Original Work, No Plagiarism, Cite and Reference
Using the following
linkLinks to an external site., watch the video entitled, ”
Data Cherry Picking”
https://ori.hhs.gov/images/ddblock/SCRIPT-03-hi-res.mp4 and answer the following discussion questions:
1. What pressures are being faced by the postdoctoral fellow?
2. How might those pressures change how he conducts his research?
3. What ethical issues are raised if misleading data are presented in a grant application or publication?
4. How do you balance work/home life? Should you be able to discuss these expectations with the PI or clinical director?
see attached
10/9/23, 11:32 AM Case – BHA370 Strategic Delivery of Healthcare Services (2023OCT09FT-1)
https://tlc.trident.edu/d2l/le/content/202712/viewContent/5129358/View 1/2
Module 1 – Case
STRATEGIC PLANNING AND PROCESSES
Assignment Overview
Strategic planning in healthcare typically involves a number of people with diverse
ethnicities, various ages, multiple race groups, and different experiences. An
interdisciplinary approach involves team members from different disciplines working
collaboratively, with a common purpose, to set goals, make decisions, and share
resources and responsibilities. Strategic plans are designed to build an inclusive
environment, plan for the equity of the organization, and to develop objectives to
support viability. Examining external industry competition aids in gauging and
designing performance measures to meet prospective goals.
Case Assignment
In a 2-page paper, answer the following questions:
1. What roles do boards of directors, C-Suite employees, physicians, general
employees, and the community play in a healthcare organization’s strategic-
planning process?
2. Does the diversity of a healthcare organization’s staff have any impact on the
strategic-planning process? Explain your rationale.
Assignment Expectations
1. Conduct additional research to gather sufficient information to justify/support your
responses.
2. Limit your response to a maximum of 2 pages (title and reference pages are not
included in the page number count).
3. Support your responses with peer-reviewed articles, with 2 to 3 references. Use
the following link for additional information on how to recognize peer-reviewed
journals:
How to Recognize Peer-Reviewed (Refereed) Journals
http://www.angelo.edu/services/library/handouts/peerrev.php.
4. You may use the following source to assist in formatting your assignment:
Purdue Owl – https://owl.english.purdue.edu/owl/resource/560/01/.
Listen
10/9/23, 11:32 AM Case – BHA370 Strategic Delivery of Healthcare Services (2023OCT09FT-1)
https://tlc.trident.edu/d2l/le/content/202712/viewContent/5129358/View 2/2
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5. For additional information on reliability of sources, review the following
source: https://nccih.nih.gov/health/webresources.
6. This assignment will be graded based on the Case Assignment rubric.
Please provide a speak over PowerPoint presentation on the utilization of one of the following nonpharmacological psychotherapy approach for the diagnosis and treatment of a behavioral disorder of your choice based on the reading of the course material.
Nonpharmacological Psychotherapy Options
Please include the following slides in your presentation (you can use the sample provided)
**Please upload your presentation in the Microsoft Office One Drive and share the link in Moodle. (See Moodle link sharing document).
*** You can use any tool to record your voice over the Powerpoint. In case you need you can see the tutorial provided for speak over presentation in Moodle with Screenpal (free tool) (https://screenpal.com/screen-recorder)
by Sunday, 11:59 p.m. Eastern Time. Include three scholarly sources references.
Course Outcomes Relates to the Assignment
he/him/his
10/26/23, 9:26 PM NEW
Maintaining appropriate nutrition levels is crucial for older adults as it promotes overall health and well-being. However, there are various dietary concerns and barriers that older adults may encounter, which can lead to inadequate nutrition. Reduced physical mobility can make grocery shopping and meal preparation challenging. Older adults live longer, which means ailing health status and increased immobility as they try to maintain their autonomy and self-sufficiency. Access to nutritious foods may be limited, leading to reliance on convenience or processed foods, which are often less healthy. Loneliness or living alone can contribute to poor dietary choices and meal skipping. Eating alone can also reduce the enjoyment of meals. Limited income may lead to difficulty affording nutritious foods, forcing older adults to make compromises on food quality.
Educate the older adult and their caregivers about meal planning and preparation. Encourage them to plan balanced meals and provide assistance or resources for grocery shopping. Meal planning can mitigate some of the limiting factors associated with decreased mobility. Connect the older adult with community resources such as Meals on Wheels or senior meal programs that provide adequate meals. Encourage older adults to increase their social circle if possible. Integrating peers can reduce loneliness and encourage physical and mental activity. Provide them with resources to community centers and assist with activity searches. These teachings and collaborative efforts from the client can improve nutritional health.
Angela Antonczak
10/24/23, 11:24 PM
Top of Form
Nutrition is essential for the body so when older adults have dietary problems and barriers it is very difficult to maintain a healthy diet. The dietary concerns and barriers for an older adult to maintain appropriate nutrition levels are physical difficulties and medical conditions are two examples that are extremely difficult for older adults. Elderly people age and so does the immune system so when it weakens they get more prone to health issues. Obesity is a big problem for elderly people with diabetes type 2 because they are overweight. They might have to limit their sugar intake so they don’t have to take insulin shots. Another is osteoporosis when an older person has calcium deficiency or low calcium levels in their diet. My aunt had this disease and it hurt when she walked. She was told to take a calcium supplement, but she refused to take anything. Maintaining an healthy diet in general is extremely difficult for elderly people because they might be set in their own ways of eating which is a difficult thing like my family was. If older patients do not take consideration for their health and nutrition then they are at risk for many health related complications like heart disease from high fat content consumption. The two client teaching and nursing interventions for prevention of nutritional deficits as well as the consequences of inadequate nutrition and hydration are for nurses to teach the patient about their nutritional needs as far as a strict diet if they are suffering high blood pressure or eating way too much sugar. They should promote physical activity in their ADLs or some form of exercise to help maintain a healthy weight balance. The fluid intake should be limited if a person is suffering from pneumonia or edema which can result to more fluid intake especially if they are having renal failure. The kidneys are at risk because they can’t function normally and filter the blood properly and maintain normal urine. Staying hydrated is essential for the body but for some elderly they must reduce their fluids due to complications. When an older person has inadequate food they are can be at risk for malnutrition which is harmful for the body since an elderly can find it difficult to eat food properly or skip meals due to lack of appetite or no flavor in their meals.
Bottom of Form
.
Instructions Attached
Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
History – Child began with sneezing, mild cough, and low grade fever of 100 degrees three days ago. All immunizations UTD. Father reports that the child has had only two incidents of URI and no other illnesses.
Social – non-smoking household. Child attends preschool four mornings a week and is insured through his father’s employment. No other siblings in the household.
PE/ROS -T 99, R 20, P 100. Alert, cooperative, in good spirits, well-hydrated. Mildly erythemic throat, no exudate, tonsils +2. Both ears mild pink tympanic membrane with good movement. Lungs clear bilaterally. All other systems WNL.
Do not consider COVID-19 for this patient diagnosis.
For the assignment, do the following:
1. Diagnose the child and describe how you arrived at the diagnosis (i.e. how you ruled out other diagnoses).
2. Provide a specific treatment plan for this patient, pharmacologic and/or nonpharmacologic.
3. Provide a communication plan for how the family will be involved in the treatment plan.
4. Provide resources that Mr. Smith could access which would provide information concerning your treatment decisions.
5. Utilize national standards, your pharm and/or patho book and medical or advanced practice professional sources. Do not use patient-facing sources or general nursing texts to support your diagnosis and treatment.
6. Use references to support your concepts. Utilize correct APA formatting and mechanics of professional communication.
Present this Assignment as a narrative document, with a minimum of 4, and maximum of 5 pages not counting the cover page or reference page. It is not necessary to repeat the facts of the case in your narrative.
Before finalizing your work, you should:
·
Read the Assignment description carefully (as displayed above);
·
Consult the Grading Rubric (under Course Resources) to make sure you have included everything necessary; and
· Utilize
spelling and
grammar check to minimize errors.
Your writing assignment should:
· Follow the conventions of
Standard American English (correct grammar, punctuation, mechanics, etc.);
· Be
well organized, logical, and
unified, as well as
original and insightful;
· Utilize correct APA formatting, 7th edition.
· Submit to, and review results of Turnitin.
|
Unit 6 Assignment Criteria |
Level III |
Level II |
Level I |
Not Present |
|
Criteria 1 |
Level III Max Points Points: 8 |
Level II Max Points Points: 6.4 |
Level I Max Points Points: 4.8 |
Not Present 0 Points |
|
Making a correct diagnosis |
· An accurate diagnosis is provided · Rationale for arrival at the diagnosis with support from literature |
· An accurate diagnosis is provided · Rationale for the diagnosis is provided without support from literature |
· An accurate diagnosis is provided · Rationale for the diagnosis is not provided |
· Does not meet the criteria |
|
Criteria 2 |
Level III Max Points Points: 12 |
Level II Max Points Points: 9.6 |
Level I Max Points Points: 7.2 |
Not Present 0 Points |
|
Developing a treatment plan |
· A correct and specific pharmacologic and non-pharmacologic treatment plan for the case study patient is provided |
· A specific treatment plan is provided for the case study patient but is missing less than 50% of pharmacologic and non-pharmacologic treatment. |
· A specific treatment plan is provided for the case study patient but is missing more than 50% of pharmacologic and non-pharmacologic treatment. |
· Does not meet the criteria |
|
Criteria 3 |
Level III Max Points Points: 8 |
Level II Max Points Points: 6.4 |
Level I Max Points Points: 4.8 |
Not Present 0 Points |
|
Providing the patient or family with resources |
· Three or more patient resources to assist with understanding the treatment plan are provided |
· Two patient resources to assist with understanding the treatment plan are provided |
· One patient resource to assist with understanding the treatment plan is provided |
· Does not meet the criteria |
|
Criteria 4 |
Level III Max Points Points: 7 |
Level II Max Points Points: 5.6 |
Level I Max Points Points: 4.2 |
Not Present 0 Points |
|
Developing a communication plan |
· A communication plan which includes principles of therapeutic communication is included |
· A communication plan that does not include principles of therapeutic communication is provided |
· Does not meet the criteria |
· Does not meet the criteria |
|
Criteria 5 |
Level III Max Points Points: 10 |
Level II Max Points Points: 8 |
Level I Max Points Points: 6 |
Not Present 0 Points |
|
College-level academic writing |
· Professional, peer-reviewed, advanced practice references are used · Grammar and mechanics of writing demonstrate graduate level work · Adheres to page number requirements |
· The majority of references used are professional, peer-reviewed and advanced practice · Errors in grammar or mechanics of writing are present but do not interfere with readability · Adhere to page number requirements |
· The minority of references used are professional, peer-reviewed and advanced practice · Errors in grammar or mechanics of writing are present Which interferes with readability · Does not adhere to page number requirements |
· Does not meet the criteria |
|
Criteria 6 |
Level III Max Points Points: 10 |
Level II Max Points Points: 8 |
Level I Max Points Points: 6 |
Not Present 0 Points |
|
Citations and Formatting |
· Includes a strong attempt to cite all sources using APA style. · Minor paper formatting errors may occur. · Minor in-text citation errors may occur. · All authorship is clear and retrievable. |
· Includes an overall attempt at APA formatting and citation style. · Errors in formatting of citation or sources are present. · All sources have some form of citation and all citations have a matching source. · Citations generally make authorship clear. |
· Major errors in citations or source formatting are present. · Citation or source information may be missing or incorrect. · Authorship may be unclear. |
· Does not meet the criteria |
|
Maximum Total Points |
55 |
44 |
33 |
0 |
|
Minimum Total Points |
45 points minimum |
34 points minimum |
1 point minimum |
0 |
IM3001A Module 2 Pre-Assessment (PDF) Module Pre-Assessments are your opportunity to practice applying module content before final submission of your Competency Assessment. For your final Competency Assessment, you will address scenarios related to the importance of nursing informatics in healthcare. For your Module 2 Pre-Assessment, respond to the following prompts. These prompts match those in your final Assessment. Be sure to support your responses with evidence from scholarly literature. Prompts: Write a 1- to 2-page information sheet that addresses the following scenario: You are responsible for orienting several new graduates to your nursing unit. The new hires are scheduled to begin an orientation session with the health informatics department. Prior to the orientation, the new hires need to gain a baseline understanding of the history and evolution of nursing informatics. To assist with their understanding, create a new-hire information sheet that addresses the following topics (1–2 pages): Describe the key components that contribute to the definition of nursing informatics. Provide a brief explanation of the historical evolution of health informatics in general. Describe the aspects of healthcare that the Health Information Technology for Economic and Clinical Health (HITECH) Act sought to improve when it was signed into law. Explain the concept of meaningful use.
see attachment
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