In an ideal healthcare delivery system, all patients would have access to affordable, high-quality health services that are well coordinated to ensure the continuity and comprehensiveness of care. In reality, patients may have vastly different experiences based on their health problem or injury, the organizations that provide services close to where they live, and how the health services they need are financed.Consider, for example, a 56-year-old man who has a hemorrhagic stroke in a rural area of Alaska. What services will he need through the duration of his recovery experience? Where will he receive care? How will he pay for the services he needs? Now think about how his situation might compare with that of a 42-year-old woman in Houston, Texas, who arrives at her annual gynecological exam with symptoms associated with ovarian cancer. How might the two patients’ experiences compare in terms of care coordination and the continuity and comprehensiveness of services they receive?For this Assignment, you will examine the continuum of care a patient may need and research the services available in your area to support the patient. You will convey your findings in a compelling presentation and will use these findings in the Week 4 Discussion as well.To develop the content for your presentation, record detailed notes as you complete the following steps:Review the information about the continuum of care and coordination among various health services organizations in the Resources, including the HIMSS resource, Continuum of Care, and the tables in Chapter 1 of the course text.Read the Week 3 Assignment Patient Information, and select one hypothetical patient on which to focus for this Assignment. Assume your selected patient lives in your local area. If you are an international student, you may choose a geographic area in the United States or use your own location.Use the pertinent information in Chapters 7, 8, 9, and/or 10 of the Shi and Singh course text and conduct additional research of your own to analyze specific services your hypothetical patient might need, beginning with the onset or diagnosis of an illness or injury and concluding with an end-point of your choosing (i.e., recovery, symptom management, end of life). Also research the types of organizations that provide those services.Investigate the healthcare organizations in your local area. Based on the services your hypothetical patient needs, select three or four actual settings in which he/she would receive care.Next, gather information related to the types of insurance each organization accepts. Typically, this would include Medicare, Medicaid, and various types of insurance programs. What challenges related to payment for services do you anticipate your selected patient may experience?Review the Institute for Healthcare Improvement (2014) resource and consider what it means for healthcare to be safe, effective, patient-centered, timely, efficient, and equitable. Based on your hypothetical patient’s needs, analyze why professionals in healthcare settings need to be aware of the six Institute of Medicine Aims.Review the resources in the Writing and Library Skills Resource Guide page

1. Develop a matrix that compares and contrasts the political economies in three selected countries. For each country indicate the following:a. Type of political economyb. Availability of healthcare resourcesc. Access to healthcare, healthcare delivery system and efficacy, and population health outcomes.2. Prepare an 8-10 slide PowerPoint presentation that identifies and explains four of the most significant social political issues in China and in what way they have had an influence on healthcare delivery systems.3. Prepare a 5-8 slide Power Point presentation that defines consumer satisfaction and describe why it is important to measure. Identify one way consumer satisfaction can be measured. The presentation should be professional and have a cover page and at least two references, not including the textbook.

This week we learned how research designs are different and help us to objectively study nursing problems; the key is to decide which type of research and design will serve the purpose or intent to find a solution. After completing Week 4 readings and lesson, answer the following:Reflect on your learning about Quantitative and Qualitative research; share two ways that helped you understand how they are different.Choose one category of study design that you found interesting and describe; include what you learned about the design and how you believe it can help study nursing problems.Refer back to your clinical nursing priority problem and evidence you located for your week 3 assignment (CAUTI's) : • The nursing-evidenced practice (NEBP) committee has requested for you to make a recommendation to the team: Describe the type of research and the design that you believe would be the best way to study your problem. Discuss your rationale. (the problem you will need to discuss relates to Catheter Acquired Urinary Tract Infections) ****please include 2 APA citations, and no fewer than 3 paragraphs, please*****LESSON AND READING TO ASSIST WITH ANSWERING QUESTION:An easy way to think about the word research design is to think about a map. When planning a trip, it is always a good idea to review the ways or routes to arrive at the correct destination. Like any map, there are generally two to three suggested routes outlining the ways to travel to get to where you want to go. With research designs, there are different ways to choose the best plan/way on how to accomplish/achieve an answer to the problem/issue. Just like maps, there may or may not be the best route; rather, some suggested routes for your journey. The key is to choose your best way ahead of time and then plan your journey following the way accordingly. Same with research designs—you have options.The research design flows from the research question, the purpose/intent, and outlines the plan for the study that will answer the research question. The design identifies the major components of the study. It is important to remember that there is no one best design for a research study. For example, a quantitative experimental design is considered the gold standard and may produce a stronger level of evidence, but it may be a poor fit for the purpose of the study. Therefore, considerations of design selection include:Intent of the research question (plays a key role).Problem, question, intent.What do you want to know from the study?What is the purpose for the study?Select a design that will help accomplish the purposeDesign plan details (can it be implemented). (Houser, 2018)For more design decision and considerations, explore chapter 6 of our textbook for details.Classifications/Approaches to Research and DesignsAs a baccalaureate nurse, understanding basic design elements and scientific processes is an expectation (AACN, 2008; QSEN 2018). It is important to know there are two broad types of classifications or approaches used to acquire or generate knowledge for nursing practice. The two overall research classifications/approaches are:Quantitative ResearchQualitative ResearchThese two classifications/approaches for research designs are the most important and stem from our two paradigms; simply stated ways of thinking, beliefs, or views (Houser, 2018). It is essential to know the differences in these two types of research classifications for designs as these use differing research methods to generate different types of knowledge useful for our practice of nursing. Research designs originate within one of these two types of classifications:Quantitative ResearchThis type of research is based on a traditional, formal, objective, scientific approach in which numbers (numerical data) are collected and used to produce knowledge or information (Houser, 2018; Polit & Beck, 2018). Overall, quantitative research involves the following:Empirical, structured, controlled methodsVariables which represents characteristics of interestVariables of interest can be measured in a reliable, valid way (see variables Houser, 2018, p. 137-139)An objective researcherResearcher controlled setting/context/protocolsSubject selection and protocols to help eliminate bias/errorNumbers/Numerical data collection, measurement, and numerical reporting of dataStatistically analyzed results/analytical data analysis/inferential statistics (Houser, 2018; Polit & Beck, 2018)Quantitative research deals with measurements; below are some of the differing categories of Quantitative Research Designs:Experimental design -tests cause and effectConsidered the gold standardLess common in nursing studiesInvolves the researcher manipulating variables to determine the cause and effect; used to answer questions about the effectiveness of an interventionOften referred to as randomized controlled trials (RCT) or clinical trialsInvolves random assignment of subjects to groups—Control group—no interventionExperimental group—receives the interventionHigh level of control, rigorous sample/subject selectionDetermines cause and effect (Houser, 2018; Polit & Beck, 2018)Quasi-experimental designMore common in nursing studies.Mimic experimental except for the selection and assignment of subjects.Used to examine causal relationships or determine the effect similar to true experimental; however, lacks rigor and control over the manipulation of treatment, management of the setting, and/or selection of the subjects.Key difference from an experimental design-does not randomly assign subjects to groups.Uses convenience samplingComparison groups are already existing (not a true control group). (Houser, 2018; Polit & Beck, 2018)Non-experimental designs-a broad range of studies that are not able to test for a cause and effectDescriptive design-studies to describe a particular situation or event that already exists; sometimes will be used to explore new areasCorrelational design-studies examining an existing relationship between variablesPredictive design-studies that examine for an relationship in which one variable can be used to predict another variable (such as risk factors for certain diseases) (Houser, 2018; Polit & Beck, 2018)Qualitative ResearchThis type of research is based on a naturalistic belief system and is focused on understanding the meaning of an experience from the individual's perspective. We use this type of research to understand the meaning or the human lived experience of certain phenomena (Houser, 2018; Polit & Beck, 2018). For example:What is it like to have a certain health condition?What does it feel like to experience a certain situation?Regardless, the researcher is exploring the subject of interest's perspective and intends to explain their meaning/perspective. Qualitative research involves (Houser, 2018; Polit & Beck, 2018):A naturalistic approachFocused on finding the meaning from an informant/subject's experience/perspectiveLittle emphasis on control by the researcherReality being constructed by the informant/subject; not the researcherCollects verbal descriptions and/or observable behaviors as dataInterviewing, observing, recording actions, and interactions are the data collection toolsInformants/subjects willing to be interviewed or observed for extended periods of timeAnalyzing meaning from large amounts of word-based or observable dataVerbal descriptions and observations are used as a basis for analysis and conclusionsQualitative studies do not investigate cause and effect; nor involve the effect of interventions. However, these studies are valuable to our nursing profession in revealing our subject's/patient's experiences, feelings, values, and perceptions, an important element of an evidence-based practice. Again, qualitative studies are used for "addressing research questions in which the meaning of an experience is central to understanding the best therapeutic approach or provide an understanding from the patient or subject's viewpoint" (Houser, 2018, p. 35). Qualitative research may form the basis of theories and can be used to explore "issues of behavior change, motivation, compliance, or tolerance/ acceptance of a treatment or intervention... a few examples of topics in which the patient's perception is key" (Houser, 2018, p. 35). A few differing categories of Qualitative Research Designs are listed below:Qualitative Research DesignsPhenomenology design is used to develop an understanding of experiences through the perception of those living them.Ethnography design involves the researcher becoming immersed in the culture to describe the phenomena. Grounded theory design seeks connections or links between ideas and concepts and is “grounded” in the subject’s reality.Historical design looks for connections or links by exploring the history or the past.Designs can be further categorized using time dimensions (refer to our textbook for more details):ProspectiveRetrospectiveCross-sectionalLongitudinalBoth quantitative and qualitative approaches are different; however, they are similar in:Attaining scholarly workAiming for reliable, trustworthy resultsApplying methodsAchieving confidence in conclusionsCreating credible evidence to establish the truth (Houser, 2018; Polit & Beck, 2018)Mixed MethodsDesigns that include elements of both quantitative and qualitative research approaches. Mixed method means that both qualitative and quantitative elements are present. Examples of Research, Designs, and Questions AddressedThe research design flows from the research question and outlines the plan for the study that will answer the research question. The design identifies the major components of the study. It is important to remember that there is no one best design for a research study. An experimental design may produce a stronger level of evidence, but it may be a poor fit for the purpose of the study. Examples of research, designs, and the questions each addresses are below.Reading Research LiteratureGaining insight into how to read various sections of a research study can help you determine whether the research is relevant to your practice, and provides evidence upon which to base your decisions.Title The title can reveal a great deal about the research report in just a few words. It may indicate the population, intervention, or research design.Abstract The abstract is a concise summary of the highlights of the research and conveys the most important elements. May include key words and information about the design, purpose, problem, results, and conclusions.Introduction The introduction to the report makes the case for the importance of the research. The study design may appear in the introduction or methods section. The introduction may discuss the scope of a problem, and its impact on a population. The purpose of the research may be labeled as the purpose, or it may be called the goals, the aims, the objectives, or the intent. These describe, in a clear and concise way, the reason for the research. The purpose statement may be found at the end of the review of the literature, right before the start of the methods section. The purpose statement may also be found in the abstract and at the end of the first few introductory paragraphs.Read over Houser's Where to Look section in each chapter to learn how to locate information when reading articles.SummarySelecting an appropriate design is essential. Understanding the differences in approaches to solving practice problems is critical for the BSN; choosing the best design will help arrive at the best solution, a key element of providing a practice based on evidence.ApplicationA fun way to practice! After completing your required readings and the lesson for this week, take the Check Your Knowledge Practice Questions to see how well you understand the concepts offered in your text and lesson. This is not graded or reviewed; just a helpful, fun tool to practice your week four learning. Enjoy!ReferencesAmerican Association of Colleges of Nurses (AACN). (2008). Executive summary: The essentials of baccalaureate education for professional nursing practice (2008). Retrieved from http://www.aacnnursing.org/Education-Resources/AAC...Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett.Polit, D., & Beck, C. (2018). Essentials of nursing research: Appraising evidence for nursing practice (9th ed.). Philadelphia, PA: Wolters Kluwer.Quality and Safety Education for Nurses (QSEN). (2018). QSEN knowledge, skills, and attitude competencies. Retrieved from http://qsen.org/competencies/pre-licensure-ksas/