinion, and maintaining eye contact. It is crucial to convince Mrs. Hernandez to opt for modern medicines. Cuban Practices Arguably, the patients preference for herbal medicine underscores the impact of culture on the Cuban population. Therefore, common folk practices Cuban families utilize to maintain healthy families include applying medicinal plants, which include powders, oils, incenses, and ointments (Purnell & Fenkl, 2018). In some instances, they use ornaments and animals to treat people. For instance, Cubans commonly use Chaya leaves to control diabetes and keep blood pressure stable. Furthermore, traditional healers are known to have the conviction to tell specific ailment a patient has by simply touching them. This alternative diagnosing provides vital information that traditional healers used to prepare an herbal medicine that would remedy a health problem. In Cuba, special shops exist where people can purchase traditional medicines and, in some instances, government pharmacies and private entrepreneurs stock herbal medicines for people to buy (Wirtz, 2014). Nonetheless, I will educate and convince Mrs. Hernandez to choose modern medicines because they have a better and quicker response, hence being more effective. 7.2 different replies needed for the discussion below Arab Culture Case Study: Mrs. Nasser and Samia 1) How should the nurse respond to Mrs. Nassers request? The nurses initial interaction with Samia and Mrs. Nasser did not portray cultural competence. Mrs. Nasser is now agitated and requesting a prescription from the doctor for her daughters infection. Before responding, the nurse must consider both the medical complaints of Samia, the patient, as well as the concerns of her mother, Mrs. Nasser. Mrs. Nasser is extremely agitated and threatening to leave immediately if the provider does not write a prescription for her daughters infection. The nurse should respond in a calming manner in an attempt to deescalate the situation prior Mrs. Nasser and Samia leaving against medical advice, prior to even getting the chance to speak to the provider. The nurse should respond by acknowledging Mrs. Nassers cultural concerns and assure her that the provider, nor anybody else in the clinic, will perform a vaginal exam without her consent. The Arab culture views verbal agreements to be more important than written contracts, so the nurse assuring Mrs. Nasser of this will help calm her down (Kulwicki, 2021). The nurse should apologize for insisting on the vaginal exam and approach the remainder of the encounter differently. She should combine expertise with warmth, being mindful of her manner and tone when speaking (Kulwicki, 2021). She should clarify her role, perform a comprehensive assessment, and explain alternative tests that could help properly diagnose Samias physical complaints (Kulwicki, 2021). 2) Identify culturally congruent strategies that may be most effective in addressing the needs of Mrs. Nasser Arab culture values modesty, so to ask Samia to get undressed for a vaginal exam prior to establishing a relationship and explaining the indication for the exam, is not an effective approach. Arab women are often reluctant to seek care due to shyness about disrobing for examination or even fear that the diagnosed illness will bring shame to the family (Kulwicki, 2021). Vaginal exams and related tests are regularly performed for only Arab married women and single, unmarried women are likely to decline because it could compromise a virginal female status (Attum et al., 2021). The patient is 16 years old and of legal age to agree to any STI testing if she wishes, however, Arabs greatly respect their elders and allow family members to oversee care and make decisions on their behalf (Kulwicki, 2021). The nurse and provider should take a few additional things into consideration: Arab culture has profound respect for science and medicine, seldomly challenging or questioning the authority of physicians (Kulwicki, 2021). While many view medicine as the most respected and prestigious profession, the same cannot be said about the nursing profession (Kulwicki, 2021). Older Arab immigrants do not recognize the higher status of nurses in the US, and are more likely to think of nurses as similar to medical assistants and housekeepers (Kulwicki, 2021). Nurses should take the time to get acquainted and establish a personal relationship with the patient and family before expecting them to share any personal information (Kulwicki, 2021). Regardless of Somias culture, the patient is a 16-year-old female who has never had symptoms like this before, indicating she likely has never had a vaginal exam. Rather than telling an adolescent girl to get undressed to prepare for a physical examination, she first should have formed a trusting relationship with the patient and then explained what to expect from the visit today, including a vaginal exam by a female provider if she were to consent to that. Additionally, Arab culture values cultural sensitivity, so Mrs. Nasser having to explain beliefs of their culture is a clear indication that she can tell the nurse is not culturally competent. The nurse should notify the provider of the patient and her mothers concerns and allow the provider to develop an appropriate plan of care for the patient. Due to Arab cultures high respect for physicians, having a female physician speak with Mrs. Nasser and Samia regarding her vaginal symptoms is likely a better outcome than the nurse or a male physician continuing this conversation (Alsharif, 2019; Kulwicki, 2021). By informing the provider of the situation prior to her entering the room, the provider can address this case differently. Obtaining a thorough history from the patient regarding her complaint could help to come to a diagnosis without even needing to do a vaginal exam. Arabs often avoid discussing problems with sexual relationships or concerns, however, the provider should explain that it is necessary to obtain a full history to aid in making an accurate diagnosis and proper treatment of her symptoms (Attum et al., 2021). The provider should ask Mrs. Nasser to step out of the room at some point during the encounter to clarify with Samia questions she may be hesitant to answer in front of her mother, such as sexual activity. The provider could do a urinalysis in the office to determine the extent of the UTI, if present, and then send the urine for a culture and sensitivity, following up with the patient once the culture results. If worried about STIs, the provider could test the urine for chlamydia and gonorrhea and obtain blood tests in the office if concerned about HIV, Herpes, or Syphilis. The provider should still offer vaginal exam services and explain that it does not imply any shame or specific type of behavior but more for accurate diagnosis and treatment (Attum et al., 2021). If Mrs. Nasser and Samia still decline the vaginal exam, their wishes should be respected. 3) How might the nurse ensure that Mrs. Nassers concerns are addressed appropriately and that Samia has received the appropriate care? To ensure Mrs. Nassers concerns are addressed appropriately, the nurse should be generous with her time to establish a non-judgmental, trusting relationship with Mrs. Nasser. The nurse should never criticize Arab cultural practices and make accommodations in the plan of care as needed (Cultural Atlas, 2022). Discussing the plan of care with Mrs. Nasser directly will help establish trust as well. Arab patients often allow family members to oversee healthcare decision making (Kulwicki, 2021). Mrs. Nasser may come across as demanding and overly protective to American culture, but it should actually be interpreted as a measure of concern (Kulwicki, 2021). Arabs are likely to be more expressive of pain with their family and more restrained with health-care providers (Kulwicki, 2021). The nurse should tell Mrs. Nasser to notify the provider if dysuria and other symptoms do not improve within a few days or worsen following treatment initiation. Arab family members may also omit certain symptoms out of shame to their family (Kulwicki, 2021); Gaining trust from the beginning of the encounter will make the patient and family more comfortable and likely to be honest about the patients symptoms. Obtaining a history and performing as much of a physical exam as Samia and Mrs. Nasser allow are essential to Samia receiving appropriate care. She presents with a high fever and dysuria, which could indicate the infection has become more extensive since onset of symptoms and when she decided to seek medical care. Checking for CVA tenderness is important as well as asking about personal hygiene practices, such as if the patient wipes from front to back or back to front. She should also ask about any vaginal discharge or bumps/lesions present in a nonjudgmental approach. Samia and Mrs. Nasser may stop the provider from asking too many questions, but questions that could best diagnose the problem should be asked. The provider also can collect a urine sample and blood sample to check for possible causes of the infection or presence of a STI. The patient could be started on a broad-spectrum antibiotic and adjusted if needed once the culture results. Asking Samia these questions alone, without Mrs. Nasser in the room, is important to obtain any additional history she may not have told her mother. If, for example, Samia admits to being sexually active and exposed to a STI, such as chlamydia or gonorrhea, the provider can treat the patient accordingly without disclosing the likely pathogen to her mother. This would ensure Samia has received appropriate care. It would also ensure that Mrs. Nassers concerns are addressed appropriately because Samia would receive a prescription for her daughters infection without the provider performing a vaginal exam, unless of course Mrs. Nasser changed her mind when speaking to the provider. This case study scenario is an excellent portrayal of how cultural sensitivity and competence could make the difference between a patient getting necessary care and walking out to seek care elsewhere. References Alsharif, N. Z., Khanfar, N. M., Brennan, L. F., Chahine, E. B., Al-Ghananeem, A. M., Retallick, J., & Sarhan, N. (2019). Cultural sensitivity and global pharmacy engagement in the Arab world. American Journal of Pharmaceutical Education, 83(4). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC65813… Attum, B., Hafiz, S., Malik, A., & Shamoon, Z. (2021). Cultural competence in the care of Muslim patients and their families. StatPearls Publishing LLC. https://www.ncbi.nlm.nih.gov/books/NBK499933/#_NBK… Kulwicki, A. D. (2021). People of Arab heritage. In L. D. Purnell & E. A. Fenkl (Eds.), Transcultural health care: A population approach: Cultural competence concepts in nursing care (5th ed., pp. 251-276). Springer. The Cultural Atlas. (2022). Saudi Arabia culture. https://culturalatlas.sbs.com.au/saudi-arabian-culture (Case of Mrs. Mendez related to Interprofessional Theories) Read the case of Mrs. Mendez Case Study.doc Family Theory Case Study “Mrs. Mendez” (Mrs. Maria Mendez is a 72-year-old Hispanic patient with advanced left breast cancer with metastasis to the lungs and bones. She is referred to your home care agency for wound care services. She has seven children: five daughters and two sons (all living in California). Her five daughters live within the Los Angeles area. Her eldest son lives in San Diego and the younger son has been distant from the family and has not had contact with the family for the last 18 months. Mrs. Mendez’s husband died seven years ago of lung cancer. Since that time she has lived with her youngest daughter, Maria. Initially, Mrs. Mendez discovered the breast lump herself but did not seek medical care for over a year. When Mrs. Mendez was diagnosed, her disease was considered advanced. She refused to have a mastectomy based in part by her cultural belief that the soul resides in the breast and should not be removed. At the urging of her children, she did undergo chemotherapy but recently has experienced increased bone pain and decided to discontinue the treatment regimen. The tumor in the left breast is now approximately the size of an orange with malodorous, purulent drainage. Home care was initiated for wound care and other symptom management services. Under the terms of her managed care/Medicare insurance plan, her care is referred back to her family care practitioner in her local community rather than her oncologist since she is no longer receiving cancer treatment. Mrs. Mendez’s condition continues to decline and her physician encourages her to seek hospice care. Mrs. Mendez has become very close to the home care nurses who provided the wound care and requests that her care continue with the home care agency rather than a referral to hospice. At this time, changes in her living arrangements are also made. Living with Maria over the last seven years has been very positive, but Maria has three young children and the intensive care of her mother at this stage of the illness is becoming a problem. The family emphasizes that Mrs. Mendez should move in with her eldest daughter, Gloria, who no longer has children living at home. Although her daughters have always been close to their mother and more involved in her care, the eldest son of the family, José, who resides in San Diego, is consulted for all decisions and has been the father figure of the family since Mr. Mendez’s death. Mrs. Mendez’s managed care plan allows for only two RN visits per week and must be reevaluated every three weeks by the case manager. In addition to the symptom management provided by the home care agency, Mrs. Mendez and her daughters use many alternative therapies which includes “cat’s claw”, herbs, and visits by a healer. Mrs. Mendez is religious and uses prayer to help cope with her illness. Her middle daughter, Christina, is devout in her religion and is in absolute denial that her mother will die. Christina comes nightly and holds a prayer vigil with her mother and also brings herbs and remedies that “will cure the disease”. Mrs. Mendez becomes increasingly withdrawn as conflicts arise among her children. Gloria and Christina are at odds because Gloria is most accepting of her mother’s impending death. Gloria was also the primary caregiver during her father’s illness with lung cancer. After three weeks of care by the home care agency (HCA), Gloria calls requesting that a nurse come as soon as possible because her mothers pain is worse. On physical assessment, the nurse notes that the breast tumor remains dry, however the tumor mass has increased and the breast is inflamed. The pain is described by Mrs. Mendez as an intense pressure pain at the site of the tumor in the base of the breast. She also describes a sharp stabbing pain in the left upper quadrant of the breast. In addition, Mrs. Mendez complains of intense pain in her mid-back which has made it very difficult to lay in bed and she has been unable to sleep for the last week. She has been taking one to two Vicodin every four hours PRN although yesterday Gloria reports that out of desperation the Vicodin was given approximately every two hours until Mrs. Mendez became extremely nauseated. The nurse recalls that morphine was ordered for the patient a few weeks ago in anticipation of increased pain not controlled with the Vicodin. Upon questioning, the daughter states that they have not used the morphine as they were “Saving it for the end.” Gloria also reports that the family is trying to minimize the use of the medicine since their mother is extremely constipated. Gloria continues to relate that the reason her mother is constipated is because Mrs. Mendez has not been able to continue her herbal remedies due to nausea. Mrs. Mendez appears very stoic with minimal expression of pain. Her only complaint is that she no longer is able to have her grandchildren over to visit due to her declining condition. Mrs. Mendez is initiated on a regimen of long-acting morphine, 60 mg at bedtime with 15 mg morphine immediate release (MSIR) for rescue dose. Over the next week, the long-acting morphine is increased to 120 mg BID supplemented with Imipramine 50 mg BID and Ibuprofen 800 mg TID. Christina has now moved into Gloria’s home and continues her evening prayer vigils. José calls several times a day to dictate his wishes regarding his mother’s care but has not been able to visit often from San Diego as he is in risk of losing his job. Gloria seems increasingly burdened with her mother’s care and her siblings’ involvement. Gloria follows the home care nurse to the car weeping because of the stress. Approximately one week later, the nurse receives a call from Gloria reporting that her mother has seemed to decline rapidly over the weekend. Mrs. Mendez awoke during the night with difficulty breathing and has been terrified of the possibility of suffocation. On exam, the nurse notes that Mrs. Mendez has developed extreme shortness of breath. She is also increasingly fatigued and the combination of exhaustion, dyspnea, and general decline has resulted in minimal intake of foods or fluids. José called this morning with strict orders that his sisters continue to feed their mother at all costs. He hopes to be able to come up from San Diego the following weekend to visit. Mrs. Mendez relates to the nurse that she knows she is dying and does not want to continue being a burden to her family. Mrs. Mendez’s physical condition has greatly improved due to aggressive symptom management by the HCA. The morphine dose has increased to 240 mg BID supplemented with 40 mg of MSIR approximately every two hours for dyspnea. With her breathing improved, she as been able to take sips of water and occasional amounts of other liquids. Mrs. Mendez’s condition, however, continues to decline and the home care nurse anticipates that she will die within the next two weeks. The HCA schedules a meeting with the primary nurse and social worker to discuss the growing tension in the family. Four of the daughters are now present in the home taking shifts to be at Mrs. Mendez’s bedside at all times. To make the family situation more difficult, Jose has learned that the young brother Pablo is living in Los Angeles and asks Pablo that he please visit his mother before she dies. Christina continues her prayer vigils and has asked members of her church to visit daily to hold prayer meetings with her mother. Mrs. Mendez tells the nurse that she cannot discuss her impending death with her family because they do not want to talk about it or hear that she is dying. At this point, Mrs. Mendez is very withdrawn and has little interaction with her family. Mrs. Mendez has now developed a pressure ulcer on her buttocks and requires a Foley catheter due to incontinence, which has intensified the physical care demands of her care. The HCA receives a call on Saturday evening requesting assistance with Mrs. Mendez as her condition is declining rapidly. The younger son, Pablo, arrived two days ago and has had a very tearful reunion with his mother and his sister, Gloria. The social worker and the nurse were very successful in the family meeting with facilitating communication among the children and establishing common goals for Mrs. Mendez’s comfort. All of the children with the exception of Christina, seem accepting of the impending death. Gloria’s husband, Michael, has been quite supportive of his mother-in-law’s care throughout her illness, but has strong feelings against death occurring within his home. The priest is called to give Mrs. Mendez communion and the Anointing of the Sick. The extended family is at Mrs. Mendez’s bedside, except for Christina who is in the kitchen crying. Source: HOPE: Home care Outreach for Palliative care Education Project. (1998). Funded by the National Cancer Institute. B. R. Ferrell, PhD, FAAN, Principal Investigator.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.

The post Nursing Philosophy Has a Direct Impact on Their Everyday Practice Question appeared first on Homework Free Org.

Harbor UCLA Medical Center Family Theory Case Study

SmithJ — Fri, 14 Jul 2023 12:21:25 +0000

Assigmnent 1 HAITIAN CASE STUDY FOR DISCUSSION The St. Fleur family is well respected in the Haitian community because they are religious with great moral values. They moved to the United States because of political issues in Haiti. Ronald, the youngest son of this family, is 27 years old and lives at home with his mother and father. Recently, he began having fevers and subsequently developed pneumonia. He was admitted to the hospital, where laboratory tests were HIV positive. Ronald was in shock when the doctor informed him that he was HIV positive. He confessed to the doctor that he was gay but he could not tell his family. He said that he did not want to bring shame to the family. Because he couldnt be in a formal relationship owing to his family and the Haitian communitys view of homosexuality, he has been very promiscuous over the years. What are Haitians dominant cultural views of homosexuality? If Ronalds parents were to learn of his positive HIV status, how might they react if they are religious and traditional? Identify three specific culturally congruent strategies to address in designing HIV-prevention practices in the Haitian community? Assigmnent 2 (Carper’s Way of Knowing) Ways of Knowing in Nursing Read the article Death of a newborn: healing the pain through Carper’s patterns of knowing in nursing. By: Sherman DW, Journal of the New York State Nurses Association, 00287644, 1997 Mar, Vol. 28, Issue Death of a newborn: healing the pain through Carper’s patterns of knowing in nursing During a six-week childbirth education course, I teach expectant couples ways to cope with the physical changes they can expect during pregnancy and delivery, as well as the emotional changes they might go through. I encourage them to draw on personal experiences and accomplishments, which will enhance their sense of inner strength and lessen their fears. I tell my pregnant couples they can call me if they have any questions, concerns, or problems related to their birth experience or during the postpartum period. Living in rural upstate communities, many young couples have moved far from the support networks of family and friends, so I extend my role to that of a “community” nurse who offers guidance and encouragement in the early days of parenthood. Jane and Jim Olsen enrolled in my Lamaze class to relieve their anxiety about childbirth. After several infertility work-ups and one miscarriage, this pregnancy was a testimony to their love and commitment to each other. They wanted to do everything possible to insure the health of their baby and a positive birth experience. They diligently attended class, read numerous books about childbirth, and openly discussed their fears and expectations. I promised to share with them everything I knew about childbirth. My knowledge was gained through graduate education in parent-child nursing, ASPO certification as a childbirth educator, and through my own lived experiences of pregnancy, birth, and parenthood. Although in Lamaze classes I discuss all possible variations in birth experiences and potential birth complications, I focus on birth as a natural process, requiring intense work, which most often culminates in the joyful birth of a healthy child. The possibilities of death of a newborn or mother are approached as an unlikely reality, given the expertise and technology offered by current prenatal and obstetrical care. Yet my work on a high-risk obstetrical unit has etched in my memory the grief and loss experienced by parents who have lost their newborns. Such experiences involve intense nurse-patient relationships requiring not only scientific knowledge and skill, but a nurse’s love, respect, empathy, obligation, and commitment. Through this work, I realized the importance of encouraging grieving parents to spend time with their critically ill newborns, and in the event of death, the opportunity to hold their son or daughter as they mourned a life that was never given a chance. Some health providers and family members express concern that this would add to parents’ pain. Yet I reamed that amid the suffering and loss, the healing process can begin. As parents hold and kiss their babies, the nightmares about deformed, monster-like children are put to rest. Looking at their newborn’s features, mothers and fathers recognize family traits and decide on names. This is not only important in coming to terms with reality, but it gives them tender memories of their precious infants to hold close to their hearts. Jane and Jim Olsen had already experienced the grief and loss of having a first-trimester miscarriage. As we shared the excitement of childbirth through our Lamaze classes, I didn’t know that one day I would be called upon to holistically integrate empirical, esthetic, ethical, and personal knowledge to help this couple heal the pain of their newborn’s death. I realize now that my teaching and nursing practice were guided by what Carper (1978) describes as “patterns of knowing in nursing.” Keeping a Promise One evening early in May, my phone rang. Through his tears, Jim pleaded “Please come to the hospital. We need you right away!” I quickly made arrangements for my own children and sped off to the obstetrical unit of our community hospital. When I entered the unit, the nurses greeted me saying “Your Lamaze couple, Jane and Jim Olsen, are still in the recovery room. The delivery went okay, and the baby looked perfectly nominal, but she had trouble breathing and we couldn’t resuscitate her.” I asked if Jane and Jim had seen and held their baby. The nurse answered, “No, we don’t do that.” I instantly asked myself, “Do you know what to do for this grieving couple?” The answer was yes. I had the nursing education and background to make a difference. I must be their advocate and do everything possible to support them in their grief and create a healing experience. As I had promised, I would share with them everything I knew about childbirth. Now I must go one step further and integrate the science and art of nursing with the ethical obligations of an advocate and my personal knowledge, all ways of knowing in nursing, in facing not only birth but death. Ways of Knowing in Nursing Each nurse-patient interaction is a holistic expression of different patterns of knowledge in nursing. Although nursing education provides the scientific knowledge and critical thinking skills to decide the appropriate course of action in many nursing care situations, the wholeness and complexity of human experiences require nurses’ openness and receptivity to other forms of knowing. To provide excellent nursing care, nursing knowledge must extend beyond the descriptions, explanations, and predictions offered by the scientific method to an appreciation of patterns of knowledge involving the symbolizing, understanding, and creating of human experiences? Symbolizing is the identification of reality and description of the situation or experience as it is. Understanding involves a search for meaning van explanation of the patient’s experience. Creating focuses on the imagined possibilities, and the potentials of a given event or experience (Chine & Jacobs, 1987). Carper’s (1978) four “patterns of knowing” are interrelated and link nursing theory and nursing practice. The patterns of knowing are identified are empirics or the science of nursing, esthetics or the art of nursing, ethics, the moral component of nursing knowledge, and personal knowledge in nursing derived from one’s own lived experiences. As distinct aspects of the whole of nursing knowledge, each is vitally important and may be communicated either through words or by a nurse’s behavior and actions. Healing Through Empirical Knowing in Nursing Empirics as a pattern of knowing is based on the assumption that what is known is observed through the five senses and can be verified by others. Empirical knowledge is thus factual in nature, and its processes involve describing, explaining, or predicting phenomena of concern to nursing. Empirics contributes to nursing knowledge by offering the descriptive knowledge regarding disease, illness, and technology. Empirical knowledge answers the critical question “What is this?” (Chine & Jacobs, 1987; Chinn & Kramer, 1991). The art of nursing engages nurses in the critical life events of those for whom we care. I hoped that through my presence, Jane and Jim felt a sense of comfort and support. I held them both and cried with them. I listened as Jane sobbed, “This is not the way it’s supposed to be!” I gently wiped her tears. I knew what this baby meant to them. They had been trying to conceive for the past four years, and this baby was a source of joy and fulfillment. Jane had done everything possible to ensure the health of her baby. She ate well, avoided alcohol, got plenty of rest, and vigilantly kept her prenatal appointments. Jim was extremely proud and protective of his wife, taking over any of her strenuous household chores, working two jobs so that lane could reduce her work hours, and rubbing Jane’s belly as he talked to his unborn child. Even Jane’s mother attended a class with her daughter and son-in-law, expressing her excitement about becoming a grandmother. After six weeks of class, I had developed a supportive relationship with this couple and I understood the importance of offering them the opportunity to see and hold their baby. I said, “I know you’re both in pain right now. I’ve reamed that it helps many couples work through their grief if they spend time with their baby. If this is your choice, I will be there for you. I will bring you your baby.” In caring for this couple, I entered as fully as I could into their experience. Understanding the meaning of this experience for them, both as individuals and as a couple, guided my nursing conduct, attitudes, and actions. Imagining the possibilities, I envisioned the beginning of a healing process made possible by physical, emotional, and spiritual support. Through my nursing actions, they would be able to caress her little body, hold her close to their hearts, tell her of their love and hopes of being good parents, choose her name, and even possibly plan a funeral which would celebrate her short life and lay her to rest. With knowledge and support, Jane and Jim would be empowered to act, based on their own personal values and choices. Healing Through Ethical Knowing in Nursing Ethical or moral knowledge in nursing includes not only ethical codes of behavior, but a focus on what ought to be done in a situation. The symbolic dimension of ethics is the process of clarifying a situation or experience, while the understanding dimension is rooted in one’s own philosophic beliefs and values. Through the creating dimension of ethics, guidelines for advocacy are developed to promote or protect the rights and interests of others. Thus, ethical knowledge involves actively confronting conflicting values, norms or standards. Rather than prescribing the ways things should be done, ethical knowledge provides insights into possible alternatives or decisions, with an emphasis on individuality and human respect. Ethical knowledge involves such critical questions as “Is this right? For whom? Is this responsible?” (Chine & Jacobs, 1987; Chinn & Kramer, 1991). From the moment I asked the nurses if my couple had seen and held their baby and was told “No, we don’t do that,” it was clear that I had a responsibility to advocate for their rights and best interests. In responding to the issue of what ought to be done, I knew that this couple must be given options in their grief, and opportunities that might enhance their ultimate healing and sense of wholeness and dignity. I have argued many times from an ethical perspective that dying people should have the right of unlimited access to their loved ones. In the event of neonatal death, it is ethically just that loved ones, such as Jane and Jim, also have the opportunity to spend time with their baby, if they so desire. Through confronting the norms or standards in the care of parents experiencing neonatal death, I needed to clarify with the nurses my role, giving reassurance of the value of my knowledge and experience, and assisting both the nurses and my couple in recognizing the potentials of all the alternatives and decisions. In speaking with the nursing care coordinator of the unit, I reamed that many of the nurses on this unit were uncomfortable and inexperienced in caring for grieving parents. Since I had worked at that hospital in a supervisory position in previous years, I had developed collegial relationships with the nursing supervisor and staff. We agreed that I would accompany the nursing care coordinator to the morgue and take responsibility for bathing, dressing, and bringing the baby to her parents if they so wished. I would then spend as much time as needed with the family during the visit. I assumed the responsibility of providing holistic nursing care in this situation. I also accepted the nursing staff’s request to conduct an in-service program on coping with neonatal death. Healing Through Personal Knowing in Nursing Personal knowledge in nursing evolves from a nurse’s inner knowledge of self with the symbolic dimension described as an opening to the fullness of the life and a conscious awareness of life experiences. The understanding dimension of personal knowledge involves introspective awareness of the meaning of the patient’s experience based on the nurse’s own personal life experiences. Through the creative dimension of realizing, nurses are able to express an authentic, genuine self in interactions with others. Personal knowledge therefore allows nurses to enter the world of their clients through a deep understanding of their experience and with an intuitive sense of its importance. The critical questions asked by the nurse are “Do I know what to do? Do I do what I know?” (Chine & Jacobs, 1987; Chinn & Kramer, 1991). The next morning, Jane called me to ask if I would bring them their baby. Her parents and Jim were on their way to the hospital. Once again, I asked myself “Do I know what to do?” With knowledge, courage, and conviction, I answered yes. With the nursing care coordinator, I went to the morgue and cared for the baby. Wrapping her tightly in a pink blanket, and placing a pink-bowed hat on her head, I covered any evidence of the autopsy. I went upstairs by the back elevator, holding this dead baby girl in my arms, realizing how much she felt like the doll I used in Lamaze classes. With a prayer for strength, I brought her to her parents and grandparents. As they took her from my arms, I cried. As a mother myself, I felt their pain and anguish. Yet over the course of three hours, as I came in and out of their room, I saw them begin to accept their baby’s death. Their faces revealed a sense of peace and comfort. They remarked on her beauty as they gently touched her face and stroked her hands. They took turns holding and rocking her, caring for her as if she were alive. With their eyes and hearts filled with love, they named her Mary, a sweet and holy name for “their little angel.” The greatest sorrow that I have experienced as a nurse was taking this baby from her mother’s arms. All I could leave with them was a lock of her hair, and the blanket in which she was wrapped. This was my gift of love for a couple entrusted to my care. To this day, I cry when I recall that moment. The symbolism, understanding, and creating dimensions inherent in Carper’s patterns of knowing in nursing were made clear to me through this extraordinary nursing experience. Through years of nursing education and practice, I had acquired the knowledge, values, courage, and strength which enabled me to care for this family. The ways of knowing in nursing had become an integral part of who I was and how I practiced. I resumed home weary but with a sense of fulfillment. I believed that I had made a difference in the lives of this couple and family. Discuss how the death of a newborn illustrates Carpers four ways of knowing (Empirical, Aesthetic, Personal, and Ethical Knowledge). as discussed by the author. Based on a clinical nursing experience of your own, identify in your case study Carpers four ways of knowing. (Explain each of Carpers ways of knowing and relate it to your example). Assigmnent 3 (Case of Mrs. Mendez related to Interprofessional Theories) No unread replies.No replies. Interdisciplinary Philosophies and Theories Read the case of Mrs. Mendez Case Study.doc Family Theory Case Study “Mrs. Mendez” (Mrs. Maria Mendez is a 72-year-old Hispanic patient with advanced left breast cancer with metastasis to the lungs and bones. She is referred to your home care agency for wound care services. She has seven children: five daughters and two sons (all living in California). Her five daughters live within the Los Angeles area. Her eldest son lives in San Diego and the younger son has been distant from the family and has not had contact with the family for the last 18 months. Mrs. Mendez’s husband died seven years ago of lung cancer. Since that time she has lived with her youngest daughter, Maria. Initially, Mrs. Mendez discovered the breast lump herself but did not seek medical care for over a year. When Mrs. Mendez was diagnosed, her disease was considered advanced. She refused to have a mastectomy based in part by her cultural belief that the soul resides in the breast and should not be removed. At the urging of her children, she did undergo chemotherapy but recently has experienced increased bone pain and decided to discontinue the treatment regimen. The tumor in the left breast is now approximately the size of an orange with malodorous, purulent drainage. Home care was initiated for wound care and other symptom management services. Under the terms of her managed care/Medicare insurance plan, her care is referred back to her family care practitioner in her local community rather than her oncologist since she is no longer receiving cancer treatment. Mrs. Mendez’s condition continues to decline and her physician encourages her to seek hospice care. Mrs. Mendez has become very close to the home care nurses who provided the wound care and requests that her care continue with the home care agency rather than a referral to hospice. At this time, changes in her living arrangements are also made. Living with Maria over the last seven years has been very positive, but Maria has three young children and the intensive care of her mother at this stage of the illness is becoming a problem. The family emphasizes that Mrs. Mendez should move in with her eldest daughter, Gloria, who no longer has children living at home. Although her daughters have always been close to their mother and more involved in her care, the eldest son of the family, José, who resides in San Diego, is consulted for all decisions and has been the father figure of the family since Mr. Mendez’s death. Mrs. Mendez’s managed care plan allows for only two RN visits per week and must be reevaluated every three weeks by the case manager. In addition to the symptom management provided by the home care agency, Mrs. Mendez and her daughters use many alternative therapies which includes “cat’s claw”, herbs, and visits by a healer. Mrs. Mendez is religious and uses prayer to help cope with her illness. Her middle daughter, Christina, is devout in her religion and is in absolute denial that her mother will die. Christina comes nightly and holds a prayer vigil with her mother and also brings herbs and remedies that “will cure the disease”. Mrs. Mendez becomes increasingly withdrawn as conflicts arise among her children. Gloria and Christina are at odds because Gloria is most accepting of her mother’s impending death. Gloria was also the primary caregiver during her father’s illness with lung cancer. After three weeks of care by the home care agency (HCA), Gloria calls requesting that a nurse come as soon as possible because her mothers pain is worse. On physical assessment, the nurse notes that the breast tumor remains dry, however the tumor mass has increased and the breast is inflamed. The pain is described by Mrs. Mendez as an intense pressure pain at the site of the tumor in the base of the breast. She also describes a sharp stabbing pain in the left upper quadrant of the breast. In addition, Mrs. Mendez complains of intense pain in her mid-back which has made it very difficult to lay in bed and she has been unable to sleep for the last week. She has been taking one to two Vicodin every four hours PRN although yesterday Gloria reports that out of desperation the Vicodin was given approximately every two hours until Mrs. Mendez became extremely nauseated. The nurse recalls that morphine was ordered for the patient a few weeks ago in anticipation of increased pain not controlled with the Vicodin. Upon questioning, the daughter states that they have not used the morphine as they were “Saving it for the end.” Gloria also reports that the family is trying to minimize the use of the medicine since their mother is extremely constipated. Gloria continues to relate that the reason her mother is constipated is because Mrs. Mendez has not been able to continue her herbal remedies due to nausea. Mrs. Mendez appears very stoic with minimal expression of pain. Her only complaint is that she no longer is able to have her grandchildren over to visit due to her declining condition. Mrs. Mendez is initiated on a regimen of long-acting morphine, 60 mg at bedtime with 15 mg morphine immediate release (MSIR) for rescue dose. Over the next week, the long-acting morphine is increased to 120 mg BID supplemented with Imipramine 50 mg BID and Ibuprofen 800 mg TID. Christina has now moved into Gloria’s home and continues her evening prayer vigils. José calls several times a day to dictate his wishes regarding his mother’s care but has not been able to visit often from San Diego as he is in risk of losing his job. Gloria seems increasingly burdened with her mother’s care and her siblings’ involvement. Gloria follows the home care nurse to the car weeping because of the stress. Approximately one week later, the nurse receives a call from Gloria reporting that her mother has seemed to decline rapidly over the weekend. Mrs. Mendez awoke during the night with difficulty breathing and has been terrified of the possibility of suffocation. On exam, the nurse notes that Mrs. Mendez has developed extreme shortness of breath. She is also increasingly fatigued and the combination of exhaustion, dyspnea, and general decline has resulted in minimal intake of foods or fluids. José called this morning with strict orders that his sisters continue to feed their mother at all costs. He hopes to be able to come up from San Diego the following weekend to visit. Mrs. Mendez relates to the nurse that she knows she is dying and does not want to continue being a burden to her family. Mrs. Mendez’s physical condition has greatly improved due to aggressive symptom management by the HCA. The morphine dose has increased to 240 mg BID supplemented with 40 mg of MSIR approximately every two hours for dyspnea. With her breathing improved, she as been able to take sips of water and occasional amounts of other liquids. Mrs. Mendez’s condition, however, continues to decline and the home care nurse anticipates that she will die within the next two weeks. The HCA schedules a meeting with the primary nurse and social worker to discuss the growing tension in the family. Four of the daughters are now present in the home taking shifts to be at Mrs. Mendez’s bedside at all times. To make the family situation more difficult, Jose has learned that the young brother Pablo is living in Los Angeles and asks Pablo that he please visit his mother before she dies. Christina continues her prayer vigils and has asked members of her church to visit daily to hold prayer meetings with her mother. Mrs. Mendez tells the nurse that she cannot discuss her impending death with her family because they do not want to talk about it or hear that she is dying. At this point, Mrs. Mendez is very withdrawn and has little interaction with her family. Mrs. Mendez has now developed a pressure ulcer on her buttocks and requires a Foley catheter due to incontinence, which has intensified the physical care demands of her care. The HCA receives a call on Saturday evening requesting assistance with Mrs. Mendez as her condition is declining rapidly. The younger son, Pablo, arrived two days ago and has had a very tearful reunion with his mother and his sister, Gloria. The social worker and the nurse were very successful in the family meeting with facilitating communication among the children and establishing common goals for Mrs. Mendez’s comfort. All of the children with the exception of Christina, seem accepting of the impending death. Gloria’s husband, Michael, has been quite supportive of his mother-in-law’s care throughout her illness, but has strong feelings against death occurring within his home. The priest is called to give Mrs. Mendez communion and the Anointing of the Sick. The extended family is at Mrs. Mendez’s bedside, except for Christina who is in the kitchen crying. Source: HOPE: Home care Outreach for Palliative care Education Project. (1998). Funded by the National Cancer Institute. B. R. Ferrell, PhD, FAAN, Principal Investigator. Mrs. Mendez Case Study Questions Assess each family member. Assess the functioning of the whole family Identify the larger suprasystem and the subsystems and discuss their interactions. What are the positive and negative feedback loops? Is this family self-reflective working toward goals? Is the family able to create a balance between change and stability? What patterns are observed for the family? Is Gloria self-differentiated? What communication and interaction patterns are observed? What constitutes first and second order change in this family? What are the contextual constraints for change in this family? What values are being passed down through the generations? How you would describe this family based on Olsons Model of family? What plan would you develop for this family based on Theory Based Family problem solving? How is this family responding to stress? Are they crisis prone? What behavioral therapies may be of value to this family? ) As an advanced practice nurse, identify the various knowledge bases that you draw upon from the physical, emotional, spiritual, cultural, and social sciences in the care of Mrs. Mendez and her family. For example, Which science bases tells you about how cancer develops; which science bases tells you about pain and pain management; which science bases tell you about grief and loss or emotional states; which science bases help you understand the importance of spiritual assessment and care; which science bases help you to assess and intervene with the family both as individuals at their own developmental age and the family as a system; which sciences bases help you understand the cultural perspectives? Make a list of key concepts relevant to the case study. IDENTIFY PHYSICAL, EMOTIONAL, SOCIAL OR SPIRITUAL CONCEPTS RELATED TO MRS MENDEZ AS WELL AS VARIOUS FAMILY MEMBERS Identify from the middle range theories presented in your textbooks, one interprofessional or middle range theories associated with your concepts of interest, and give a rationale for its selection. GIVE INFORMATION ABOUT THE THEORY SELECTED AS YOU DISCUSS THE RATIONALE FOR SELECTION. Discuss how the selected theory guides both your clinical assessments and interventions for Mrs. Mendez or her family. (MAKE SURE YOU DISCUSS HOW IT INFLUENCES YOUR ASSESSMENT QUESTIONS AND THEN DISCUSS HOW IT INFLUENCES YOUR SELECTION OF INTERVENTIONS FOR MRS. MENDEZ AND HER FAMILY MEMBERS. Explain how knowledge from interprofessional health-related sciences informs advanced nursing practice. PROVIDE REFERENCES FOR THIS QUESTION. Assigmnent 4 (Students Clinical Interest and Related Theories) Conceptual Frameworks or Theories Relevant to your Clinical Problem and Population of Interest As change agents, Doctors of Nursing Practice identify clinical problems within the context of a population of interest. Your clinical problem could be a disorder or condition (e.g., HIV/AIDS, hypertension, depression, chronic illness, adolescent pregnancy) or a psychosocial or physiological characteristic (e.g., social support, health related quality of life, resilience, family communication patterns, mother-infant attachment, self-esteem). Your target population could be a cultural group (e.g., Hispanic elders, African American women), a diverse group (e.g., urban/rural Cuban Americans, low income women), or a vulnerable group (e.g., incarcerated adolescents, sex workers, IV drug abusers, severely mentally ill adults). Provide an introduction to the clinical problem of interest in your specific patient population, include: Your perceived need for change in practice and the rationale for such change Discuss the incidence and prevalence of the clinical problem Discuss the significance of the problem. (This introduction must be referenced from the literature). Identify two conceptual frameworks or theories that may be applied to the study of your clinical problem within the context of your target population. Discuss how the conceptual framework or theory is relevant to your clinical problem and target population.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post Harbor UCLA Medical Center Family Theory Case Study appeared first on Homework Free Org.

New York University Week 3 Healthy People 2020 Discussion

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

Healthy People 2020 Introduction Hypothesis testing is used to understand the effect of an assumption done on sample data from a larger populace (Donnarumma, Costantini, Ambrosini, Friston & Pezzulo 2017). The test tells the analyst if his central hypothesis is correct or not. Statistical experts test hypotheses through evaluating and examining a random population sample being analyzed. A Z- test is used when comparing two populations mean if they are considerably different from each other or relate if a single community mean, is diverse from a standard value. Currently, we are still working on the objectives of Healthy People 2020. Since according to CDC statistics, over 10% of the US population is diabetic, I opt to work with Diabetes as the topic of choice from the provided website (Centers for Disease Control and Prevention, 2020). The condition cuts across all ages, racial, and cultural groups. It also qualified for this study since the availed data captures from 1980 to 2017, and simple arithmetic will reveal that it gives a sample size with 38 observations (People, 2020). Since that is more than 30, it qualifies to be a large dataset, and would, therefore, fit z-test. In a bid to accurately answer the availed questions on hypothesis testing and understand the selected diabetes data, there is a need to formulate a guiding research question where we will identify the problem and other steps will follow. Research Question In every statistical test, there must be a research question that will help in identifying the issue of concern. It is what outlines the researchers claim, which gives room for challenging the same to test whether it is wrong or right. The above is known as the significance concept, and it helps in determining whether the researcher employed a quality data source (Gallo, 2016). Suppose Healthy People 2020 claims that the average diabetes percentage in the country is 7.2, we can test that the average diabetes percentage in the country is different from 7.2 using CDC data from 1980 to 2017, where n= 38, and level of significance is 0.05. Hypothesis Testing Steps Problem Identification Every statistical test starts with problem identification, which comes from the research question. It is the primary issue that the item needs to answer. In the above scenario, for example, the interest parameter is the average diabetes percentage in the country. Identifying the problem helps in narrowing down the specific tests to follow. The focus of this study is to determine whether the average diabetes percentage is 7.2. Stating Hypotheses In this section, we have to determine both the null and alternatives hypothesis by incorporating the right signs based on the provided research question. Step 1: Null hypothesis By definition, this is the supposition that represents the researchers claim. It is the reason why the study holds since we have to confirm if significance, by rejecting or failing to reject it. H0 is the denotation of the null hypothesis, as shown below (Corty, 2016). H0: µ = µ0 = the researchers claim Similarly, H1: µ = µ0 = 7.2 Step 2: Alternatives hypothesis By definition, this section of the hypothesis is what questions the statistical significance of the researchers claims. It provides grounds for rejecting the null theory, based on the sign it employs. It adopts the sign H1 or Ha (Gallo, 2016). In the above case, we are testing the Healthy People 2020s claim, which we can summarize as shown below. H1: µ ? µ0 ? the researchers claim Using the provided scenario, we can rewrite the above as follows; H1: µ ? 7.2 Step 3: Setting the alpha, ? The standard alpha level is 0.05, and it is the possibility of committing a type 1 error. We also have to note the sample size and level of significance for the test, which is n = 38. Based on the above two-tailed test, the critical value is given as; Z critical value, Z?/2 = Z0.025 = 1.96. Step 4: Test Statistics The next step in hypothesis testing after identifying the appropriate hypothesis is the test statistics. In this case, it is the calculated or empirical z-value defined by the formula below. Z = (?- µ) divide by delta over sqrt n, Where; ? is the sample mean, µ is the population mean, is the known sample standard deviation, and n is the sample size (Corty, 2016). We can use the above scenario, from the research question to calculate Z statistics. From the selected sample ? = 5.863, µ = 7.2, while delta = 1.976, and n = 38. Z = (5.863 – 7.2) divide by 1.976 over sqrt 38 = -4.17 Step 5: The Rejection Region In simple terms, it is the criteria for rejecting the researchers claim, which is the null theory. In making the right criteria, it is vital to understand the tail of the alternative supposition because it helps in the decision-making process. In statistics, we have one and two tail, where one tail is either left or right tail. The next section indicates the rejection procedure based on the type of tail in the alternative theory. Reject H0 when Z ? – Z? or when Z ? Z? for left and right tail alternatives, respectively. Bu reject H0 when Z ? – Z?/2 or when Z ? Z?/2, for a two tailed test (Corty, 2016). In the provided scenario, we can demonstrate this, and since our test is two-tailed, we can proceed as follows; The Z critical value, Z?/2 = Z0.025 = 1.96. We can use the normal distribution to represent the above value and show the rejection region. Therefore, we compare this with the Z-statics using the above, and reject H0 if -4.17 ? -1.96 or -4.17 ? 1.96. Step 6: Decision-Making and Conclusion Since it is precise that the Z-statistic value falls in the acceptance region, we would fail to reject H0 at the 0.05 level of significance (Corty, 2016). It further implies that we are will not reject the claim made by the Healthy People 2020s report on the average diabetes percentage in the country. It means that, on average, the annual diabetes percentage in the US is 7.2, and it is significant at the 95% level (Gallo, 2016). Excel Output The table below shows the z-test for one sample mean for the same data used in the manual calculation of the hypothesis test. While in the above sections, we were indicating a step by step procedure, the output confirms the accuracy of our findings or calculations (Smith, 2016). z-Test: One-sample for Mean Total – Percentage Mean 5.863157895 Known Variance 3.906174 Observations 38 Hypothesized Mean 7.2 z -4.169606444 P(Z<=z) one-tail 1.52563E-05 z Critical one-tail 1.644853627 P(Z<=z) two-tail 3.05126E-05 z Critical two-tail 1.959963985 References American Psychological Association. Publication Manual of the American Psychological Association (6th Ed.). Washington, DC: Author. Banerjee, A., Karlan, D., & Zinman, J. (2015). Six randomized evaluations of microcredit: Introduction and further steps. American Economic Journal: Applied Economics, 7(1), 1-21. Centers for Disease Control and Prevention. (2020). National diabetes statistics report, 2020. Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services. Corty, E. W. (2016). Using and interpreting statistics: A practical text for the behavioral, social, and health sciences. Macmillan Higher Education. http://www.gcumedia.com/digital-resources/macmillan-learning/2016/using-and-interpreting-statistics_a-practical-text-for-the-behavioral-social-and-health-sciences_ebook_3e.php Donnarumma, F., Costantini, M., Ambrosini, E., Friston, K., & Pezzulo, G. (2017). Action perception as hypothesis testing. Cortex, 89, 45-60. Gallo, A. (2016). A refresher on statistical significance. Harvard Business Review. https://hbr.org/2016/02/a-refresher-on-statistical-significance People, H. (2020). Annual dental examinations among persons with diagnosed diabetes (age adjusted, percent, 2þ years). Smith, A., (2016). 'Why You Should Love Statistics.' TED website: https://www.ted.com/talks/alan_smith_why_you_should_love_statistics Your presentation was very impressive. But I got a little lost in the initial problem. My interpretation is that your Health People information indicated that the average A1c for the U.S. is 7.2, or is 7.2 referring to a different variable based on an n=38. Your null hypothesis and alternative hypothesis were valid. I am curious as to why you did not use the standard error method in order to determine the z-value. But if my interpretation is correct pg. 191-192 in our book your value of 4.17 rejects your null hypothesis meaning the healthy data is incorrect. Respond to the statement above in BOLD based on the three paragraphs ABOVE it... in APA format with At least two references and a minimum of 200 words..... .(The List of References should not be included in the word count.) Validate an idea with your own experience. Make a suggestion. Be sure to support your postings and responses with specific references to the Learning Resources. It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors. REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post New York University Week 3 Healthy People 2020 Discussion appeared first on Homework Free Org.

Taif University Disaster Mental Health Discussion Response

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

Post1- What act stuck out to you the most? Why? The entire audio entails people who recount the devastating happenings that occurred in New Orleans following the Katrina Floods. There are several things that have come to my mind after listening to that audio; agony, grief, and resilience. It is evident that the psychological scars still linger. Today, 15 years later, I feel and think that a number of these survivors continue to experience mental-health related problems following the storm. Most of them are people who need psychological support to reinstate their mental stability. The loss of sense of self and social network that accompany familiar surroundings and basic necessities lead to damaging psychological health complications. What would you find the most challenging as someone involved in Emergency Management or as part of a Recovery team? Looking at the entire story, there are numerous challenges that the people involved in the emergency response team encountered. First, I think the response to this disaster was challenging because the civilians within that state had embraced the culture of not assisting themselves. Coordination lacked within the local level. People lacked respect for the police who returned the same agitation to them. Looting was rampant. Normally, in major natural disasters, until the local government gains control of the area, the federal government cannot intervene because they are not supposed to be the first responders. Therefore, the lack of civilian volunteers magnified the disaster therefore presenting a heavy and challenging task to the recovery team. How might these experiences have been better prevented? To curb such experiences, several measures could be put into play, and a civilian defense corps organization could work miraculously. This could be a group that can perform and organize civilian response in case of any disaster. A good example can be traced to Texas, where the civilian volunteers make up an army of assistance. Therefore, the government must start involving civilians in all of their disaster preparations plans because there will never be enough resources from the government to cover dangerous disasters. What can we do to build more resilient communities BEFORE a disaster strikes, so the impact of such a disaster is lessened? It should be noted that no single entity or sector has definitive responsibility for enhancing national resilience. Similarly, no definite federal agency has all of the responsibility or authority, all of the suitable sets of skills, or enough financial resources to tackle this escalating problem. However, I think that a vital responsibility for the mounting community lies with the residents. Guidance, input, and pledge from all levels of academia, state government, and from the private sector, and community-based and nongovernmental firms are required throughout the process of building a more resilient community. In a nutshell, to build community resilience, a community should develop abilities in areas not limited to the active involvement of all community stakeholders in health event development and individual preparations, expansion of social networks, the formation of health-supporting to enhance both physical and psychological health of the community. What must be done AFTER a disaster in this context to build community recovery and resilience? A major way to start the post-disaster recovery planning procedure within the community is by hosting a forum. Such forums grant a platform for local governments and organizations within the community to share available resources and important information to better organize the community to recover from a tragic disaster. Additionally, these forums allow the members of the community, health experts, and the technical experts to work jointly to integrate knowledge, experience, and values to help the affected community. Through this, establishment of strategies to effectively respond to the post-disaster psychological and physical health requirements of the members of the community and reconstructing plans for social and health systems can then be immediately activated. POST2- What act stuck out to you the most? Why? The most act that stuck out to me is how some authorities fail to carry the duty of care to assist people in disasters. For example, the federal government’s role in supporting people in emergencies is crucial by rescuing people and providing shelter, food, and water to all the affected populations during disasters. Thus, the act stuck out to me is that when some authorities fail to provide buses, trucks, trains, and planes to evaluate victims by saying it is not their job (Glass, 2005). I am taking the Organizational Management and Communication course this semester, and I have learned that good leadership, particularly those working with organizations that respond to disasters, should not just think about their jobs and tasks. They should do their best to support the affected communities. This act stuck out to me because it shows how people compromise others’ safety during disasters simply because it is not their job. What would you find the most challenging as someone involved in Emergency Management or as part of a Recovery team? The most challenging thing that a person involved in Emergency Management or Recovery Team face is watching some victims suffer from the disaster’s impact. According to Denise Moore, it is heartbreaking to see victims suffering from dehydration, yet it is challenging to help them at that moment (Glass, 2005). How might these experiences have been better prevented? The best approaches to implement in preventing challenges faced by people working in disaster-affected areas are to equip them with all the necessary inputs that can assist the affected people. In that regard, the federal government and the state government need to collaborate to empower people working in the recovery team. For example, Denise Moore recalls how the victims of hurricanes shared food and water (Glass, 2005). Thus, the effects would have been prevented by allocating enough resources to cater for the victims. All the federal and state governments would have prevented these experiences by evaluating people when they received information about the disaster. What can we do to build more resilient communities BEFORE a disaster strikes, so the impact of such a disaster is lessened? The most important thing to do in developing more resilient communities before a disaster occurs is to detect and prevent disaster. Communities should not ignore warnings about a disaster to ensure adequate disaster management measures. Also, communities need to report any signs that may trigger a disaster. What must be done AFTER a disaster in this context to build community recovery and resilience? In most cases, a disaster causes deaths, injuries, and destruction of properties. Therefore, after a disaster, many people develop emotional distress and mental issues such as post-traumatic stress disorder and depression. In that regard, it should be done to provide medical support to the victims to ensure they recover from the trauma (Glass, 2005). It is also essential to compensate the victims to ensure they recover from financial losses. More importantly, it is crucial to evacuate the victims to new settlements until the disaster is adequately addressed. Reference Glass, I. (2005, September 9). After The Flood. This American Life Episode 296. Retrieved from https://www.thisamericanlife.org/296/after-the-flood (Links to an external site.). Post 3 1.What act stuck out to you the most? Why? The thing that struck me most is the fact that people who had been displaced by the hurricanes could not be helped by the government which is supposed to protect them. The displaced people were living in deplorable conditions that the government through respective authorities would have resolved. It was wrong for the police and the national guard to turn away people on the bridge when they were; looking for a better place to stay. The police were shooting at the people and there were orders from the authorities for a shoot to kill on any person who crossed the bridge. 2.What would you find the most challenging as someone involved in Emergency Management or as part of a Recovery team? The biggest problem in the management of such an incident is the dilemma that is presented by the authorities and the need for human help. Displaced persons needed help but the authorities could not allow the responders to get to the people. Bridging the gap between authorities and people needing humanitarian help ought to be driven by the overall goal to help humans. the coordination of all the required personnel in response to a disaster is of paramount importance and in this case, it was poorly done. 3.How might these experiences have been better prevented? To prevent such experiences, there ought to be a coordination between the government authorities which include the police and the national guard and the responders to the humanitarian needs. The government authorities should have been involved in the response to the hurricanes by channeling the resources to evacuate people from the area when it before it worsened rather than blocking them from leaving the area as the situation continued to worsen. 4.What can we do to build more resilient communities BEFORE a disaster strikes so the impact of such a disaster is lessened? To ensure that communities are resilient to such disasters, there is a need to ensure that the stakeholders in such a disaster are well-coordinated and perform prior grills and training on how to respond to such a disaster so that they can respond with ease and effectiveness. Educating people on what they can do when in such a problem to ensure that they can be able to get through. Another way is ensuring that there are enough resources in all situations such as responders, food, and water. 5.What must be done AFTER a disaster in this context to build community recovery and resilience? Providing victims with basic needs such as food, water, and clothing. Another way is to support them to get jobs so that they can be able to resume their normal way of life. Providing victims with psychological support because they may suffer from trauma, hallucinations, and delusions is also important in re-establishing a disaster-destabilized community. Supporting the victims by giving them resources, finances or ways of making finances and integrating them into well-established societies or ones that have not been affected by the disaster can be a great way of re-building such a community. Reference Glass, I. (2005, September 9). After The Flood. This American Life Episode 296. Retrieved from https://www.thisamericanlife.org/296/after-the-flood

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post Taif University Disaster Mental Health Discussion Response appeared first on Homework Free Org.

Taif University Disaster Mental Health Discussion Response

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

Post1- What act stuck out to you the most? Why? The entire audio entails people who recount the devastating happenings that occurred in New Orleans following the Katrina Floods. There are several things that have come to my mind after listening to that audio; agony, grief, and resilience. It is evident that the psychological scars still linger. Today, 15 years later, I feel and think that a number of these survivors continue to experience mental-health related problems following the storm. Most of them are people who need psychological support to reinstate their mental stability. The loss of sense of self and social network that accompany familiar surroundings and basic necessities lead to damaging psychological health complications. What would you find the most challenging as someone involved in Emergency Management or as part of a Recovery team? Looking at the entire story, there are numerous challenges that the people involved in the emergency response team encountered. First, I think the response to this disaster was challenging because the civilians within that state had embraced the culture of not assisting themselves. Coordination lacked within the local level. People lacked respect for the police who returned the same agitation to them. Looting was rampant. Normally, in major natural disasters, until the local government gains control of the area, the federal government cannot intervene because they are not supposed to be the first responders. Therefore, the lack of civilian volunteers magnified the disaster therefore presenting a heavy and challenging task to the recovery team. How might these experiences have been better prevented? To curb such experiences, several measures could be put into play, and a civilian defense corps organization could work miraculously. This could be a group that can perform and organize civilian response in case of any disaster. A good example can be traced to Texas, where the civilian volunteers make up an army of assistance. Therefore, the government must start involving civilians in all of their disaster preparations plans because there will never be enough resources from the government to cover dangerous disasters. What can we do to build more resilient communities BEFORE a disaster strikes, so the impact of such a disaster is lessened? It should be noted that no single entity or sector has definitive responsibility for enhancing national resilience. Similarly, no definite federal agency has all of the responsibility or authority, all of the suitable sets of skills, or enough financial resources to tackle this escalating problem. However, I think that a vital responsibility for the mounting community lies with the residents. Guidance, input, and pledge from all levels of academia, state government, and from the private sector, and community-based and nongovernmental firms are required throughout the process of building a more resilient community. In a nutshell, to build community resilience, a community should develop abilities in areas not limited to the active involvement of all community stakeholders in health event development and individual preparations, expansion of social networks, the formation of health-supporting to enhance both physical and psychological health of the community. What must be done AFTER a disaster in this context to build community recovery and resilience? A major way to start the post-disaster recovery planning procedure within the community is by hosting a forum. Such forums grant a platform for local governments and organizations within the community to share available resources and important information to better organize the community to recover from a tragic disaster. Additionally, these forums allow the members of the community, health experts, and the technical experts to work jointly to integrate knowledge, experience, and values to help the affected community. Through this, establishment of strategies to effectively respond to the post-disaster psychological and physical health requirements of the members of the community and reconstructing plans for social and health systems can then be immediately activated. ———————————————————————————————————————————————————————- POST2- What act stuck out to you the most? Why? The most act that stuck out to me is how some authorities fail to carry the duty of care to assist people in disasters. For example, the federal government’s role in supporting people in emergencies is crucial by rescuing people and providing shelter, food, and water to all the affected populations during disasters. Thus, the act stuck out to me is that when some authorities fail to provide buses, trucks, trains, and planes to evaluate victims by saying it is not their job (Glass, 2005). I am taking the Organizational Management and Communication course this semester, and I have learned that good leadership, particularly those working with organizations that respond to disasters, should not just think about their jobs and tasks. They should do their best to support the affected communities. This act stuck out to me because it shows how people compromise others’ safety during disasters simply because it is not their job. What would you find the most challenging as someone involved in Emergency Management or as part of a Recovery team? The most challenging thing that a person involved in Emergency Management or Recovery Team face is watching some victims suffer from the disaster’s impact. According to Denise Moore, it is heartbreaking to see victims suffering from dehydration, yet it is challenging to help them at that moment (Glass, 2005). How might these experiences have been better prevented? The best approaches to implement in preventing challenges faced by people working in disaster-affected areas are to equip them with all the necessary inputs that can assist the affected people. In that regard, the federal government and the state government need to collaborate to empower people working in the recovery team. For example, Denise Moore recalls how the victims of hurricanes shared food and water (Glass, 2005). Thus, the effects would have been prevented by allocating enough resources to cater for the victims. All the federal and state governments would have prevented these experiences by evaluating people when they received information about the disaster. What can we do to build more resilient communities BEFORE a disaster strikes, so the impact of such a disaster is lessened? The most important thing to do in developing more resilient communities before a disaster occurs is to detect and prevent disaster. Communities should not ignore warnings about a disaster to ensure adequate disaster management measures. Also, communities need to report any signs that may trigger a disaster. What must be done AFTER a disaster in this context to build community recovery and resilience? In most cases, a disaster causes deaths, injuries, and destruction of properties. Therefore, after a disaster, many people develop emotional distress and mental issues such as post-traumatic stress disorder and depression. In that regard, it should be done to provide medical support to the victims to ensure they recover from the trauma (Glass, 2005). It is also essential to compensate the victims to ensure they recover from financial losses. More importantly, it is crucial to evacuate the victims to new settlements until the disaster is adequately addressed. Reference Glass, I. (2005, September 9). After The Flood. This American Life Episode 296. Retrieved from https://www.thisamericanlife.org/296/after-the-flood (Links to an external site.). ———————————————————————————————————————————————————————- POST 3 1.What act stuck out to you the most? Why? The thing that struck me most is the fact that people who had been displaced by the hurricanes could not be helped by the government which is supposed to protect them. The displaced people were living in deplorable conditions that the government through respective authorities would have resolved. It was wrong for the police and the national guard to turn away people on the bridge when they were; looking for a better place to stay. The police were shooting at the people and there were orders from the authorities for a shoot to kill on any person who crossed the bridge. 2.What would you find the most challenging as someone involved in Emergency Management or as part of a Recovery team? The biggest problem in the management of such an incident is the dilemma that is presented by the authorities and the need for human help. Displaced persons needed help but the authorities could not allow the responders to get to the people. Bridging the gap between authorities and people needing humanitarian help ought to be driven by the overall goal to help humans. the coordination of all the required personnel in response to a disaster is of paramount importance and in this case, it was poorly done. 3.How might these experiences have been better prevented? To prevent such experiences, there ought to be a coordination between the government authorities which include the police and the national guard and the responders to the humanitarian needs. The government authorities should have been involved in the response to the hurricanes by channeling the resources to evacuate people from the area when it before it worsened rather than blocking them from leaving the area as the situation continued to worsen. 4.What can we do to build more resilient communities BEFORE a disaster strikes so the impact of such a disaster is lessened? To ensure that communities are resilient to such disasters, there is a need to ensure that the stakeholders in such a disaster are well-coordinated and perform prior grills and training on how to respond to such a disaster so that they can respond with ease and effectiveness. Educating people on what they can do when in such a problem to ensure that they can be able to get through. Another way is ensuring that there are enough resources in all situations such as responders, food, and water. 5.What must be done AFTER a disaster in this context to build community recovery and resilience? Providing victims with basic needs such as food, water, and clothing. Another way is to support them to get jobs so that they can be able to resume their normal way of life. Providing victims with psychological support because they may suffer from trauma, hallucinations, and delusions is also important in re-establishing a disaster-destabilized community. Supporting the victims by giving them resources, finances or ways of making finances and integrating them into well-established societies or ones that have not been affected by the disaster can be a great way of re-building such a community. Reference Glass, I. (2005, September 9). After The Flood. This American Life Episode 296. Retrieved from https://www.thisamericanlife.org/296/after-the-flood

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post Taif University Disaster Mental Health Discussion Response appeared first on Homework Free Org.

HC 333 Herzing University Week 2 Plan Recommendations Discussion Replies

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

Unit 2 Discussion – Plan Recommendations 99 unread replies.99 replies. Plan Recommendations Patients will often look to healthcare providers for information healthcare plans, coverage, and options. Understanding and being able to communicate this information to patients is an important part of working in the healthcare field. Practice making recommendations in this discussion. There are three patients: Joe, Scott, and Steve. Joe is 42, relatively healthy, and was a member of the Army for 20 years. Scott is 67 and suffers from chronic bronchitis. Steve is 25 and is battling stage 2 cancer. These three patients can choose from one of the following plans (either from Group A or Group B): Group A Plans: Medicare, TRICARE Group B Plans: HMO, PPO, and POS Joe, Scott, and Steve would like recommendations on the best plan options. Instructions: Select one patient (Joe, Scott, or Steve) and provide a Group A Plan and a Group B Plan that would be the best options for the provided parameters. Include the following: A comparison of the two plans Rationale for selection of the plans A selection (between the two plans) of what the patient should ultimately choose and why. Refer to the background material in this unit for assistance and complete outside research as appropriate. Be sure to cite your resources. Please be sure to validate your opinions and ideas with citations and references in APA format. Estimated time to complete initial post: 2 hours This topic is valued at 40 points. Please review post and response expectations. Please review the rubric to ensure that your response meets criteria. Cite any resources/references in APA formatting that were used in the discussion – if applicable. Peer Responses/Participation Due Sunday Continue the conversation regarding patient plan options with classmates through response posts in the discussion board. Instructions: In your responses to your classmates, include the following: First response: Select a post where a classmate chose the same patient. Do you agree with the plan options for the patient? Why or why not? Do you agree with the final choice? Why or why not? Additional responses: Select posts where classmates chose different patients. Do you agree with the plan options for the patient? Why or why not? Do you agree with the final choice? Why or why not? Please be sure to validate your opinions and ideas with citations and references in APA format. Estimated time to complete: 1.25 hours x 3 (3.75 hours total) REPLY TO Joe is 42 and served for twenty years in the US army and he is relatively healthy. Since Joe served for twenty years that means he will get retirement monthly from the Veterans affairs office for the rest of his life this also includes healthcare he will be able for Tricare select that means his copay is 20% and it covers 80% . Than there is also Tricare for life that is Medicare part A and B combined and Tricare where the patient only pays for plan B and the monthly premium will be based on the individuals income and Your provider files your claims with Medicare. Collapse SubdiscussionLucille Isom Lucille Isom MondayMay 11 at 5:37pm Manage Discussion Entry Hello Class, Steve is 25 and battling stage II cancer and as this type cancer refers to large tumors that grow deep into nearby tissue and determined by many cancer type such as breast cancer, lung cancer or prostate cancer. A person diagnosed with stage II cancer needs to have a plan that is supported by the cost of therapies and /or surgeries (“What is stage 2 cancer & how is stage 2 cancer treated?,” n.d.). If Group A Plans are selected such as Medicare, or Tricare, it’s best to also have a medicare supplement as most cancer treatment is covered. Depending on the plan (“Cancer treatment: Medicare supplement plan coverage,” 2019)you choose, your plan may pay for co-insurance amounts, deductibles and excess charges. If Group B Plans (“Hmo, PPO, EPO, POS — How do they differ and which should you choose?,” 2013) such as HMO, PPO , and POS were chosen then certain requirements have to be met such as physician, referral, and prior authorization requirements. These plans also have provider that includes doctor’s, hospitals, and lab that in many cases contacted with a health plan. Steve, a person with stage II cancer should ultimately choose a plan that fits his / their needs as well as an affordable plan. Group B plans should be chosen for this type of condition because they offer differentiated services, lower premium payments or cost -sharing plans with fewer restrictions. Although Health Care reform has opened many doors for individual left uninsured, pre-existing conditions are a risk and according to (Brandes, n.d.) options are now available. Things to consider are out of pocket maximum, premiums, and prescription cost. References What is stage 2 cancer & how is stage 2 cancer treated? (n.d.). Retrieved from https://www.cancercenter.com/stage-two-cancer (Links to an external site.) Cancer treatment: Medicare supplement plan coverage. (2019, October 28). Retrieved from https://www.ehealthmedicare.com/medicare-supplement-articles/can-a-medicare-supplement-plan-help-pay-for-cancer-treatment/ (Links to an external site.) Hmo, PPO, EPO, POS — How do they differ and which should you choose? (2013, September 21). Retrieved May 11, 2020, from https://www.verywellhealth.com/hmo-ppo-epo-pos-whats-the-difference-1738615 (Links to an external site.) Brandes, A. (n.d.). I have cancer | Which health plan is best? Retrieved from https://blog.bernardbenefits.com/bid/195551/i-have… “Medicare pays its portion and sends the claim to the Tricare For Life claims processor. Tricare For Life then pays the provider directly for Tricare-covered services.” (Military.com,n.d) now compared to an HMO, PPO and POS plans where theirs is a higher co- payments and deductables where part of his retirement from the military he is eligible Tricare is part of the retirement plan provided to him. Tricare.mil plans healthplans retrieved from https://www.tricare.mil/Plans/HealthPlans/TS (Links to an external site.) Military.com(n.d)benefits Tricare for life retrieved from https://www.google.com/amp/s/www.military.com/bene… Group A plan Underage 65 with specific disabilities or end-stage diseases. (If you have Medicare due to a disability, you can continue your TRICARE Prime enrollment [if you qualify]. If you do, your Prime enrollment fees are waived. You can also get a refund for any Prime enrollment fees that you paid. Check with your regional contractor for details.) But Group B plan the difference between HMO, PPO, and POS Its open enrollment season at your job, and your employer offers you a choice between the most significant plan types: HMO, PPO, and PSO. It depends on your financial and medical situation — and preferences. For instance, would you rather the flexibility of not having to go to a smaller group of providers in an HMO and dont mind paying more upfront for your care via premiums? Then, a PPO might be right for you. Do you not care about having an extensive network of providers, but paying as little as possible for health care is more important to you? Then, an HMO could be perfect. Choosing the right health insurance plan is a personal decision and depends on your situation and preferences. Whether you ultimately choose a PPO, HMO, or POS, take costs, flexibility, coverage, and convenience into account when making that decisionReference: to an external site.) Hmo, PPO, EPO, POS — How do they differ, and which should you choose? (2013, September 21). Retrieved May 11, 2020, from https://www.verywellhealth.com/hmo-ppo-epo-pos-whats-the-difference-1738615 (Links to an external site.)Cancer treatment: Medicare supplement plan coverage. (2019, October 28). Retrieved from https://www.ehealthmedicare.com/medicare-supplement-articles/can-a-medicare-supplement-plan-help-pay-for-cancer-treatment/ (Links to an external site.) ReplyReply to Comment Collapse SubdiscussionTedrick JacksonTedrick Jackson YesterdayMay 12 at 1:55pmManage Discussion Entry Steve 20 years with stage 2 cancerGroup A planUnder age 65 with certain disabilities or end stage diseases. (If you have Medicare due to a disability, you can continue your TRICARE Prime enrollment [if you qualify]. If you do, your Prime enrollment fees are waived. You can also get a refund for any Prime enrollment fees that you paid. Check with your regional contractor for details.)But Group B planthe difference between HMO, PPO, and POSIts open enrollment season at your job and your employer offers you a choice between the biggest plan types: HMO, PPO and PSO.It really depends on your financial and medical situation — and preferences. For instance, would you rather the flexibility of not having to go to a smaller group of providers in an HMO and dont mind paying more upfront for your care via premiums? Then, a PPO might be right for you.Do you not care about having a large network of providers, but paying as little as possible for health care is more important to you? Then, an HMO could be perfect. Choosing the right health insurance plan is a personal decision and depends on your situation and preferences. Whether you ultimately choose a PPO, HMO,or POS , take costs, flexibility, coverage and convenience into account when making that decisionMOAA’s TRICARE under 65 page. (2019, September 19). MOAA – MOAA Home Page. https://www.moaa.org/content/benefits-and-discounts/health/tricare-under-65/tricare-under-65-landing-page/ (Links to an external site.) ReplyReply to Comment Collapse SubdiscussionAndrea WellsAndrea Wells YesterdayMay 12 at 3:07pmManage Discussion Entry Hello Everyone, Steve 25 years with stage 2 cancer Group A plan Underage 65 with certain disabilities or end-stage diseases. (If you have Medicare due to a disability, you can continue your TRICARE Prime enrollment [if you qualify]. If you do, your Prime enrollment fees are waived. You can also get a refund for any Prime enrollment fees that you paid. Check with your regional contractor for details.) But Group B plan the difference between HMO, PPO, and POS Its open enrollment season at your job and your employer offers you a choice between the biggest plan types: HMO, PPO, and PSO. It depends on your financial and medical situation — and preferences. For instance, would you rather the flexibility of not having to go to a smaller group of providers in an HMO and dont mind paying more upfront for your care via premiums? Then, a PPO might be right for you. Do you not care about having a large network of providers, but paying as little as possible for health care is more important to you? Then, an HMO could be perfect. Choosing the right health insurance plan is a personal decision and depends on your situation and preferences. Whether you ultimately choose a PPO, HMO, or POS, take costs, flexibility, coverage, and convenience into account when making that decision. ReplyReply to Comment

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post HC 333 Herzing University Week 2 Plan Recommendations Discussion Replies appeared first on Homework Free Org.

PUB 690 NYU Racial Health Disparities Research Paper

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

IMPORTANT NOTE REGARDING WORD LIMIT REQUIREMENTS: Please note that each assignment has its own word limit its very important that you follow the word limit and the RUBRIC for WEEK 16. For Week 16, you will submit your final, completed project. Your project should include REVISED sections of the parts submitted in WEEKS 5, 8, and 12 that I’m with the feedbacks that needs to be included and include new elements that you have NOT previously submitted for review: The Abstract/Summary, and a complete list of References from WEEKS 5, 8, and 12. So from I to XI. General Requirements Sources must be published within the last 5 years and appropriate for the discussion question criteria and public health content. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. PLEASE make sure APA citation and permalink for articles are complete and correct. PLEASE ANSWER ALL QUESTIONS IN PARAGRAPHS AND MAKE IT COHESIVE AND TRY TO INCORPORATE THE READINGS BELOW PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format. To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors. REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED. References American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th Ed.). Washington, DC: Author. Fink, A. (2013). Evidence-based public health practice. Thousand Oaks, CA: Sage. ISBN-13: 9781412997447 Jacobsen, K. H. (2017). Introduction to health research methods: A practical guide (2nd ed.). Burlington, MA: Jones and Bartlett. ISBN-13: 9781284094381- Custom (Available as a custom eBook – includes only Chapters 26 and 27) PUB-690 Capstone Guide Option 1 – Grant Proposal Description A grant proposal is an organized, persuasive request for funding for an intervention to address a specific issue or problem. In public health, this request for funding can be directed to foundations, nonprofit organizations, or government agencies, such as local/state health departments or federal health agencies. A grant proposal is also a means by which an organization can engage a funder as a partner in impacting change within communities to improve health outcomes. In PUB-620, you explored and practiced preparing some of the elements of a grant proposal, including goals and objectives, an implementation plan, and a budget. A completed grant proposal, in practice, will vary depending on the requirements of the funder. For the purposes of this course, your final grant proposal should include the following components: Abstract/Summary — A one-page summary of the overall intervention — placed at the beginning of your final proposal (before the Background/Review of Literature) for submission at the end of Week 16. Background and Review of Literature — A summary of the previous research and history relevant to a proposed intervention. Statement of Need — Facts and evidence to support the need for a proposed intervention. This should also describe and establish the requesting organizations ability to address the need. Description of Proposed Intervention — Description of what you intend to do. It answers the questions, ‘What is your proposed intervention?’ and “Why is it important?” and builds a case for why you should be funded. Goals and Objectives — Goals are the overall statements of what the proposed intervention intends to accomplish. Objectives reflect the steps toward achieving the goals. Objectives should be developed using S.M.A.R.T. criteria (Specific, Measurable, Achievable, Realistic, Time-Oriented). Methodology and Design — Description of the overall strategy, methodology, and analyses to be used to accomplish the stated goals and objectives; answers the question “How will you accomplish your stated objectives?” as well as “Why is this the best approach?” Implementation Plan — A description and timeline of the specific planned activities related to the proposed intervention, data collection tools, identification of who will complete the activities, and what outcomes will be achieved. The implementation plan should be presented in a table format. Evaluation Framework and Plan — Outlines the plan for determining the success of the project during implementation (process evaluation) and at the end of implementing the project (outcome evaluation). Process and outcome measures should be described, including what data are needed and how data will be collected to determine success. Dissemination of Intervention Outcomes — Description of your communication strategy to stakeholders regarding the results of this intervention. Answers the questions, “Who will you target?” and “How will you communicate results?” Budget and Budget Narrative — Outlines the funding requested for the proposed intervention. Budget narrative should provide justification for the requested funds and indicate how the proposed intervention will be sustainable after funding ends. Present the budget in a table format, followed by the budget narrative. References Deliverables The deliverables for your grant proposal will be submitted in WEEKS 5, 8, 12, and 16. For WEEKS 5, 8, and 12, you will work on three separate parts of your project, according to the deliverable schedule provided below. In Week 16, you will submit your final, completed project, including all revisions or suggested edits made by your instructor. For each of the four deliverables (Parts 1-3 and Final Project), include a copy of the appropriate rubric (provided in this Capstone Guide) at the end of the deliverable. Your instructor will use this rubric when reviewing and grading the deliverable. Deliverable Due Date Components Due Part 1 Topic 5 II, III Part 2 Topic 8 IV, V, VI, VII Part 3 Topic 12 VIII, IX, X Final Project Topic 16 I-XI Descriptions of the four deliverables, including criteria, requirements, and instructions for completion are provided below: MPH Capstone Project Part 1 (Week 5) The Background and Review of Literature section synthesizes the literature related to your health issue. This section should be structured so that it summarizes previous research and history relevant to your health issue and proposed intervention, as well as how your proposed intervention, program/project, service, or initiative will help to address the health issue. You will also describe the problem this intervention addresses and the need for the proposed intervention. A helpful resource, “PUB-690: Literature Review Summary Table” (ATTACHED), has been provided to assist you with organizing and preparing your literature review. This template can be used to summarize 10-15 scholarly sources related to your chosen health issue. The table allows you to summarize the research studies you will use as evidence for your capstone option. The essential components of each study, such as research design, study characteristics, data collection methods, and key findings, are to be added in each section of the template to help you evaluate each studys scientific merit, strengths, and limitations. The deliverable should be between 1,500 and 1,750 words, and will include these parts of your capstone project: Background and Review of Literature — A summary of the previous research and history relevant to a proposed intervention. Description of Proposed Intervention — Description of what you intend to do. It answers the questions, ‘What is your proposed intervention?’ and “Why is it important?” and builds a case for why you should be funded. Goals and Objectives — Goals are the overall statements of what the proposed intervention intends to accomplish. Objectives reflect the steps toward achieving the goals. Objectives should be developed using S.M.A.R.T. criteria (Specific, Measurable, Achievable, Realistic, Time-Oriented). Methodology and Design — Description of the overall strategy, methodology, and analyses to be used to accomplish the stated goals and objectives; answers the question “How will you accomplish your stated objectives?” as well as “Why is this the best approach?” Implementation Plan — A description and timeline of the specific planned activities related to the proposed intervention, data collection tools, identification of who will complete the activities, and what outcomes will be achieved. The implementation plan should be presented in a table format. Evaluation Framework and Plan — Outlines the plan for determining the success of the project during implementation (process evaluation) and at the end of implementing the project (outcome evaluation); process and outcome measures should be described, including what data are needed and how data will be collected to determine success. Dissemination of Intervention Outcomes — Description of your communication strategy to stakeholders regarding the results of this intervention; answers the questions: ‘Who will you target?’ ‘How will you communicate results?’ Budget and Budget Narrative — Outlines the funding requested for the proposed intervention; budget narrative should provide justification for the requested funds; indicates how the proposed intervention will be sustainable after funding ends. Present the budget in a table format, followed by the budget narrative. MPH Capstone Project Part 2 (Week 8) The deliverable for Topic 8 will focus on describing your proposed intervention goals and objectives; a description of the proposed intervention; the methodology for your proposed intervention; and an implementation plan. The deliverable should be between 1,000 and 1,250 words, not including tables, and will include the following components of your project: MPH Capstone Project Part 3 (Week 12) The deliverable for Topic 12 will focus on the evaluation framework and plan for the proposed intervention, a plan for dissemination of outcomes, and a budget and budget narrative. The deliverable should be between 750-1,000 words, not including the budget table, and include the following parts of your project: MPH Capstone Project — Final Project (Week 16) In Week 16, you will submit your final, completed project. Your project should include revised sections of the parts submitted in WEEKS 5, 8, and 12, and include new elements that you have not previously submitted for review: The Abstract/Summary, and a complete list of References. The final project will include the following final components in the order listed: Abstract/Summary Background and Review of Literature Statement of Need Description of Proposed Intervention Goals and Objectives Methodology and Design Implementation Plan Evaluation Framework and Plan Dissemination of Intervention Outcomes Budget and Budget Narrative References

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post PUB 690 NYU Racial Health Disparities Research Paper appeared first on Homework Free Org.

HIMS 655 UMDC Systemized Nomenclature of Medicine Clinical Terms used in EHR Response

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

please read and contribute to peer discussion Peer 1: SNOMED CT is the global clinical terminology that adds processable meaning to an Electronic Health Record. Enabling effective, meaningful representation of clinical information plays a pivotal role in worldwide endeavors to deliver cost-effective, high-quality healthcare. SNOMED CT is a valuable component of the EHR. It has been developed and validated by clinical, technical, and terminological experts. Realization of its potential benefits depends on the implementation, deployment, and practical use. Throughout the world dedicated health professionals work hard to provide high-quality care to a growing population with an ever-wider range of health needs. Despite these best efforts, avoidable deaths and injuries occur, as busy practitioners miss key information about their patients or overlook evolving standards of best practice. The use of an Electronic Health Record (EHR) is a significant step forward. It improves communication and increases the availability of relevant information. Moving from paper to electronic documents is only part of the solution. The remaining challenge is to identify and link key facts in oceans of relevant data. A clinically validated, semantically rich, controlled terminology, like SNOMED CT, helps to make an EHR meaningful. Using SNOMED CT to represent clinical information allows meaning-based retrieval of information. A SNOMED CT-enabled EHR can be used to identify key facts, presenting opportunities to reduce the risks of errors of omission or commission. As a global enterprise, maintained by an international collaborative effort, SNOMED CT offers a vendor-neutral resource. As the clinical terminology of choice for EHR systems throughout the world, SNOMED CT is increasingly being used to link clinical knowledge in ways that contribute to the quality, consistency, and safety of healthcare delivery. (SNOMED CT — Adding Value to Electronic Health Records, 2014). SNOMED CT is superior to ICD-10 for clinical representations due to its controlled focus on clinical concepts and multi-axial structure. While ICD-10 is designed as a hierarchical statistical classification system, SNOMED CT is represented by multiple levels of granularity. Some of these levels include: Body Structure Clinical Finding Event Procedure Social Context Substance (Mason, n.d.) References Mason, C. (n.d.). SNOMED CT and the EHR: Why Should a HIM Professional Care? AHIMA Body of Knowledge. Retrieved February 16, 2022, from https://bok.ahima.org/doc?oid=302574#.YgyJbOjMK00 SNOMED CT — Adding Value to Electronic Health Records. (2014, February 19). SNOMED International. Retrieved February 16, 2022, from https://www.snomed.org/SNOMED/media/SNOMED/documents/SNOMED-CT_Adding-Value-to-EHR_20140219-(2).pdf Peer 2: SNOMED-CT (Systematized Nomenclature of Medicine – Clinical Terms) is utilized in electronic healthcare records to create accessible, high-quality clinical content. It provides a systematic approach to representing clinical terminology that doctors capture and also supports automated interpretation. The major goal of SNOMED-CT is to encode meanings that are used in health information to supplement meaningful clinical data recording to improve care (Miarro-Giménez et al., 2017). The appropriate use of SNOMED-CT can benefit individual patients and doctors, the public, and enhance evidence-based healthcare. In a clinical session, SNOMED-CT allows essential clinical information to be collected using consistent and recognizable visuals. It also promotes the sharing of relevant content among those involved in the delivery of treatment to patients via recorded data, allowing conventional comprehension and analysis of clinical evidence by all clinicians (Gaudet-Blavignac et al., 2018). The method allows for accurate and comprehensive searches that identify patients who require follow-up therapy changes based on the studied guidelines. SNOMED-CT eliminates linguistic obstacles. SNOMED-CT also allows for the early detection of emergent issues, the monitoring of a population’s health, and the response to changes in clinical practices. It also allows for targeted and accurate access to essential data, as well as a reduction in costly duplications and errors. SNOMED-CT provides for the provision of relevant data to enable research and the addition of evidence to improve future services. Finally, this technique improves care audit by providing the option for a detailed review of clinical records in order to investigate exceptions and outliers. SNOMED-CT improves the quality of care that individuals receive and allows for the linking of clinical information. It also improves clinical protocols and standards. SNOMED-CT also minimizes the expenses associated with duplicative and ineffective therapy and testing, as well as the frequency and severity of adverse health occurrences (Agrawal et al., 2016). Finally, SNOMED-CT improves cost-effectiveness and quality of care delivery. In conclusion, SNOMED — CT is effective for clinicians in delivering care to patients and the population as a whole and produces cost-effective quality care. References Agrawal, A., Perl, Y., Ochs, C., & Elhanan, G. (2016). A contextual auditing method for SNOMED CT concepts. International Journal of Data Mining and Bioinformatics, 15(4), 372-391. Gaudet-Blavignac, C., Foufi, V., Wehrli, E., & Lovis, C. (2018). Automatic annotation of French HCAD 640 – Discussion: Activity-Based Costing ( answer in 100 words minimum with at least 2-3 references) Peer 3: Developed by Kaplan in the mid-1980s, activity based costing (ABC) is a system that has been adopted in public and private, service and managerial organizations. It is used to serve as a planning mechanism that shows the relationship between goal achievement and resource intensity when preparing budgets. (Carroll, & Lord, 2016) Activity-based costing can be used to mitigate rising costs by producing accurate and rational financial management information, and to provide information that could help managers make accurate product mix decisions. As well as product price calculations, and consumer profitability analyses. (Carroll, & Lord, 2016) Activity-based costing can make a significant difference for the change in patient perception. For instance, gestational diabetes mellitus affects up to 10 percent pregnancies in the U.S. every year, which health systems worked on detecting as early as possible. If an organization utilizes the ABC system and apply it to a specific service line, they are able to identify patients who are at risk early, improve patient outcomes, and decrease cost overtime. (Health Catalyst Editors, 2019) At UPMC, activity-based costing allowed their organization to better managed their population health and valued-based care systems by organizing and expanding their service lines. UPMC formed four services lines, Women’s Health, Orthopedics, Heart and Vascular, Neurology and Neurosurgery as well as other service lines. Their goal was to break down the virtual walls between the separate care locations, which helped them discover that relationship-building among service line providers from different care locations was the main objective. In order to expand their service lines and get providers to think in the same terms, each service line includes a formal structure with three specific components. The service team (clinicians and administrators) The executive team ( execution operational leader and a physician leader) The financial lead (primary contact for all financial matter) (Health Catalyst, 2016) Incorporating the different service lines brought together practitioners across their system, which allowed them to remove the institutional barriers to effective collaboration and decision-making. When applying ABC organizations have to consider the size, clinical complexity, reimbursement models, and access to complete information. Each influences the ability for a service line to drive improvement being that every service line is not the same. After making those considerations, each decision is based on clinical indications and outcomes, and further informed by cost. With applying activity-based costing, UPMC was able to save millions within their targeted service lines. (Health Catalyst, 2016) References Carroll, N., & Lord. J. C. (2016). The Growing Importance of Cost Accounting for Hospitals. Retrieved from https://www.healthfinancejournal.com/index.php/johcf/article/view/109 Health Catalyst Editors. (2019). Activity-Based Costing: Healthcare’s Secret to Doing More with Less. Retrieved from https://www.healthcatalyst.com/insights/activity-based-costing-healthcare-improves-outcomes/ Health Catalyst. (2016). Service Lines and Activity-Based Costing Reveal True Cost of Care for UPMC. Retrieved from https://www.healthcatalyst.com/success_stories/activity-based-costing-in-healthcare-upmc/ Peer 4: UPMC implemented a new activity based cost (ABC) system to aggregate clinical, operational and financial information from multiple systems within their organization in order to match supplies like blood products, equipment usage and a myriad of other clinical activities to specific patients (HealthLeaders, 2014). The reasoning behind them adopting a new method of cost accounting was so that their data on cost and outcomes would be more transparent and precise in what they highlight as the new volume-to-value world and the new accountable care world. UPMC chose to adopt an ABC system because these systems help health care organizations better understand their operations than conventional accounting systems, they provide more much more useful costing information than conventional systems, they provide for insightful information for process improvement, and they are better suited to controlling costs, which helps buffer against rising healthcare costs today (Lawson, 2017). ABC has all these advantages over conventional accounting systems because ABC directly connects the actions and decisions of clinical staff to their respective costs, allowing for the accurate measurement and assessment of 100% of clinical costs (Beckers Hospital Review, 2021). This is beneficial to patients because users can exactly where and how resources are being used. For example, the use of ABC accounting lets us break costs down to their smallest units, i.e. the cost of a single minute in the operating room. This is typically a widely variable cost across different facilities because no real benchmarks are in place for the contributors to operating room costs. Using ABC, we can breakdown costs to the smallest unit, allowing us to see the percentages of direct and indirect costs and why exactly those costs are incurred. In 2014, Childers & Maggard-Gibbons (2018) broke down the average direct costs of California ORs to wages and benefits as well as non-billable surgical supplies and indirect costs of security and parking. Using time driven ABC, Childers & Maggard-Gibbons mapped each step of a patients care, and the cost of each step in the smallest units possible, deriving an average OR cost per minute of $36-37. They write that data broken down in this manner is both more actionable and accurate. In summary, ABC helps to control rising costs by accounting for 100% of clinical activity, and is beneficial to patients because they can trace the costs to each clinical activity and decision made during their care, should they request a breakdown of their healthcare costs. This alters their perception of inflated costs by allowing them to see the direct link to services they received and exactly what they were charged for. While costs are admittedly still exponentially high, this is one way to rationalize expenses incurred during treatments. Hospitals being forthcoming about cost breakdowns without being requested to however, is another issue entirely. References Beckers Hospital Review. (2021). How activity-based costing can boost hospital finances. Www.beckershospitalreview.com. https://www.beckershospitalreview.com/finance/how-activity-based-costing-can-boost-hospital-finances.html Childers, C. P., & Maggard-Gibbons, M. (2018). Understanding costs of care in the operating room. JAMA Surgery, 153(4), e176233. https://doi.org/10.1001/jamasurg.2017.6233 HealthLeaders. (2014). UPMCs Homegrown Tool for Activity-Based Costing. Www.healthleadersmedia.com. https://www.healthleadersmedia.com/finance/upmcs-homegrown-tool-activity-based-costing?page=0%2C1 Lawson, R. (2017). Costing Practices in Healthcare Organizations: A Look at Adoption of ABC. Home. https://www.hfma.org/topics/article/57198.html less

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post HIMS 655 UMDC Systemized Nomenclature of Medicine Clinical Terms used in EHR Response appeared first on Homework Free Org.

INFO 5200UOB Collection of Human Healthcare Books Project

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

1. Project description 1.1. COLLECTION AND INFORMATION OBJECTS Here you identify a collection of information objects (Books, movies, DVDs or music) to work with. Some objects work better than others for this assignment. You may discuss ideas for information objects to use with the instructor, who will assess whether the objects are appropriate for the assignment. Avoid choosing highly personal collections of information objects because these may be difficult for you to envision in a public setting. Real collections at your place of work may be acceptable. Hypothetical collections (i.e., realistic but not necessarily existing) are also acceptable. Tasks: Choose a collection of information objects to organize. These objects must have these two attributes: proper names (personal and/or corporate entities as creators, publishers, etc.) and identifiable subjects (information or intellectual content, topics, aboutness). If your collection contains objects in multiple formats (e.g., books, videos, etc.), limit it to one format for this project to reduce your time and effort. Obtain a sample of 10 actual objects from your collection. These objects must be real and readily available: you will be handling and examining them as you develop your organization system. The sample should be representative (not random), that is, it should include a carefully chosen variety of objects (by subject, format, etc.) that represent a cross-section of the collection. Determine the setting or location of the collection, which must be a public place such as a library, museum, or store. The setting can be real or hypothetical. If the collection is a subset of a larger real collection (as in a library), treat it as independent for the duration of this project; that is, do not try to integrate it with the rest of the existing collection. Think about the purpose that your particular collection serves for the institution. Determine the size of the full collection. The size can be real or hypothetical, but for this project assume that the collection contains at least 1,000 objects. Consider how the collection typically grows, such as through purchase or donation. Provide a descriptive name for the collection. This is the basis for the title of your report at the top of page 1. Narrative: Start with an introductory sentence that states the name of the collection and its public setting (i.e., where it is housed; its institutional context). State the purpose of the collection and why it exists. Expand with a description of the collection, its scope, and the types of information objects it contains. Indicate the objects’ physical aspects (e.g., formats) and intellectual aspects (e.g., topics covered). State the size of the collection (minimum 1,000, real or hypothetical). Explain how it will grow and change in the future. The description should be general here because you will write detailed descriptions of the objects later in the report. Focus on a description of the collection and why it exists. Do not list the titles or names of individual objects. IMPORTANT: Technical writing style for this report requires the following (with a few exceptions noted elsewhere). Use present-tense verbs (“is”) as if your information organization system is complete and operational, not future- or conditional-tense verbs (“will be,” “would be”). Use third-person pronouns (“it,” “they”) that do not personalize the text; do not use first- or second-person pronouns (“I,” “we,” “you”). Write in a gender neutral style (no ‘he’, ‘she’, ‘her’) Write clearly and succinctly, without creative flourishes or emotional adjectives and adverbs. See Tips for Coursework for additional advice on grammar and spelling. Be sure to avoid common errors such as noun-pronoun disagreement (e.g., not “user . . . they,” but rather “users . . . they” or “user . . . he/she”). Use of words such as I, me, our, will, would be, etc., will result in loss of points on any assignment. 1.2. Users demographics and knowledge It is essential that you identify and describe your users at the outset because the information organization system you develop must respond to their needs and behaviors. The more familiar you are with these users in real life, the more concrete and accurate your description will be. Certain factors may affect their ability to request information and use the organization system. A clear understanding of the users now will guide your thinking for the remainder of the project. Your group must have several hundred potential users. Note: For this project, it is important to understand that “users” perform two different types of tasks. First are the end users of the collection, people who have information needs and who search the database and the collection. You are designing the information organization system for these users. Second are the technical users of the organization system, people who create and maintain the database and the records. In a traditional library or information center, end users are the patrons who browse the collection, use the catalog, and approach the information or reference desk. Technical users are staff personnel including database experts and indexers or catalogers. For various sections, you will adopt the viewpoint of one or the other type of user. In this section, you identify and describe the end users of the collection. Later, in Appendixes C and F, you provide input rules for the technical user on how to create records for the database. Tasks: Identify the types of people who use the collection. They may fall into one relatively homogeneous group, or into primary and secondary groups. Limit groups to one distinct user group. Describe the demographics of the group. Estimate the percentage of each gender, age range, education level, and any other demographic characteristics that are relevant to their use of the collection and thus relevant to the design of the organization system. Consider characteristics that may particularly influence their information needs, abilities, and searching behavior (e.g., education, occupation, language, ethnicity, culture). Determine whether the users’ level of each type of knowledge (general, domain, system, information-seeking) is high, medium, or low (i.e., whether users are experts, novices, or in between). Address each type of knowledge separately. Explain how users’ types and levels of knowledge affect their ability to request information and use the system. See the required readings for information on this. Consider your target market. Discuss any concerns there might be if your system was not actually built for these users. Where would they go for the information? What would the pros and cons of that situation be? Later on you will develop this into a SWOT and other analysis of your system. Narrative: Start with an introductory sentence that generally describes the user group. Describe the demographics of the group and identify specific demographic characteristics you feel are relevant to user behavior and thus relevant to the design of the organization system. Explain why certain characteristics are important. Define the four types of knowledge and then discuss the levels of each type of knowledge of the user group. Explain why they are at that level. Explain how users demographics and their levels of knowledge serve as a basis for the design of your system. Discuss the ramifications of not building your system, and the effect of that on your user group. One sentence that says ‘the users will not get the information’ is NOT sufficient. You should have one user group. 1.3. USERS’ PROBLEMS AND QUESTIONS This section describes why and how users request and interact with the collection through the organization system. You will repeat the user questions later in a system performance test in section 6.1. The information objects attributes will inform your decisions about metadata elements in section 2.2. Tasks: Consider the kinds of situations that motivate users to seek information from the collection: their information problems or needs and how those are translated into requests to the system. Think about their purposes for using the collection (e.g., research for school assignments). Brainstorm a list of typical users information problems and requests, or the kinds of questions they ask. To be a good test for the system, do not use questions that are answered with yes/no or a number, or a point of the finger, or a trivia answer. It should be possible to respond to each question by retrieving at least one of your 10 sample objects. For example, phrase a question for books by specifying the authors name (e.g., “book by Hemingway,” not “book by certain author”). Hint: To get ideas, have someone who might be a potential user ask you some questions. See the presentation “How to Write Good User Questions” for more information on this. Identify the attributes of the information objects that these user questions suggest. Attributes are general characteristics or properties (e.g., title, creator, size, format) of information objects. They are not specific data values. For example, in a request for a book “by Hemingway,” the attribute is author or creator and the data value is “Hemingway.” Attributes that are important to users, as indicated by their questions, suggest characteristics or properties of the objects that should be described in the system. Edit the list of questions to four that demonstrate the most variety in object attributes. Consider also that user requests imply expectations for information system retrieval performance, such as levels of recall and precision. For each question, consider whether users desire information retrieval to be high, moderate, or low in precision and recall. For example, a request for “Five or six books by Hemingway” suggests the attributes format and author. The user wants more than a few books available, so he/she desires high recall. The user doesn’t care if a few non-relevant books are retrieved, so he/she desires moderate precision. On the other hand, a request for “A Farewell to Arms by Hemingway” suggests the attributes title and author. The user wants a specific title, so he/she desires low recall. The user wants only that title, so he/she desires high precision. Narrative: Begin with a brief paragraph generally describing users’ information needs or information need situations, that is, what they are looking for and why they are looking for it. List four user questions or requests, the information object attributes they suggest, and the desired precision and recall, using the format below. Compose questions as full sentences. Copy the format below for each question (number questions appropriately). User question 1: Object attributes: Desired precision: Desired recall: Repeat this for each of your questions. End with a brief paragraph summarizing important attributes of the objects that should be represented in the records. Be sure to list attributes that are suggested by the questions. This can be done in as little as one sentence. If you think of other important attributes that are not suggested by the questions, mention these separately. Ultimately you should have in the area of eight attributes. You need not mention classification/call number here as it is a given that everyone will have this.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post INFO 5200UOB Collection of Human Healthcare Books Project appeared first on Homework Free Org.

Saddleback College Legalizing Marijuana Discussion

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

The jabs across the fence by those that want marijuana legalized are quickly countered by those that want to keep marijuana classified as a Schedule I drug. To date 21 states have laws in place that legalize the use of marijuana for medical reasons. Currently since the recent elections, 10 states and the District of Columbia have passed measures that have legalized marijuana for recreational use. Proponents say that there have been no documented deaths as a directresult of marijuana use, where as the annual number of deaths from tobacco smoke and alcohol are numbing. Proponents state that the legalization of marijuana will result in jobs, increased revenue for states, decreased crime, and the sale of the drug can be regulated. Opponents argue that increased availability of the dr ug and its byproducts will only resort in higher usage among teens, increased costs for treatment programs, increased availability to minors, higher addiction rates, and increased health related issues further burdening the health care systema. There is also the argument of increased involvement of foreign crime organizations.. After being the first to legalize the recreational use, Colorado has been the experiment that other states continue to look to. In Colorado’s 2019 annual report referred to as the Rocky Mountain High Intensity Drug Trafficking Area (HIDTA) impact Report , which is used to monitor data regarding the impact of legalizing marijuana has highlighted some interesting issues. The report is divided into multiple sections, each providing information on the impact of marijuana legalization. The sections are as follows: Section 1 — Impaired Driving and Fatalities: Since recreational marijuana was legalized, traffic deaths in which drivers tested positive for marijuana increased 109 percent while all Colorado traffic deaths increased 31 percent. Since recreational marijuana was legalized, traffic deaths involving drivers who tested positive for marijuana more than doubled from 55 in 2013 to 115 people killed in 2018. o This equates to one person killed every 3 days in 2018 compared to one person killed every 6 ½ days in 2013. Since recreational marijuana was legalized, the percentage of all Colorado traffic deaths that were marijuana related increased from 15 percent in 2013 to 23 percent in 2018. Section 2 — Youth Marijuana Use: Since recreational marijuana was legalized: Past month marijuana use for ages 12 and older increased 58 percent and is 78 percent higher than the national average, currently ranked 4th in the nation. Youth marijuana use decreased 14 percent and is 40 percent higher than the national average, currently ranked 6th in the nation. In 2017, The number of students that usually consumed marijuana as edibles was 10% which was up from 2% in 2015. Further, the students that reported dabbing marijuana increased from 4% in 2015 to 7.5% in 2017. Colorado first time use ranks first in the nation for all age groups except for 26 and older in which it ranks second. Section 3 — Adult Marijuana Use: Adult marijuana use increased 94 percent and is 96 percent higher than the national average, currently ranked 4th in the nation. College age marijuana use increased 18 percent and is 48 percent higher than the national average, currently ranked 6th in the nation. Past Month Marijuana Use Ages 26 and Older Colorado was 96% higher than the National average in 2016/2017 Between 2002 and 2016 the amount of pregnant women using marijuana increased from 3% to5%. By comparison both alcohol and cigarette use by pregnant women fell during the same time period by 2% and 7.5% respectively Section 4 — Emergency Department and Hospital Marijuana-Related Admissions The yearly number of emergency department visits related to marijuana increased 54 percent after the legalization of recreational marijuana (2013 compared to 2017). The yearly number of marijuana-related hospitalizations increased 101 percent after the legalization of recreational marijuana (2013 compared to 2017). Marijuana only exposures more than quadrupled in the six-year average (2013-2018) since recreational marijuana was legalized compared to the six-year average (2007-2012) prior to legalization. The percent of suicide incidents in which toxicology results were positive for marijuana has increased from 14 percent in 2013 to 23 percent in 2017. Section 5 — Black Market RMHIDTA Colorado Drug Task Forces (10) conducted 257 investigations of black market marijuana in Colorado resulting in: o 192 felony arrests o 6.08 tons of marijuana seized o 60,091 marijuana plants seized o 25 different states the marijuana was destined Seizures of Colorado marijuana in the U.S. mail system has increased 1,042 percent from an average of 52 parcels (2009-2012) to an average of 594 parcels (2013-2017) during the time recreational marijuana has been legal. Number of Marijuana Case Filings Associated with Colorado Organized Crime Control Act increased from 1 in 2014 to 119 in 2017. Colorado Organized Crime Control Act (COCCA) filings are conspiracy cases in which there is potential for a larger sentence than other types of drug filings. Section 6 — Societal Impact Marijuana tax revenue represent approximately nine tenths of one percent of Colorados FY 2018 budget. Total revenue from Marijuana taxes totaled $253,284,946 64 percent of local jurisdictions in Colorado have banned medical and recreational marijuana businesses. In 2018, violent crime in Colorado rose by 7.95% compared with 2017. Over half of the violent crime reported in 2018 was categorized as aggravated assault. In total, there were 211 murders (218 in 2017), 14,403 aggravated assaults (up 12.66% from 2017), and 6,834 sexual offenses (up 5.01% from 2017). The per-capita violent crime rate in Denver grew 9 percent between 2017 and 2018, while the bulk of large cities in the U.S. saw a decline On average, violent crime rates in 25 of the nations most populous cities dropped 4 percent in that time period. Average Pounds of Marijuana from Colorado, mailed to another state increased 1,124% ! Section 7– Related Data: Economic and Social Costs of Legalized Marijuana ‘For every dollar gained in tax revenue, Coloradans spent approximately $4.50 to mitigate the effects of legalization.’ ‘Costs related to the healthcare system and from high school drop-outs are the largest cost contributors.’ ‘Yearly cost-estimates for marijuana users: $2,200 for heavy users, $1,250 for moderate users, $650 for light users.’ ‘The estimated costs of DUIs for people who tested positive for marijuana only in 2016 approaches $25 million.’ ‘In 2016, the marijuana industry was responsible for approximately 393,053 pounds of CO2 emissions.’ To read the complete report click the following link RMHIDTA (Links to an external site.) In a recent article from CNN Business (11/26/19), it was reported that total estimated sales form recreational cannabis totaled over $12 billion, but black market sales accounted for the largest share totaling $8.7 billion in illicit sales. The expected job growth has turned into an epidemic of layoffs. Seeing this data, both the good and the bad, how does the state of California, which has a very hard time trying to find it’s own identity, use Colorado as a model and reduce the trends that are being experienced there. Please do not tell me about the importance of pot for medicine, or about less people in jail, or that no one has ever died from overdosing on pot. That is not what I am looking for here. Look at the facts people. Get into this, because your generation will live with the after affects good or bad from these issues. At the end of the day, is this just about money? I expect some real hard line data in your replies, not the latest blog from the Huffington Post or Weed Magazine. student 1: The article listed above presents a tremendous case against marijuana. As shown in the graphs hospitalizations due to marijuana use or exposure has been consistently increasing since commercialization and have drastically increased since legalization. California needs to see the facts and the numbers listed in the article showing the numbers of drivers testing positive for the use of the drug as well as the number of deaths in motor vehicle accidents and use it as a motive to oppose the trend Colorado has been on. I do feel living in America, that seeing these numbers in the money really helps distract the real problem and it makes the legalization of marijuana so much better than it is. The article says it for itself, more people are dying and more people are visiting the hospital. I have friends who are cancer survivors that have personally told me the use of medical marijuana along their journey did indeed help and make a difference in their feeling of pain. So yes, marijuana does have its medicinal benefits but people who aren’t in need of it medically use that as a defense in regards to how it isn’t harmful. People are blinded by the risk of what marijuana may actually cause because they have found something that is on the fence of legalization that benefits them personally. Marijuana is indeed a gateway drug and just like the professor said in the directions of the post, our generation is going to deal with the consequences or benefits of legalization, and I personally think there’s going to be more harm than help done. I know marijuana hasn’t harmed every single user, hasn’t led to an unfortunate circumstance in every case, but clearly there’s a correlation in societal and environmental consequence. Getting a law reversed after it’s been legalized is incredibly difficult and although I don’t see it happening anytime soon or even at all, I think California needs to see the facts and correlation and make a change for the future. student 2: As California searches for its own identity after the legalization of recreational marijuana, they are viewing Colorado as the guinea pig state. The state of California looks to Colorado as a model ever since Colorado was the first state to legalize recreational marijuana use. The article mentioned above, RMHIDTA, states that Colorados yearly number of marijuana-related hospitalizations increased 101% after the legalization of recreational marijuana. The article also states that in 2016, the marijuana industry was responsible for approximately 393,053 pounds of CO2 emissions. Both of this evidence suggests that since the legalization of recreational marijuana, there have been a greater increase in health hazards. I think that when California looks to Colorados experimentation and trends with marijuana use, they should focus on ways to control and decrease the number of health-related issues. Some ways California can reduce the trend of marijuana related health issues is to reduce the carbon footprint from marijuana growth. To reduce the carbon footprint, California should use energy sources such as solar or wind, because this produced zero carbon emissions. Another renewable energy source that can be used is LED lighting, which reduced the need for excess ventilation. This way, less carbon dioxide is produced and there is a lower cost of production. Another negative trend that Colorado is experiencing is the number of impaired driving and fatalities. According to the article mentioned above, the percentage of all Colorado traffic deaths that were marijuana related increased from 15% to 23% in 2018. I think California needs to recognize these statistics and understand that with the legalization of recreational marijuana use, it is certain that were will be more people who are driving high. To decrease this trend, California should have more DUI checkpoints and they should encourage people to consume marijuana in the safety of their homes. Although it is unrealistic to expect people to stay at home to use marijuana, there are not many alternatives to going places when you are high. There are many pros and cons to the legalization of recreational marijuana, and since California voted yes on the law, we the people must conform to this new law and recognize the dangers of being high while driving and the other increased health risks. Although I did not talk much about the economys viewpoint on the legalization of marijuana, I can tell you that it is all about the money. If it was not, then marijuana would not be legal

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

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