Review the theories of Elkind, Erikson, Kohlberg, Marcia, and Piaget

Interview a person of your choice (they may be your parents, relatives, or friends) using the questions approved by your instructor. These questions must address the following:

1. Cognitive, physical, and psychosocial development during the interviewee’s adolescence
2. How peers influenced the interviewee during adolescence
3. What people and/or events influenced the interviewee’s development of morals
4. How the interviewee’s experiences as an adolescent formulate who they are as an adult.

Pick one of the theories reviewed in chapters 16 and 17 of the text.

Write a paper of 750-1,000 words, discussing the selected theory and how it relates to your interview. Include the following in your paper:

1. A description of the selected theory
2. physical, and psychosocial development
3. How the interviewee’s responses illustrate the selected theory. Support your response with examples.

Include at least three scholarly references, in addition to the text, in your paper.

Reimbursement for Services
There are a number of different options for determining how to charge for services provided at a health care organization. In the case-based service approach, one set fee covers an entire procedure. For example, if you needed knee replacement surgery, the fee would include preliminary visits, the surgery, and follow-up visits. However, in a fee-for-service approach, every different step would incur a separate cost. The reimbursement approach taken has significant ramifications for how care is provided.

To prepare:

Review the information in this week’s Learning Resources focusing on reimbursement for services. How are these approaches the same or different in your own setting?
Identify an example of a fee-for-service approach and a case-based service approach.
Reflect on the benefits and limitations of each approach.
Review the article, “Which Health care Payment System is Best?” and examine the additional reimbursement strategies described. Consider the viability of these alternative strategies within your own organization (or one with which you are familiar).
Examine how the nurse-to-patient ratio is affected by the payment approach used and consider how this can impact quality of service.
By Day 3
Post an example that illustrates the difference between a fee-for-service payment and a case-based service payment. Explain the benefits and limitations of each approach. Assess the viability of utilizing, within your own organization (or one with which you are familiar), the two alternative reimbursement strategies described in “Which Health care Payment System is Best?” Analyze how the nurse-to-patient ratio is affected by the payment approach selected and how these impact quality of service.

Required Readings
Baker, J. J., Baker, R. W., & Dworkin, N. R. (2018). Health care finance: Basic tools for nonfinancial managers (5th ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 7, “Cost Classifications” (pp. 55-61)
In this chapter, you focus on the difference between direct and indirect costs and why it is crucial for financial managers to understand the difference.
Chapter 8, “Cost Behavior and Break-Even Analysis” (pp. 65-78)
This chapter continues the discussion on costs. It describes the differences between fixed, variable, and semivariable costs. It demonstrates how to compute the cost-volume-profit (CVP) ratio and the profit-volume (PV) ratio.
Zelman, W., McCue, M., & Glick, N. (2009). Financial management of health care organizations: An introduction to fundamental tools, concepts, and applications (3rd ed.). Hoboken, NJ: Jossey-Bass.
Retrieved from the Walden Library databases.
Chapter 3, “Principles and Practices of Health Care Accounting” (pp. 87–120)
Review: This chapter explores the accounting practices and principles of health care. The authors detail the rules for recording transactions and the process of recording and developing financial statements.
Chapter 4, “Financial Statement Analysis” (pp. 121–186)
Review: This chapter goes into detail about the three types of analysis used in financial statements of health care organizations: horizontal analysis, vertical (common-size) analysis, and ratio analysis. This chapter also explains the categories of ratios and how to apply them.

Chapter 9, “Using Cost Information to Make Special Decisions” (pp. 372–422)
This chapter specifies methods of computing price, fixed cost, and variable cost per unit and details the process of understanding and creating break-even charts. The chapter also discusses the decision making process involved in making special decisions such as make versus buy, add versus drop a program, and expansion versus reduction of a program.

Chapter 13, “Provider Payment Systems” (pp. 528–568)
This chapter explains the background, concept, and traits of the major types of payment systems in use today. The chapter also details the methods of financial risk reduction used by those that must cover the costs of health care.

Assignment: Health Information Patient Handout

One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you.

To prepare:

• Select a health issue of interest to you.
• Identify the audience or population that you seek to educate about this issue.
• Search the Internet to find credible sites containing information about your selected topic.
• Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.

To complete:

• Design an educational handout on the health issue you selected.
  • Include a cover page.
  • Include an introduction that provides:
    • An explanation of your issue and why you selected it
    • A description of the audience you are addressing
  • In the handout itself:
    • Develop your handout in such a way that it attracts the attention of the intended audience.
    • Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).
    • Recommend four or five sites that provide clear, valuable, and reliable information on the topic.

Note: Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.

 

 

http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html

This week we will discuss the security of health care records and the protection of patient privacy. You will analyze the nurse’s responsibility to protect patient information and the extent that Health IT has made it easier or more difficult to protect patient privacy. You will comment on any security or ethical issues related to the use of portable devices to store information. You will also assess the strategies your organization uses to safeguard patient information and how these promote a culture of safety. You will describe an area where improvement is needed and one strategy that could address the situation.

 

NURS 5051/6051: Week 11, Application Assignment Rubric

 

REQUIRED CONTENT	EVALUATION EXCELLENT		EVALUATION GOOD		EVALUATION FAIR		EVALUATION POOR	SCORE
Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.           (10 possible points)	This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.     (9–10 points)		This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.               (8 points)		This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.             (7 points)		This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.         (0–6 points)
In the Flyer: Defines key terms in a way that is appropriate for the target audience.           (10 possible points)	This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.     (9–10 points)		This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.               (8 points)		This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.             (7 points)		This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.         (0–6 points)
Describes the health issue using language appropriate for the audience.            (20 possible points)	This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.   (19–20 points)		This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.             (17–18 points)		This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.           (15–16 points)		This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.       (0–14 points)
Provides guidance on how to identify websites and resources with credible information on the issue.           (20 possible points)	This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.   (19–20 points)		This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.             (17–18 points)		This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.           (15–16 points)		This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.       (0–14 points)
Recommends 4-5 websites with clear, valuable, and reliable information on the issue.            (10 possible points)	This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.   (9–10 points)		This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.             (8 points)		This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.           (7 points)		This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.       (0–6 points)
Writing used in Introduction           (10 possible points)	Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.   (9–10 points)		Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.               (8 points)		Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).           (7 points)		Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.                 (0–6 points)
Writing used in Flyer           (20 possible points)	Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style.       (18–20 points)		Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.           (16–17 points)		Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing.   (14–15 points)		Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.               (0–13 points)
Instructor comments:
Up to 20 points may be deducted for lateness.
Total Score (100 possible points):								points

 

 

 

Required Readings

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

• • Chapter 17, “Supporting Consumer Information and Education Needs”This chapter explores health literacy and e-health. The chapter examines a multitude of technology-based approaches to consumer health education.

• • Chapter 18, “Using Informatics to Promote Community/Population Health”In this chapter, the authors supply an overview of community and population health informatics. The authors explore a variety of informatics tools used to promote community and population health.

• Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”The authors of this chapter present strategies for developing a culture of safety using informatics tools. In addition, the chapter analyzes how human factors contribute to errors.

Health literacy: How do your patients rate? (2011). Urology Times, 39(9), 32.

Retrieved from the Walden Library databases.

 

The authors of this article define health literacy and emphasize its poor rates in the United States. Additionally, the authors recommend numerous websites that offer patient education materials.

Huff, C. (2011). Does your patient really understand? H&HN, 85(10), 34.

Retrieved from the Walden Library databases.

 

This article defines hospital literacy and highlights the barriers that prevent it from increasing. It also emphasizes the difficulties created by language and financial costs.

The Harvard School of Public Health. (2010). Health literacy studies. Retrieved from http://www.hsph.harvard.edu/healthliteracy

 

This website provides information and resources related to health literacy. The site details the field of health literacy and also includes research findings, policy reports and initiatives, and practice strategies and tools.

Office of Disease Prevention and Health Promotion (n.d.). Health literacy online. Retrieved June 19, 2012, from http://www.health.gov/healthliteracyonline/

 

This webpage supplies a guide to writing and designing health websites aimed at increasing health literacy. The guide presents six strategies that should be used when developing health websites.

U.S. Department of Health and Human Services. (n.d.a). Quick guide to health literacy. Retrieved June 19, 2012, from http://www.health.gov/communication/literacy/quickguide/Quickguide.pdf

 

This article contains an overview of key health literacy concepts and techniques for improving health literacy. The article also includes examples of health literacy best practices and suggestions for improving health literacy.

Required Media

Agency for Healthcare Research and Quality (Executive Producer). (2012a). Interview with Rachelle Toman, M.D. Ph.D. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html

 

In this interview, Dr. Toman discusses the importance of asking patients questions to ensure they have been able to sufficiently communicate their concerns.

Agency for Healthcare Research and Quality (Executive Producer). (2012b). The waiting room video. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/waitroom/index.html

 

This video addresses the importance of communication in the patient-health care professional relationship. It highlights the need to ask meaningful questions to the patient to fully understand issues and concerns.

APA FORMAT

This week’s discussion posts will somewhat mirror your paper assignment. It is a reflection to get you to share what is your personal philosophy of nursing? Your responses will be based on the four metaparadigms that are required for your paper.

• Person/Client
• Environment
• Health
• Nursing

When writing or responding, think about how and why you came to your insights. Evaluate your experiences, comment on ideas, how you feel, what did you learn? In your conclusion, you will restate your thoughts, ask others how they came to their ideas.