Posts

health-illness continuum.

Benchmark – Human Experience Across the Health-Illness Continuum
View RubricDue Date: Apr 07, 2019 23:59:59       Max Points: 100

Details:

The benchmark assesses the following competency:

Benchmark: 5.1. Understand the human experience across the health-illness continuum.

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

  1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
  2. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
  3. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

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

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

Benchmark – Human Experience Across the Health-Illness Continuum

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
79.00%

4
Good
89.00%

5
Excellent
100.00%

80.0 %Content

30.0 %Health-Illness Importance to Health and Patient Care (Benchmarked: 5.1. Understand the human experience across the health-illness continuum.)

A discussion on the importance of the health-illness continuum is not presented.

A partial summary on the importance of the health-illness continuum is presented. The summary does not fully include the relation of the continuum to health and the human experience in patient care. There are significant inaccuracies. More evidence or information is needed.

A general discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion generally establishes that the health-illness continuum is important to patient care. There are some inaccuracies. More information or rationale is needed.

A discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Some rationale is needed for clarity.

A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support.

30.0 %Refection on Personal State of Health and the Health Illness Continuum

Reflection on personal overall state of health is omitted.

A partial summary of personal overall state of health is included. The summary is not informative. Behaviors supporting or detracting from health and well-being are omitted or incomplete.

A general discussion of personal overall state of health is included. Overall the discussion demonstrates some insight into some behaviors supporting or detracting from health and well-being. The author does not clearly establish where personal health falls on the health-illness continuum.

A discussion of personal state of health is included. The discussion demonstrates personal insight into overall behaviors supporting or detracting from health and well-being. The author establishes where personal health falls on the health-illness continuum.

A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where personal health falls on the health-illness continuum.

20.0 %Resources Supporting Wellness

Options and resources available to help the author move toward wellness on the health-illness continuum are omitted.

Partial options and resources available that would help the author move toward wellness on the health-illness continuum are presented. It is unclear how this will assist in moving the author toward wellness.

General options and resources available that would help the author move toward wellness on the health-illness continuum are presented. More information is needed to establish how this will assist in moving the author toward wellness.

Options and resources available that would reasonably help the author move toward wellness on the health-illness continuum are presented. The author establishes how these resources will assist in moving toward wellness.

Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated.

15.0 %Organization and Effectiveness

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

15.0 %Organization and Effectiveness

5.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

15.0 %Organization and Effectiveness

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

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

ORDER NOW

Scenario/Summary

Scenario/Summary

You will complete a Course Project in this course that will span two weeks. The final project is due the Sunday of Week 7. The project is broken into two parts and it would be most effective to complete Part I in Week 6 and Part II in Week 7. In Week 6, Confidence Intervals will be explored and in Week 7 Hypothesis testing will be explored.

A confidence interval is a defined range of values such that there is a specified probability that the value of a parameter lies within the interval.

In Part I of this project, you will pick a topic, complete research and provide a write-up that includes calculations. Round all values to two decimal places when appropriate.

Deliverables

1. Choose a Topic where you can gather at least 50 pieces of data.

Examples of Topics

a. The Golden Gate Warriors Points Per Game in 2016 (use the points scored in the first 50 games).

b. High School Graduation Rates by State (use the graduation rates for all 50 states)

c. Average Tuition Rates in the US (You have to find the tuition rates of 50 college/universities).

d. The prices of a hotel room per night in a major city (You have to find the price of the same night of hotels in one city).

e. Weights of 50 babies at birth.

2. Write at least a 1-Page Report

Open a Word Document

a. Introduction–Provide a description of your topic and cite where you found your data.

b. Sample Data—Include a 5×10 table including your 50 values in your report. You must provide ALL of your sample data.

c. Problem Computations—For the topic you chose, you must answer the following:

· Determine the mean and standard deviation of your sample.

· Find the 80%, 95%, and 99% confidence intervals.

· Make sure to list the margin of error for the 80%, 95%, and 99% confidence interval.

· Create your own confidence interval (you cannot use 80%, 95%, and 99%) and make sure to show your work. Make sure to list the margin of error.

d. Problem Analysis—Write a half-page reflection.

· What trend do you see takes place to the confidence interval as the confidence level rises? Explain mathematically why that takes place.

· Provide a sentence for each confidence interval created in part c) which explains what the confidence interval means in context of topic of your project.

· Explain how Part I of the project has helped you understand confidence intervals better?

· How did this project help you understand statistics better?

Required Software

Microsoft Office: Word and Excel

Use a personal copy or access the software at https://application.chamberlain.edu (Links to an external site.).

Grading

This activity will be graded based on the Course Project grading rubric. You can view the rubric below.

Course Outcomes (CO): 6

Due Date: By 11:59 p.m. MT on Sunday of Week 7

Course Project Rubric

Criteria

Ratings

Pts

Part I: Topic & Introduction

4.0 pts

Proficient Student picks appropriate topic, provides a description of topic and the cites where data was found.

3.0 pts

Above Average Student picks appropriate topic and introduces data. No citation.

2.0 pts

Average. Student does not pick a topic that is appropriate for the project, introduces the data but does not cite source.

1.0 pts

Needs Improvement Students provides topic without descritption and citation.

0.0 pts

No Effort. No topic, descritpion or citation is provided.

4.0 pts

Part I: Sample Data

4.0 pts

Proficient Student provides ALL 50 pieces of data.

3.0 pts

Above Average Student provides 30-49 pieces of data.

2.0 pts

Average Student provides 20 – 29 pieces of data.

1.0 pts

Needs Improvement Student provides 1-19 pieces of data.

0.0 pts

No Effort. No Data was provided.

4.0 pts

Part I: Mean & Standard Deviation

5.0 pts

Proficient Mean & Sample Standard Deviation of the data set is correct with no rounding error. .

4.0 pts

Above Average Mean & Sample Standard Deviation of the data set is correct but with roujnding error.

3.0 pts

Average One Value (either mean or sample standsrd deviation) is correct but the other is not correct.

1.0 pts

Needs Improvement Both the Mean & Sample Standard Deviation are incorrect but it was attempted.

0.0 pts

No Effort. The mean and sample standard deviation

5.0 pts

Part I: Constructing the 80%, 95%, 99% Confidence Intervals

15.0 pts

Proficient Computes the 80%, 95%, and 99% confidence intervals correclty making sure to note the margin of error for each.

12.0 pts

Above Average Computes the 80%, 95%, and 99% confidence intervals correclty but is missing margin of errors (or some of the margin of errors are incorrect).

10.0 pts

Average Computes the 80%, 95%, and 99% confidence intervals but there are some errors in the calculations.

6.0 pts

Needs Improvement Computes the 80%, 95%, and 99% confidence intervals but all of the values are incorrect. The component was attempted.

0.0 pts

No Effort. No Confidence Intervals are provided.

15.0 pts

Part I: Creating a new confidence interval

7.0 pts

Proficient. Student computes a confidence interval (not 80%, 95%, 99%) correctly making sure to list the margin of error.

5.0 pts

Above Average. Student computes a confidence interval (not 80%, 95%, 99%) correctly making sure to list the margin of error but there is rounding error.

4.0 pts

Average. Student computes a confidence interval (not 80%, 95%, 99%) correctly but does not highlight the margin of error.

3.0 pts

Needs Improvement Student computes a confidence interval (not 80%, 95%, 99%) but it was not done correctly.

0.0 pts

No Effort. The student did not create a new confidence interval.

7.0 pts

Part I: Problem Analysis

10.0 pts

Proficient. Student addresses trend that takes place when the confidence level rises. Provides a sentence for each confidence interval created explaining what the confidence interval means in context of the data collected. Provides a reflection for Part I of the project.

8.0 pts

Above Average. Student addresses trend that takes place when the confidence level rises. Provides sentences for each confidence interval created explaining what the confience interval means in context of the data collected. Does NOT provide a Reflection.

7.0 pts

Average. Student may or may not address the trend that takes place when the confidence level rises. Provides a sentence for SOME confidence intervaSl created explaining what the confidence interval means in context of the data collected. A reflection Part I of the project may or may not be provided.

5.0 pts

Needs Improvement. Majority of the analysis is missing.

0.0 pts

No Effort. No Problem Anaylsis is provided.

10.0 pts

Part II: Choose a Data Set & Preliminary Data

5.0 pts

Proficient. Student computes all 4 Preliminary Data Values.

4.0 pts

Above Average. Student computes all 3 Preliminary Data Values.

3.0 pts

Average. Student computes all 2 Preliminary Data Values.

1.0 pts

Needs Improvement. Student computes all 1 Preliminary Data Values.

0.0 pts

No Effort. No Preliminary Data

5.0 pts

Part II: Hypothesis Testing

20.0 pts

Proficient. Completes 4 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.

16.0 pts

Above Average. Completes 3 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.

14.0 pts

Average. Completes 2 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.

10.0 pts

Needs Improvement: Completes 1 Hypothesis Test highlighting the null/alternate hypothesis, value of test statistic, and report p-value.

0.0 pts

No Effort. No Hypothesis Tests were completed.

20.0 pts

Part II: Hypothesis Testing Analysis

10.0 pts

Proficient. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for ALL 4 Problems.

8.0 pts

Above Average. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 3 Problems.

7.0 pts

Average. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 2 Problems.

5.0 pts

Needs Improvement. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 1 Problem

0.0 pts

No Effort. No conclusion/explanations were given.

10.0 pts

Part II: Proposal and computations for new hypothesis test

10.0 pts

Proficient. Student creates an original Hypothesis Test based on one of the data sets highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.

8.0 pts

Proficient. Student creates an original Hypothesis Test based on one of the data sets correclty and has MOST of the content: highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.

7.0 pts

Average. Student creates an original Hypothesis Test based on one of the data sets and MISSING MOST of the content: highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.

5.0 pts

Needs Improvement. Student creates an original Hypothesis Test based on one of the data sets but there are multiple mistakes and/or conclusions are not valid.

0.0 pts

No Effort. The student did not propose/compute a new hypothesis test.

10.0 pts

Total Points: 90.0

Scenario/Summary

This week you will submit both parts of the course project. You completed Part I in Week 6 and will complete Part II this week. You will submit one word document with both parts of the project.

Hypothesis Testing is the use of statistics to determine the probability that a given claim is true.

In Part II of this project, you will choose a data set, review claims and perform hypothesis testing and make a decision. You will then complete a write-up that includes the calculations.

The government logs the number of documented births, deaths, marriages and divorces; however, it is possible to have undocumented cases. In part II of this project, you are going to test claims about total births, deaths, marriages and divorces.

Deliverables

1. Choose a Data Set.

a. Go to https://www.cdc.gov/nchs/products/nvsr.htm (Links to an external site.)

b. In the search bar type: Births, Marriages, Divorces, and Deaths

screenshot of CDC website toolbar

c. Pick a DataSet and download the PDF document and make note of the volume, number, and date. For example you could use the National Vital Statistics Reports,
screenshot of National Vital Statistics Reports webpage

d. Pick the same month/year combination for each data set. For example, choosing September of 2009.

screenshot of example dataset

2. Preliminary Calculations

a. Create a summary table for 1. Live Births, 2. Deaths, 3. Marriages, and 4. Divorces highlighting the mean, median, sample standard deviation, minimum and maximum values for each the data sets. You will have FOUR tables using the list of values of each state, the District of Columbia and Puerto Rico (You will have 52 numbers for each data set).

Summary Table for _________

Mean

Median

Standard Deviation

Minimum

Maximum

3. Hypothesis Testing

With the information that you gather from the summary tables, test the following (you can use excel when appropriate):

a. Determine if there is sufficient evidence to conclude the average amount of births is over 8000 in the United States and territories at the 0.05 level of significance.

b. Determine if there is sufficient evidence to conclude the average amount of deaths is below is less than or equal to 6000 in the United States and territories at the 0.10 level of significance.

c. Determine if there is sufficient evidence to conclude the average amount of marriages is greater or equal to 7000 in the United States and territories at the .05 level of significance.

d. Determine if there is sufficient evidence to conclude the average amount of divorces is less than or equal to 4000 in the United States and territories at the 0.10 level of significance.

For each of the tests above, in your report, be sure to—

1. Clearly state a null and alternative hypothesis

2. Give the value of the test statistic

3. Report the P-Value

4. Clearly state your conclusion (Reject the Null or Fail to Reject the Null)

5. Explain what your conclusion means in context of the data.

Lastly, propose and conduct your own test of hypothesis about the Birth, Death, Marriage and Divorce data that you have been analyzing. Make sure to follow the five steps above.

Required Software

Microsoft Office: Word and Excel

Use a personal copy or access the software at https://application.chamberlain.edu (Links to an external site.) .

Grading

This activity will be graded based on the Course Project grading rubric.

Course Outcomes (CO): 6

Due Date: By 11:59 p.m. MT on Sunday of Week 7

Rubric

Course Project Rubric

Course Project Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomePart I: Topic & Introduction

4.0 pts

Proficient Student picks appropriate topic, provides a description of topic and the cites where data was found.

3.0 pts

Above Average Student picks appropriate topic and introduces data. No citation.

2.0 pts

Average. Student does not pick a topic that is appropriate for the project, introduces the data but does not cite source.

1.0 pts

Needs Improvement Students provides topic without descritption and citation.

0.0 pts

No Effort. No topic, descritpion or citation is provided.

4.0 pts

This criterion is linked to a Learning OutcomePart I: Sample Data

4.0 pts

Proficient Student provides ALL 50 pieces of data.

3.0 pts

Above Average Student provides 30-49 pieces of data.

2.0 pts

Average Student provides 20 – 29 pieces of data.

1.0 pts

Needs Improvement Student provides 1-19 pieces of data.

0.0 pts

No Effort. No Data was provided.

4.0 pts

This criterion is linked to a Learning OutcomePart I: Mean & Standard Deviation

5.0 pts

Proficient Mean & Sample Standard Deviation of the data set is correct with no rounding error. .

4.0 pts

Above Average Mean & Sample Standard Deviation of the data set is correct but with roujnding error.

3.0 pts

Average One Value (either mean or sample standsrd deviation) is correct but the other is not correct.

1.0 pts

Needs Improvement Both the Mean & Sample Standard Deviation are incorrect but it was attempted.

0.0 pts

No Effort. The mean and sample standard deviation

5.0 pts

This criterion is linked to a Learning OutcomePart I: Constructing the 80%, 95%, 99% Confidence Intervals

15.0 pts

Proficient Computes the 80%, 95%, and 99% confidence intervals correclty making sure to note the margin of error for each.

12.0 pts

Above Average Computes the 80%, 95%, and 99% confidence intervals correclty but is missing margin of errors (or some of the margin of errors are incorrect).

10.0 pts

Average Computes the 80%, 95%, and 99% confidence intervals but there are some errors in the calculations.

6.0 pts

Needs Improvement Computes the 80%, 95%, and 99% confidence intervals but all of the values are incorrect. The component was attempted.

0.0 pts

No Effort. No Confidence Intervals are provided.

15.0 pts

This criterion is linked to a Learning OutcomePart I: Creating a new confidence interval

7.0 pts

Proficient. Student computes a confidence interval (not 80%, 95%, 99%) correctly making sure to list the margin of error.

5.0 pts

Above Average. Student computes a confidence interval (not 80%, 95%, 99%) correctly making sure to list the margin of error but there is rounding error.

4.0 pts

Average. Student computes a confidence interval (not 80%, 95%, 99%) correctly but does not highlight the margin of error.

3.0 pts

Needs Improvement Student computes a confidence interval (not 80%, 95%, 99%) but it was not done correctly.

0.0 pts

No Effort. The student did not create a new confidence interval.

7.0 pts

This criterion is linked to a Learning OutcomePart I: Problem Analysis

10.0 pts

Proficient. Student addresses trend that takes place when the confidence level rises. Provides a sentence for each confidence interval created explaining what the confidence interval means in context of the data collected. Provides a reflection for Part I of the project.

8.0 pts

Above Average. Student addresses trend that takes place when the confidence level rises. Provides sentences for each confidence interval created explaining what the confience interval means in context of the data collected. Does NOT provide a Reflection.

7.0 pts

Average. Student may or may not address the trend that takes place when the confidence level rises. Provides a sentence for SOME confidence intervaSl created explaining what the confidence interval means in context of the data collected. A reflection Part I of the project may or may not be provided.

5.0 pts

Needs Improvement. Majority of the analysis is missing.

0.0 pts

No Effort. No Problem Anaylsis is provided.

10.0 pts

This criterion is linked to a Learning OutcomePart II: Choose a Data Set & Preliminary Data

5.0 pts

Proficient. Student computes all 4 Preliminary Data Values.

4.0 pts

Above Average. Student computes all 3 Preliminary Data Values.

3.0 pts

Average. Student computes all 2 Preliminary Data Values.

1.0 pts

Needs Improvement. Student computes all 1 Preliminary Data Values.

0.0 pts

No Effort. No Preliminary Data

5.0 pts

This criterion is linked to a Learning OutcomePart II: Hypothesis Testing

20.0 pts

Proficient. Completes 4 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.

16.0 pts

Above Average. Completes 3 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.

14.0 pts

Average. Completes 2 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.

10.0 pts

Needs Improvement: Completes 1 Hypothesis Test highlighting the null/alternate hypothesis, value of test statistic, and report p-value.

0.0 pts

No Effort. No Hypothesis Tests were completed.

20.0 pts

This criterion is linked to a Learning OutcomePart II: Hypothesis Testing Analysis

10.0 pts

Proficient. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for ALL 4 Problems.

8.0 pts

Above Average. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 3 Problems.

7.0 pts

Average. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 2 Problems.

5.0 pts

Needs Improvement. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 1 Problem

0.0 pts

No Effort. No conclusion/explanations were given.

10.0 pts

This criterion is linked to a Learning OutcomePart II: Proposal and computations for new hypothesis test

10.0 pts

Proficient. Student creates an original Hypothesis Test based on one of the data sets highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.

8.0 pts

Proficient. Student creates an original Hypothesis Test based on one of the data sets correclty and has MOST of the content: highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.

7.0 pts

Average. Student creates an original Hypothesis Test based on one of the data sets and MISSING MOST of the content: highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.

5.0 pts

Needs Improvement. Student creates an original Hypothesis Test based on one of the data sets but there are multiple mistakes and/or conclusions are not valid.

0.0 pts

No Effort. The student did not propose/compute a new hypothesis test.

10.0 pts

Total Points: 90.0

PreviousNext

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

ORDER NOW

Lateral Marketing Strategy

  • 1
  • 2
  • 3
  • 4

Please respond to the following: “Lateral Marketing Strategy”

  • Assess the value of target marketing as an effective health care marketing strategy. Appraise the degree to which vertical and traditional segmentation help marketing managers use target marketing strategies. Support your rationale with at least two (2) specific examples of target marketing within a health care organization with which you are familiar.
  • Evaluate the impact of lateral segmentation in encouraging marketing managers to look broadly at markets in order to identify previously overlooked opportunities. Provide at least one (1) specific example of quality initiatives within a health care organization

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

ORDER NOW

Screening, Brief Intervention

SBIRT: Screening, Brief Intervention, and Referral to Treatment Presentation Guidelines

09/01/2018

Purpose

Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based practice intervention used to identify, reduce, and prevent problematic use, abuse, and dependence on substances such as tobacco, alcohol and illicit drugs. The SBIRT model was incited by an Institute of Medicine (IOM) recommendation that called for community-based screening for health risk behaviors. The purpose of this assignment is to integrate SBIRT into nursing practice to help stimulate positive change at the individual and population focused level of care.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes (COs).

· CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

· CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO1)

Due Date

Submit your completed SBIRT presentation by 11:59 p.m. MT Sunday of Week 6.

Points: 225 points

Background information

SBIRT consists of three major components.

1. Screening—A healthcare professional assesses a patient for concerning behaviors using standardized screening tools. Screening can occur in any healthcare setting.

2. Brief Intervention—A healthcare professional engages a patient in a short conversation, providing feedback and advice regarding concerning behaviors.

3. Referral to Treatment—A healthcare professional provides a referral to resources and/or treatment options and additional services available (Substance Abuse and Mental Health Services Administration [SAMHSA], n.d.)

Directions

1. Prior to starting the presentation, you are to read the assigned training.

SBIRT Education. (n.d.). Overview of screening, assessment and brief intervention: a nursing response to the full spectrum of substance use. Retrieved from https://hospitalsbirt.webs.com/nursingsbirt.htm (Links to an external site.)Links to an external site.

o Choose “Watch On Demand Recording”

§ Start at minute 9:08/slide 12, end at 1hr 27 sec. (slide 80)

Or you may go directly to the YouTube video:

SBIRT Education. (2015, May 10). Overview of SBIRT: a nursing response to the full spectrum of substance use [Video File]. Retrieved from Overview of SBIRT: A Nursing Response to the Full Spectrum of Substance Use (Links to an external site.)Links to an external site.Overview of SBIRT: A Nursing Response to the Full Spectrum of Substance Use

Use this BNI checklist for the role play at the end: BNI Checklist (Links to an external site.)Links to an external site. SBIRT Education. (n.d.). Brief negotiated interview checklist [PDF Document]. Retrieved from https://hospitalsbirt.webs.com/nursingsbirt.htm (Links to an external site.)Links to an external site. You are encouraged to review the assignment tutorial found at the end of the Academic Integrity Reminder.

2. Next, choose one addiction or problem to focus on for this assignment from the options below.

o Alcohol

o Drug use (addictive prescription or illicit)

§ You must be specific to which drug you are choosing

3. You are required to use one of the problems listed above. Assignments that do not follow the current guidelines or use the required forms or templates will be evaluated for evidence of an academic integrity violation. After the due date, there will be no opportunity for revision or resubmission of assignments that have been uploaded to the submission area. It is your responsibility to submit the correct assignment to the correct submission area.

4. After you have chosen the addiction/problem, you are to research SBIRT training specific to that problem/addition. Before starting to work on the presentation, it is vital you understand how SBIRT is used with that particular addiction/problem. You must find at least two scholarly resources (other than readings assigned in the course) and one video resource. Search YouTube for one SBIRT training video from a reputable source that shows a provider using SBIRT with a patient. Watch this video so that you understand the steps of SBIRT.

5. You may choose to complete this assignment as a PowerPoint poster or PowerPoint multiple slide presentation. Download the SBIRT PowerPoint poster (Links to an external site.)Links to an external site.or slide presentation template (Links to an external site.)Links to an external site..

6. Submit the completed PowerPoint poster or slide presentation by Sunday, 11:59 p.m. MT at the end of Week 6.

7. Length: The poster should be one page with all boxes on template complete. The slide presentation should be no more than twelve slides, not including the title and references slides.

Guidelines

Below are the requirements needed for successful completion of the SBIRT: Screening, Brief Intervention, and Referral to Treatment presentation.

1. Introduction to the problem and/or addiction: Clearly identify the problem, and discuss specific statistics from your community related to this problem. You may use city or county data. For example, if you choose a specific drug, you should find the drug use rate in your city or county.

2. Problem description: Utilize one scholarly reference (not assigned in this course) to describe this problem/addiction. Discuss reasons why this may be a problem in your community. Cite all sources.

3. SBIRT description: Utilize at least one scholarly reference different from the one selected for the problem description above, and not assigned in this course, to describe how SBIRT is used with this specific addiction/problem. Identify specific steps and questions that are used.

4. Video: Locate and describe at least one video that demonstrates SBIRT related to the addiction you chose.

5. Citation: Cite all sources.

6. Community resources: Describe at least two available community resources to which you may refer people who have this problem or an increased potential for acquiring this problem. You are to provide the names of these resources and brief descriptions. You may use online resources if community resources are not available.

7. Conclusion/future implications for nursing: Provide a summary of your findings. Discuss the use of SBIRT in nursing practice.

8. References: Provide all references for all sources utilized. Use APA format, however, a hanging indent is not necessary.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this presentation.

· Review directions thoroughly.

· We recommend that you use one of the linked templates. Replace the placeholder text with your own content. Use a black or colored font that is easy to read.

· Be creative. You may choose a design (from design tab) to enhance visual appeal.

· Incorporate graphics, clip art, or photographs to increase interest.

· Use short bullet points and large font for easier reading. For PowerPoint slides, use no more than eight lines per slide and no more than eight words per line.

· Do not use the notes are in the PowerPoint format (they are not visible in Canvas-Speedgrader)

Screening, Brief Intervention· Cite all sources within the slides or poster with (author, year) as well as on the Reference slide or section.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

Reference

Substance Abuse and Mental Health Services Administration (SAMHSA). (n.d.). SBIRT: Screening, Brief Intervention, and Referral to Treatment.

**Academic Integrity Reminder**

College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

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

ORDER NOW

“Research Critique Guidelines

Details:

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.

PICOT Statement 

Revise the PICOT statement you wrote in the Topic 1 assignment. (See attached)

The final PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions. (Both are attached)

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement.

Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper. (See attached)

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. 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. (Rubric attached)

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

ORDER NOW

measure of variability

1

The measure of variability that takes into account all score values is the:

A)Range

B)Median

C)Mean

D)Standard deviation

_______________

2

The mode is an index of:

A)Bivariate relationships

B)Central tendency

C)Skewness

D)Variability

_______________________

3

Which level of measurement permits the researcher to add, subtract, multiply, and divide?

A)Nominal

B)Ordinal

C)Interval

D)Ratio

______________________

4

Which of the following is not a process that plays a role in qualitative analysis?

A)Comprehending

B)Attributing

C)Synthesizing

D)Theorizing

_________________

5

The first major step that a researcher must undertake in a qualitative analysis is:

A)A search for major themes

B) Entering information into files

C)The use of quasi-statistics

D)Developing a system for organizing and indexing the data

________________

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

ORDER NOW

Gastrointestinal (GI) and hepatobiliary disorders

Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe treatment that targets the cause rather than the symptom. Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Discussion, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.

Consider the following case study:

Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs:

· Synthroid 100 mcg daily

· Nifedipine 30 mg daily

· Prednisone 10 mg daily

To prepare:

· Review this week’s media presentation on pharmacology for the gastrointestinal system.

· Review the provided case study. Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.

· Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors such as pregnancy, drugs, or a psychological disorder.

· Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

With these thoughts in mind:

Post an explanation of your diagnosis for the patient including your rationale for the diagnosis. Then, describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed

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

ORDER NOW

dietary significance of fasting

Read chapter 4 of the class textbook and review the attached PowerPoint presentation.  Once done answer the following exercise;

  1.  During a diabetes education, Fatima indicates that she is Muslim and that for Ramadan she fasts from sunrise to sundown.
  2.  Using Leininger’s Sunrise Model, analyzed the dietary significance of fasting.
  3.  Discuss the possible nursing interventions to accommodate Fatima’s religious practice.  Please explain why you use the interventions.
  4. How might Fatima respond if she was told she couldn’t fast and why?

As stated in the class syllabus please present your assignment in an APA format, word document, Arial 12 font attached to the forum in the discussion tab of the blackboard title “week 4 discussion questions”.  The assignment must include at least 2 evidence-based references (excluding the class textbook) no older than 5 years.  References must be quoted in the assignment in order to comply with APA.   

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

ORDER NOW

Emotional Work and Diversity in Clinical Placements of Nursing Students 

Indication

Select a nursing research article from the list below that includes a theoretical or conceptual framework and the exploration of a clinical problem. Identify the nursing research article components using the Week 5 research template.

(All articles are available in the South University Online Library.)

Emotional Work and Diversity in Clinical Placements of Nursing Students 

Nurses’ Preparedness and Perceived Competence in Managing Disasters

The Lived Experiences of People with Chronic Obstructive Pulmonary Disease: A Phenomenological Study

Effects of Multivitamin Supplements on Cognitive Function, Serum Homocysteine Level, and Depression of Korean Older Adults with Mild Cognitive Impairment in Care Facilities

The template will be evaluated on the effectiveness of the discussion of the following components. If a component is not present in the article, its absence should be discussed.

  • Identify the research problem.
  • Identify the research purpose.
  • Summarize the review of literature.
  • Identify the nursing framework or theoretical perspective.
  • Identify the research questions and hypotheses.
  • Identify the variables.
  • Identify and discuss the appropriateness of the design.
  • Discusses the validity and reliability of the instruments, tools, or surveys.
  • Discuss the significance of the study. Did it resolve the question?
  • Discuss the legal and ethical issues of the study. Include the use of human subjects and their protection.
  • Describe any cultural aspects of the study.
  • Describe the final sample.
  • Describe the procedures for data collection.
  • Summarize the results including statistical analysis used or other method of analysis.
  • Describe how the results of the research may impact future nursing practice.
  • Apply the research to the student’s nursing practice.
  • NOTE: If a component is absent, student receives a zero for that component.

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

ORDER NOW

Case Study

Case Study 5 & 6 (10 Points) DUE 07/27/2019

Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle.

Case Study 5 & 6 Knee Injury and Testicular Cancer

Case Studies will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

Turn it in Score must be less than 20% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 20%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

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

ORDER NOW