Posts

Policy and Regulation Supporting Informatics and Technology Integration

Module 6: Policy and Regulation Supporting Informatics and Technology Integration
(Week 11)

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Laureate Education (Producer). (2018). Policy and Regulation [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:
  • Evaluate legislative policies and regulations for health and nursing informatics
  • Create fact sheets for health and nursing informatics
  • Analyze impact of legislative policies and regulations for clinical care, patient/provider interactions, and workflows
  • Evaluate healthcare organizational policies and procedures to address legislative policies and regulations

Due ByAssignmentWeek 11, Days 1–2Read/Watch/Listen to the Learning Resources.
Begin to compose your Assignment.Week 11, Days 3-6Continue to compose your Assignment.Week 11, Day 7Deadline to submit your Assignment.

Photo Credit: [Phil Roeder]/[Moment]/Getty Images

Learning Resources

Required Readings

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 8, “Legislative Aspects of Nursing Informatics: HITECH and HIPAA” (pp. 145–166)

American Association of Nurse Practitioners. (2018). MACRA/MIPS: The transition from fee-for-service to quality-based reimbursement. Retrieved from https://www.aanp.org/legislation-regulation/federal-legislation/macra-s-quality-payment-program 

Centers for Medicare and Medicaid Services. (n.d.). MACRA. Retrieved January 18, 2019, from https://www.cms.gov/medicare/quality-initiatives-patient-assessment-instruments/value-based-programs/macra-mips-and-apms/macra-mips-and-apms.html

HealthIT.gov. (2018a). Health IT legislation. Retrieved from https://www.healthit.gov/topic/laws-regulation-and-policy/health-it-legislation

HealthIT.gov. (2018b). Meaningful use and MACRA. Retrieved from https://www.healthit.gov/topic/meaningful-use-and-macra/meaningful-use-and-macra

U.S. Department of Health and Human Services. (n.d.). Laws & regulations. Retrieved September 27, 2018, from https://www.hhs.gov/regulations/index.html

Required Media

Laureate Education (Producer). (2018). Health Informatics & Population Health Analytics: Privacy, Security, and Ethics [Video file]. Baltimore, MD: Author.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Assignment: Policy/Regulation Fact Sheet

As a professional nurse, you are expected to apply your expertise to patient care. On occasion, you will also be expected to share that expertise.

With evolving technology and continuous changes to regulations designed to keep up these changes, there is usually a need to share information and expertise to inform colleagues, leadership, patients, and other stakeholders.

In this Assignment, you will study a recent nursing informatics-related healthcare policy, and you will share the relevant details via a fact sheet designed to inform and educate.

To Prepare:

  • Review the Resources on healthcare policy and regulatory/legislative topics related to health and nursing informatics.
  • Consider the role of the nurse informaticist in relation to a healthcare organization’s compliance with various policies and regulations, such as the Medicare Access and CHIP Reauthorization Act (MACRA).
  • Research and select one health or nursing informatics policy (within the past 5 years) or regulation for further study.

The Assignment: (1 page)

Create a 1-page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:

  • Briefly and generally explain the policy or regulation you selected.
  • Address the impact of the policy or regulation you selected on system implementation.
  • Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
  • Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific.

"Is this question part of your assignment? We can help"

ORDER NOW

Critique a Research Article

Critique a Research Article

A critique is a method of displaying a logical and organized analysis of a written or oral piece. Critique can provide the readers with both positive and negative outcomes depending on the author. The purpose of this assignment is for the student to perform a critique on a research article that deals with today’s health issues. In this paper the student must be diligent at what the author are claiming, taking into account the research methods being utilized and look for pros and cons of the researcher’s outcomes.

The assignment must be a minimal of five pages, excluding title page and references. The assignment must be strictly following APA guidelines, points will be deducted if otherwise. Do not use first person throughout the paper until the section called evaluate the paper. It will be divided in the following manner:

Title page: Give the name of the article, the authors name(s) and your name. Following APA

Introduction:

· Provide an overview of the author’s research problem, research questions and main point including how the author supports his or her point.

· Explain what the author initial objectives (hypothesis) and results including the process he or she used to arrive at such conclusion.

Evaluate the Research Methods: in paragraph form answer the following:

· Does the author provide a literature review?

· Is the research current and relevant to today existing health issues?

· Describe the research type utilized?– experimental, non-experimental, quasi experimental, etc.

· Evaluate the sample (size, composition, or in the way the sample was selected in relation to the purpose of the study? Was the sample appropriate for the research or was it bias?

· How practical does this work seem to you? How does the author suggest research results could be applied and how do you believe they could be applied?

· Could the study have been improved in your opinion? If so provide how you think it could have improved.

· Is the writing in the article clear straightforward?

· Can further research be conducted on this subject? Explain

Conclusion: In your conclusion, try to synthesize the pieces of your critique to emphasize your own main points about the author’s work, relating the researcher’s work to your own knowledge or to topics being discussed in your course.

Reference Page: APA style, see rubric below

See Rubric Below for assignment

Title Page: Title of article, journal information and your name and date

1 point

Your score

Abstract: Brief summary of article (1-2 paragraphs)

1 points

The Problem: (2 or 3 paragraphs)

Is the problem clearly stated?

Is the problem practically important?

What is the purpose of the study?

What is the hypothesis?

Are the key terms defined?

3 points

Review of Literature: (1 -2 paragraphs)

Are the cited sources pertinent to the study?

Is the review too broad or too narrow?

Are the references recent?

Is there any evidence of bias?

2 points

Design and Procedures: (3-4 paragraphs)

What research methodology was used?

Was it a replica study or an original study?

What measurement tools were used?

How were the procedures structures?

Was a pilot study conducted?

What are the variables?

How was sampling performed?

3 points

Data analysis and Presentation: (1 – 2 paragraphs)

2 points

How was data analyzed?

Did findings support the hypothesis and purpose?

Were weaknesses and problems discussed?

Conclusions and Implications: (2-3 paragraphs)

3 points

Are the conclusions of the study related to the original purpose?

Were the implications discussed?

Whom the results and conclusions will affect?

What recommendations were made at the conclusion?

What is your overall assessment of the study and the article?

Total

15 points

(100%)

Grade

"Is this question part of your assignment? We can help"

ORDER NOW

pediatric patient

I need the job for today in 2 hours. References (less than 5 years)in APA format. 3 pages

1-How would you evaluate and manage a pediatric patient who has a painful swelling of the hands and feet, fatigue, or fussiness? Which diagnostic studies would you recommend for this patient and why?

2-What physical exam findings and diagnostic results would be concerning to you and why? What would be three differentials in this case?

3-In SCD, the spleen doesn’t work properly or doesn’t work at all. This problem makes people with SCD more likely to get severe infections. What is the treatment for Miah and education for the family?

"Is this question part of your assignment? We can help"

ORDER NOW

Descriptive

Deliverable 01 – English Composition

Competency

Identify and illustrate steps of the writing process in composing written exercises.

Instructions

Compose a single body descriptive paragraph in formal written English. Be sure to include the following:

  • Topic sentence that provides the main idea for the descriptive paragraph.
  • Body sentences that discuss the main idea for the descriptive paragraph using explanation, examples, details, and of course, descriptive elements.
  • Transition sentence: Your descriptive paragraph must include the use of at least one or more transitions that move the paragraph along.
  • Conclusion sentence: Your descriptive paragraph must end with a concluding sentence that wraps up and refers to the main idea of the topic sentence and signals to the reader that the paragraph is over.
  • Your descriptive paragraph needs to contain a minimum total of five complete sentences.

Reminder: Descriptive refers to a style of writing. Choose your sentences for your descriptive paragraph from the following sentences, and use them together to construct your descriptive paragraph. They will not all be appropriate for this paragraph, so choose only the sentences that result in a complete descriptive paragraph as listed above. Use a topic sentence that provides the main idea for a single well-organized paragraph using the steps of the writing process.

Choose the best sentences to construct your descriptive paragraph, and put them together to make ONE well-organized descriptive paragraph. Remember that not all sentences need to be used.

  1. It’s a soft, blue-sky break before the gray skies of winter begin to reflect the steely cold waters the lake becomes with the first freeze.
  2. Dogs are sometimes fierce protectors that can attack anyone they feel is threatening a family.
  3. In the old days, dogs were not considered companions, but seen more as working animals.
  4. That’s what we can all call a red-letter day!
  5. My dog, Bosco, is a Harlequin Great Dane that outweighs our 10 year old brother, and to the other dogs in our neighborhood he must look like a tall spotted monster because they avoid him at all cost.
  6. Do you think dogs are smarter than people?
  7. Sometimes our dog seems to know when we are laughing at him because he tucks his head down and appears to shrink into a small ball resembling a lumpy soccer ball.
  8. On a beautiful fall day, my family enjoys picnicking at a quiet beach we know that has a blue lagoon surrounded by rustic picnic tables and tall, green pines.
  9. I really like dogs.
  10. The whole family grabs sweaters and corduroys, Mom packs a cheese sandwich picnic basket with all the junk food we never get to taste otherwise, and we jump into Dad’s old blue jalopy and head out for one last day of fun before all the hub-bub of school gets into swing.
  11. My brother is a great Jayvee football quarterback, my older red-headed sister is a cheerleader complete with red pom-poms, and I play cymbals and drums in the school pep band, so we are usually very tied up in school activities soon after school starts.
  12. That dog can open the refrigerator and grab a can of soda!
  13. I really enjoy the pep band; it’s fun to get all dressed up in my red band uniform and beat those shiny drums during a game.
  14. Our big dog needs to stay at home with the cat because he attracts sand and fleas.
  15. On one hand, it is hard to get everything ready for the day trip; on the other hand, nobody in our family wants to miss such a day of fun.
  16. My brother thinks he is smarter and more well-dressed than the rest of us because he is the oldest.
  17. For example, cats can be really pretty, but they don’t seem to love everyone in the family.
  18. At the end of a great day of flying kites, chasing each other around the lagoon, and eating great junk food, we all go home extremely tired and extremely happy.
  19. A day with my dog.
  20. My family comes in all shapes, ages, sizes, and hair colors, but no matter what we look like, we ALL love to eat.

As night falls and my father drives the old beat-up car towards home, most of us finish up the cheese sandwiches and chips and doze off after a day of fun.

 

Deliverable 01 – English Composition

Competency

Identify and illustrate steps of the writing process in composing written exercises.

Instructions

Compose a single body descriptive paragraph in formal written English. Be sure to include the following:

  • Topic sentence that provides the main idea for the descriptive paragraph.
  • Body sentences that discuss the main idea for the descriptive paragraph using explanation, examples, details, and of course, descriptive elements.
  • Transition sentence: Your descriptive paragraph must include the use of at least one or more transitions that move the paragraph along.
  • Conclusion sentence: Your descriptive paragraph must end with a concluding sentence that wraps up and refers to the main idea of the topic sentence and signals to the reader that the paragraph is over.
  • Your descriptive paragraph needs to contain a minimum total of five complete sentences.

Reminder: Descriptive refers to a style of writing. Choose your sentences for your descriptive paragraph from the following sentences, and use them together to construct your descriptive paragraph. They will not all be appropriate for this paragraph, so choose only the sentences that result in a complete descriptive paragraph as listed above. Use a topic sentence that provides the main idea for a single well-organized paragraph using the steps of the writing process.

Choose the best sentences to construct your descriptive paragraph, and put them together to make ONE well-organized descriptive paragraph. Remember that not all sentences need to be used.

  1. It’s a soft, blue-sky break before the gray skies of winter begin to reflect the steely cold waters the lake becomes with the first freeze.
  2. Dogs are sometimes fierce protectors that can attack anyone they feel is threatening a family.
  3. In the old days, dogs were not considered companions, but seen more as working animals.
  4. That’s what we can all call a red-letter day!
  5. My dog, Bosco, is a Harlequin Great Dane that outweighs our 10 year old brother, and to the other dogs in our neighborhood he must look like a tall spotted monster because they avoid him at all cost.
  6. Do you think dogs are smarter than people?
  7. Sometimes our dog seems to know when we are laughing at him because he tucks his head down and appears to shrink into a small ball resembling a lumpy soccer ball.
  8. On a beautiful fall day, my family enjoys picnicking at a quiet beach we know that has a blue lagoon surrounded by rustic picnic tables and tall, green pines.
  9. I really like dogs.
  10. The whole family grabs sweaters and corduroys, Mom packs a cheese sandwich picnic basket with all the junk food we never get to taste otherwise, and we jump into Dad’s old blue jalopy and head out for one last day of fun before all the hub-bub of school gets into swing.
  11. My brother is a great Jayvee football quarterback, my older red-headed sister is a cheerleader complete with red pom-poms, and I play cymbals and drums in the school pep band, so we are usually very tied up in school activities soon after school starts.
  12. That dog can open the refrigerator and grab a can of soda!
  13. I really enjoy the pep band; it’s fun to get all dressed up in my red band uniform and beat those shiny drums during a game.
  14. Our big dog needs to stay at home with the cat because he attracts sand and fleas.
  15. On one hand, it is hard to get everything ready for the day trip; on the other hand, nobody in our family wants to miss such a day of fun.
  16. My brother thinks he is smarter and more well-dressed than the rest of us because he is the oldest.
  17. For example, cats can be really pretty, but they don’t seem to love everyone in the family.
  18. At the end of a great day of flying kites, chasing each other around the lagoon, and eating great junk food, we all go home extremely tired and extremely happy.
  19. A day with my dog.
  20. My family comes in all shapes, ages, sizes, and hair colors, but no matter what we look like, we ALL love to eat.
  21. As night falls and my father drives the old beat-up car towards home, most of us finish up the cheese sandwiches and chips and doze off after a day of fun.

Deliverable 01 – English Composition

Competency

Identify and illustrate steps of the writing process in composing written exercises.

Instructions

Compose a single body descriptive paragraph in formal written English. Be sure to include the following:

  • Topic sentence that provides the main idea for the descriptive paragraph.
  • Body sentences that discuss the main idea for the descriptive paragraph using explanation, examples, details, and of course, descriptive elements.
  • Transition sentence: Your descriptive paragraph must include the use of at least one or more transitions that move the paragraph along.
  • Conclusion sentence: Your descriptive paragraph must end with a concluding sentence that wraps up and refers to the main idea of the topic sentence and signals to the reader that the paragraph is over.
  • Your descriptive paragraph needs to contain a minimum total of five complete sentences.

Reminder: Descriptive refers to a style of writing. Choose your sentences for your descriptive paragraph from the following sentences, and use them together to construct your descriptive paragraph. They will not all be appropriate for this paragraph, so choose only the sentences that result in a complete descriptive paragraph as listed above. Use a topic sentence that provides the main idea for a single well-organized paragraph using the steps of the writing process.

Choose the best sentences to construct your descriptive paragraph, and put them together to make ONE well-organized descriptive paragraph. Remember that not all sentences need to be used.

  1. It’s a soft, blue-sky break before the gray skies of winter begin to reflect the steely cold waters the lake becomes with the first freeze.
  2. Dogs are sometimes fierce protectors that can attack anyone they feel is threatening a family.
  3. In the old days, dogs were not considered companions, but seen more as working animals.
  4. That’s what we can all call a red-letter day!
  5. My dog, Bosco, is a Harlequin Great Dane that outweighs our 10 year old brother, and to the other dogs in our neighborhood he must look like a tall spotted monster because they avoid him at all cost.
  6. Do you think dogs are smarter than people?
  7. Sometimes our dog seems to know when we are laughing at him because he tucks his head down and appears to shrink into a small ball resembling a lumpy soccer ball.
  8. On a beautiful fall day, my family enjoys picnicking at a quiet beach we know that has a blue lagoon surrounded by rustic picnic tables and tall, green pines.
  9. I really like dogs.
  10. The whole family grabs sweaters and corduroys, Mom packs a cheese sandwich picnic basket with all the junk food we never get to taste otherwise, and we jump into Dad’s old blue jalopy and head out for one last day of fun before all the hub-bub of school gets into swing.
  11. My brother is a great Jayvee football quarterback, my older red-headed sister is a cheerleader complete with red pom-poms, and I play cymbals and drums in the school pep band, so we are usually very tied up in school activities soon after school starts.
  12. That dog can open the refrigerator and grab a can of soda!
  13. I really enjoy the pep band; it’s fun to get all dressed up in my red band uniform and beat those shiny drums during a game.
  14. Our big dog needs to stay at home with the cat because he attracts sand and fleas.
  15. On one hand, it is hard to get everything ready for the day trip; on the other hand, nobody in our family wants to miss such a day of fun.
  16. My brother thinks he is smarter and more well-dressed than the rest of us because he is the oldest.
  17. For example, cats can be really pretty, but they don’t seem to love everyone in the family.
  18. At the end of a great day of flying kites, chasing each other around the lagoon, and eating great junk food, we all go home extremely tired and extremely happy.
  19. A day with my dog.
  20. My family comes in all shapes, ages, sizes, and hair colors, but no matter what we look like, we ALL love to eat.
  21. As night falls and my father drives the old beat-up car towards home, most of us finish up the cheese sandwiches and chips and doze off after a day of fun.erable 01 – English Composition

Competency

Identify and illustrate steps of the writing process in composing written exercises.

Instructions

Compose a single body descriptive paragraph in formal written English. Be sure to include the following:

  • Topic sentence that provides the main idea for the descriptive paragraph.
  • Body sentences that discuss the main idea for the descriptive paragraph using explanation, examples, details, and of course, descriptive elements.
  • Transition sentence: Your descriptive paragraph must include the use of at least one or more transitions that move the paragraph along.
  • Conclusion sentence: Your descriptive paragraph must end with a concluding sentence that wraps up and refers to the main idea of the topic sentence and signals to the reader that the paragraph is over.
  • Your descriptive paragraph needs to contain a minimum total of five complete sentences.

Reminder: Descriptive refers to a style of writing. Choose your sentences for your descriptive paragraph from the following sentences, and use them together to construct your descriptive paragraph. They will not all be appropriate for this paragraph, so choose only the sentences that result in a complete descriptive paragraph as listed above. Use a topic sentence that provides the main idea for a single well-organized paragraph using the steps of the writing process.

Choose the best sentences to construct your descriptive paragraph, and put them together to make ONE well-organized descriptive paragraph. Remember that not all sentences need to be used.

  1. It’s a soft, blue-sky break before the gray skies of winter begin to reflect the steely cold waters the lake becomes with the first freeze.
  2. Dogs are sometimes fierce protectors that can attack anyone they feel is threatening a family.
  3. In the old days, dogs were not considered companions, but seen more as working animals.
  4. That’s what we can all call a red-letter day!
  5. My dog, Bosco, is a Harlequin Great Dane that outweighs our 10 year old brother, and to the other dogs in our neighborhood he must look like a tall spotted monster because they avoid him at all cost.
  6. Do you think dogs are smarter than people?
  7. Sometimes our dog seems to know when we are laughing at him because he tucks his head down and appears to shrink into a small ball resembling a lumpy soccer ball.
  8. On a beautiful fall day, my family enjoys picnicking at a quiet beach we know that has a blue lagoon surrounded by rustic picnic tables and tall, green pines.
  9. I really like dogs.
  10. The whole family grabs sweaters and corduroys, Mom packs a cheese sandwich picnic basket with all the junk food we never get to taste otherwise, and we jump into Dad’s old blue jalopy and head out for one last day of fun before all the hub-bub of school gets into swing.
  11. My brother is a great Jayvee football quarterback, my older red-headed sister is a cheerleader complete with red pom-poms, and I play cymbals and drums in the school pep band, so we are usually very tied up in school activities soon after school starts.
  12. That dog can open the refrigerator and grab a can of soda!
  13. I really enjoy the pep band; it’s fun to get all dressed up in my red band uniform and beat those shiny drums during a game.
  14. Our big dog needs to stay at home with the cat because he attracts sand and fleas.
  15. On one hand, it is hard to get everything ready for the day trip; on the other hand, nobody in our family wants to miss such a day of fun.
  16. My brother thinks he is smarter and more well-dressed than the rest of us because he is the oldest.
  17. For example, cats can be really pretty, but they don’t seem to love everyone in the family.
  18. At the end of a great day of flying kites, chasing each other around the lagoon, and eating great junk food, we all go home extremely tired and extremely happy.
  19. A day with my dog.
  20. My family comes in all shapes, ages, sizes, and hair colors, but no matter what we look like, we ALL love to eat.
  21. As night falls and my father drives the old beat-up car towards home, most of us finish up the cheese sandwiches and chips and doze off after a day of fun.

Deliverable 01 – English Composition

Competency

Identify and illustrate steps of the writing process in composing written exercises.

Instructions

Compose a single body descriptive paragraph in formal written English. Be sure to include the following:

  • Topic sentence that provides the main idea for the descriptive paragraph.
  • Body sentences that discuss the main idea for the descriptive paragraph using explanation, examples, details, and of course, descriptive elements.
  • Transition sentence: Your descriptive paragraph must include the use of at least one or more transitions that move the paragraph along.
  • Conclusion sentence: Your descriptive paragraph must end with a concluding sentence that wraps up and refers to the main idea of the topic sentence and signals to the reader that the paragraph is over.
  • Your descriptive paragraph needs to contain a minimum total of five complete sentences.

Reminder: Descriptive refers to a style of writing. Choose your sentences for your descriptive paragraph from the following sentences, and use them together to construct your descriptive paragraph. They will not all be appropriate for this paragraph, so choose only the sentences that result in a complete descriptive paragraph as listed above. Use a topic sentence that provides the main idea for a single well-organized paragraph using the steps of the writing process.

Choose the best sentences to construct your descriptive paragraph, and put them together to make ONE well-organized descriptive paragraph. Remember that not all sentences need to be used.

  1. It’s a soft, blue-sky break before the gray skies of winter begin to reflect the steely cold waters the lake becomes with the first freeze.
  2. Dogs are sometimes fierce protectors that can attack anyone they feel is threatening a family.
  3. In the old days, dogs were not considered companions, but seen more as working animals.
  4. That’s what we can all call a red-letter day!
  5. My dog, Bosco, is a Harlequin Great Dane that outweighs our 10 year old brother, and to the other dogs in our neighborhood he must look like a tall spotted monster because they avoid him at all cost.
  6. Do you think dogs are smarter than people?
  7. Sometimes our dog seems to know when we are laughing at him because he tucks his head down and appears to shrink into a small ball resembling a lumpy soccer ball.
  8. On a beautiful fall day, my family enjoys picnicking at a quiet beach we know that has a blue lagoon surrounded by rustic picnic tables and tall, green pines.
  9. I really like dogs.
  10. The whole family grabs sweaters and corduroys, Mom packs a cheese sandwich picnic basket with all the junk food we never get to taste otherwise, and we jump into Dad’s old blue jalopy and head out for one last day of fun before all the hub-bub of school gets into swing.
  11. My brother is a great Jayvee football quarterback, my older red-headed sister is a cheerleader complete with red pom-poms, and I play cymbals and drums in the school pep band, so we are usually very tied up in school activities soon after school starts.
  12. That dog can open the refrigerator and grab a can of soda!
  13. I really enjoy the pep band; it’s fun to get all dressed up in my red band uniform and beat those shiny drums during a game.
  14. Our big dog needs to stay at home with the cat because he attracts sand and fleas.
  15. On one hand, it is hard to get everything ready for the day trip; on the other hand, nobody in our family wants to miss such a day of fun.
  16. My brother thinks he is smarter and more well-dressed than the rest of us because he is the oldest.
  17. For example, cats can be really pretty, but they don’t seem to love everyone in the family.
  18. At the end of a great day of flying kites, chasing each other around the lagoon, and eating great junk food, we all go home extremely tired and extremely happy.
  19. A day with my dog.
  20. My family comes in all shapes, ages, sizes, and hair colors, but no matter what we look like, we ALL love to eat.
  21. As night falls and my father drives the old beat-up car towards home, most of us finish up the cheese sandwiches and chips and doze off after a day of fun.Deliverable 01 – English Composition

Competency

Identify and illustrate steps of the writing process in composing written exercises.

Instructions

Compose a single body descriptive paragraph in formal written English. Be sure to include the following:

  • Topic sentence that provides the main idea for the descriptive paragraph.
  • Body sentences that discuss the main idea for the descriptive paragraph using explanation, examples, details, and of course, descriptive elements.
  • Transition sentence: Your descriptive paragraph must include the use of at least one or more transitions that move the paragraph along.
  • Conclusion sentence: Your descriptive paragraph must end with a concluding sentence that wraps up and refers to the main idea of the topic sentence and signals to the reader that the paragraph is over.
  • Your descriptive paragraph needs to contain a minimum total of five complete sentences.

Reminder: Descriptive refers to a style of writing. Choose your sentences for your descriptive paragraph from the following sentences, and use them together to construct your descriptive paragraph. They will not all be appropriate for this paragraph, so choose only the sentences that result in a complete descriptive paragraph as listed above. Use a topic sentence that provides the main idea for a single well-organized paragraph using the steps of the writing process.

Choose the best sentences to construct your descriptive paragraph, and put them together to make ONE well-organized descriptive paragraph. Remember that not all sentences need to be used.

  1. It’s a soft, blue-sky break before the gray skies of winter begin to reflect the steely cold waters the lake becomes with the first freeze.
  2. Dogs are sometimes fierce protectors that can attack anyone they feel is threatening a family.
  3. In the old days, dogs were not considered companions, but seen more as working animals.
  4. That’s what we can all call a red-letter day!
  5. My dog, Bosco, is a Harlequin Great Dane that outweighs our 10 year old brother, and to the other dogs in our neighborhood he must look like a tall spotted monster because they avoid him at all cost.
  6. Do you think dogs are smarter than people?
  7. Sometimes our dog seems to know when we are laughing at him because he tucks his head down and appears to shrink into a small ball resembling a lumpy soccer ball.
  8. On a beautiful fall day, my family enjoys picnicking at a quiet beach we know that has a blue lagoon surrounded by rustic picnic tables and tall, green pines.
  9. I really like dogs.
  10. The whole family grabs sweaters and corduroys, Mom packs a cheese sandwich picnic basket with all the junk food we never get to taste otherwise, and we jump into Dad’s old blue jalopy and head out for one last day of fun before all the hub-bub of school gets into swing.
  11. My brother is a great Jayvee football quarterback, my older red-headed sister is a cheerleader complete with red pom-poms, and I play cymbals and drums in the school pep band, so we are usually very tied up in school activities soon after school starts.
  12. That dog can open the refrigerator and grab a can of soda!
  13. I really enjoy the pep band; it’s fun to get all dressed up in my red band uniform and beat those shiny drums during a game.
  14. Our big dog needs to stay at home with the cat because he attracts sand and fleas.
  15. On one hand, it is hard to get everything ready for the day trip; on the other hand, nobody in our family wants to miss such a day of fun.
  16. My brother thinks he is smarter and more well-dressed than the rest of us because he is the oldest.
  17. For example, cats can be really pretty, but they don’t seem to love everyone in the family.
  18. At the end of a great day of flying kites, chasing each other around the lagoon, and eating great junk food, we all go home extremely tired and extremely happy.
  19. A day with my dog.
  20. My family comes in all shapes, ages, sizes, and hair colors, but no matter what we look like, we ALL love to eat.
  21. As night falls and my father drives the old beat-up car towards home, most of us finish up the cheese sandwiches and chips and doze off after a day of fun.

"Is this question part of your assignment? We can help"

ORDER NOW

Quadruple  Aim

Identify connection between evidence based practice (EBP) on the Quadruple  Aim which is:

1-work life of healthcare provider

2-improved population health

3-enhanced patient experience

4-lower healthcare cost

Use attached articles as reference

Any other references must be within last 5 years and a professional reference

APA format

no more than 2.5 pages double spaced

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160. Retrieved from https://qualitysafety.bmj.com/content/qhc/24/10/608.full.pdf

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171

"Is this question part of your assignment? We can help"

ORDER NOW

diversity of faith expressions.

Details:

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions.

The purpose of this paper is to complete a comparative ethical analysis of George’s situation and decision from the perspective of two worldviews or religions: Christianity and a second religion of your choosing. For the second faith, choose a faith that is unfamiliar to you. Examples of faiths to choose from include Sikh, Baha’i, Buddhism, Shintoism, etc.

In your comparative analysis, address all of the worldview questions in detail for Christianity and your selected faith. Refer to Chapter 2 of Called to Care for the list of questions. Once you have outlined the worldview of each religion, begin your ethical analysis from each perspective.

In a minimum of 1,500-2,000 words, provide an ethical analysis based upon the different belief systems, reinforcing major themes with insights gained from your research, and answering the following questions based on the research:

  1. How would each religion interpret the nature of George’s malady and suffering? Is there a “why” to his disease and suffering? (i.e., is there a reason for why George is ill, beyond the reality of physical malady?)
  2. In George’s analysis of his own life, how would each religion think about the value of his life as a person, and value of his life with ALS?
  3. What sorts of values and considerations would each religion focus on in deliberating about whether or not George should opt for euthanasia?
  4. Given the above, what options would be morally justified under each religion for George and why?
  5. Finally, present and defend your own view.

Support your position by referencing at least three academic resources (preferably from the GCU Library) in addition to the course readings, lectures, the Bible, and the textbooks for each religion. Each religion must have a primary source included. A total of six references are required according to the specifications listed above. Incorporate the research into your writing in an appropriate, scholarly manner.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

2- Details:

In preparation for your clinical practice experience, you will need to access the “Field Experience Site Information Form” from your student portal. You will be submitting your chosen mentor, site information, and information regarding your chosen experience through this form in order to start the process of being cleared for your practice experience. You can find information on the mentor and site requirements by viewing the “Guidelines for Undergraduate Field Experiences” located in the College of Nursing and Health Care Professions resource page in the Student Success Center.

For this assignment, complete the required “Field Experience Site Information Form” via your student portal. Once you log into your Student Portal, go to My Apps/Edocs/Click here to access all documents pending an e-signature. If you have any questions concerning this form, or if you are unable to view it in your student portal, contact your assigned field experience counselor for assistance.

NOTE: Completion of the form works best on a non-mobile device. Please make sure your pop-up blockers are turned off.

Once you have completed the site information form, a confirmation e-mail with your completed document attached will be sent to your my.gcu.edu email. Upload and submit your completed form in this assignment.

For further instructions, refer to “GCU Technical Support – Field Experience Site Information Form” in your topic study materials.

"Is this question part of your assignment? We can help"

ORDER NOW

Health History and Discharge Orders

Observe the simulated “Home Visit With Sallie Mae Fisher” video (http://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs410v_vp01Alt.php).

Refer to “Sallie Mae Fisher’s Health History and Discharge Orders” for specifics related to the case study used to inform the assignment.

Using “Home Visit With Sallie Mae Fisher” and “Sallie Mae Fisher’s Health History and Discharge Orders,” complete the following components of this assignment:

Essay Portion

After viewing the home visit, write an essay of 500-750-words in which you do the following:

  1. Identify, prioritize, and describe at least four problems.
  2. Provide substantiating evidence (assessment data) for each problem identified.
  3. Identify and describe at least four medical and/or nursing interventions.
  4. Discuss your rationale for the interventions identified.

Prepare this step of the assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Scripted Dialogue Portion

Utilizing the information learned from the home visit, health histories, and discharge orders, write a scripted dialogue in which you provide Sallie Mae with education that describes her problems and the interventions identified to improve her condition. Consider Sallie Mae’s physiological, psychosocial, educational, and spiritual needs when developing your dialogue.

Your dialogue should resemble a script. The following is an example of a few sentences from a scripted dialogue:

Nurse: “Good morning, Salle Mae, my name is ______ and I will be your nurse today. I understand you are experiencing problems with ________.”

APA format is not required for this part of the assignment, but solid academic writing is expected.

Refer to “Home Visit With Sallie Mae Fisher Grading Criteria.”

"Is this question part of your assignment? We can help"

ORDER NOW

multiple organ dysfunction syndrome (MODS

CC is a previously healthy 27-year-old man admitted to the critical care unit after an accident in which he was hit by a car and dragged along the pavement for nearly 100 feet. He suffered a frontal contusion, fractured clavicle and ribs, and extensive abrasions on his arms, legs, side, back, and buttocks. On admission, he was tachycardic, hypotensive, unresponsive, and ventilating poorly. He was placed on a mechanical ventilator and given IV fluids for the treatment of his shock. CC responded well to fluids, with an increase in blood pressure and an improvement in urine output.

1.       Based on his case history and responsiveness to fluid therapy, what type of shock was CC experiencing?

2.       What other clinical findings would be helpful in confirming the type of shock? Why?

3.       Because of his many open wounds and invasive lines, CC is at risk for sepsis and septic shock. What clinical findings would suggest that this complication has developed?

multiple organ dysfunction syndrome (MODS

"Is this question part of your assignment? We can help"

ORDER NOW

change

APA with in-text citations & references.

MUST CONTAIN PICTURES AND AUDIO AND ADDRESS EACH ITEM WITHOUT TOO MUCH WORDINESS. 

1.Review the Resources and identify one change that you believe is called for in your organization/workplace.

2.This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment 

It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.

3. Reflect on how you might implement this change and how you might communicate this change to organizational leadership. 

4. The Assignment (6-minute PowerPoint presentation):

Change Implementation and Management Plan

5. Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose.

Your presentation should be 5–6 minutes in length and should include a video with you as presenter.

Your Change Implementation and Management Plan should include the following:

6. An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)

7. Description of the change being proposed

8. Justifications for the change, including why addressing it will have a positive impact on your organization/workplace.

9. Details about the type and scope of the proposed change 

10.Identification of the stakeholders impacted by the change

11.Identification of a change management team (by title/role)

12. A plan for communicating the change you propose

13. A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose

"Is this question part of your assignment? We can help"

ORDER NOW

quality improvement opportunity

dentify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.

Include the following:

Provide an overview of the problem and the setting in which the problem or issue occurs.
Explain why a quality improvement initiative is needed in this area and the expected outcome.
Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

"Is this question part of your assignment? We can help"

ORDER NOW