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- Explain one or more ways nurses can become involved in setting and auditing patient care standards or participating in other quality control/improvement activities within their organization.
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Running head: ROLE OF NURSES IN QUALITY CONTROL DECISIONS
Role of Nurses in Quality Control Decisions
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ROLE OF NURSES IN QUALITY CONTROL DECISIONS
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Explain one or more ways nurses can become involved in setting and auditing patient care
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This map gives you an overview of all the steps required to prepare for your practicum and to complete your degree. It also outlines the support that will be available to you along the way. MSN Program Journey. Templates Use this template for your summary report. Summary Report Template [DOCX]. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN6218 – Leading the Future of Health Care Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Global Health Data and Information The following United Nations and World Health Organization websites are excellent sources of global health data and information. United Nations United Nations. (n.d.). UN E-government knowledge database. Retrieved from https://publicadministration.un.org/egovkb/Data-Ce... United Nations. (n.d.). Health. Retrieved from http://www.un.org/en/sections/issues-depth/health/... United Nations. (n.d.). Millennium development goals and beyond 2015. Retrieved from http://www.un.org/millenniumgoals/ World Health Organization World Health Organization. (n.d.). Global Health Observatory (GHO) data: Country statistics. Retrieved from http://www.who.int/gho/countries/en/ World Health Organization. (n.d.). Global Health Observatory (GHO) data. Retrieved from http://www.who.int/gho/en/ World Health Organization. (n.d.). The Global Health Observatory: Universal health coverage. Retrieved from http://apps.who.int/gho/cabinet/uhc.jsp?lang=en Improving Care The following articles provide various perspectives on improving care. Gluyas, H. (2015). Patient-centered care: Improving healthcare outcomes. Nursing Standard, 30(4), 50–57. 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As we continue to evaluate the complex and fragmented system in the United States, it is important for nurse leaders to become familiar with the programs and systems that provide evidence-based quality care that is affordable and focused on continual improvement. This assessment provides an opportunity to examine a local or regional health care issue from a global perspective. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Identify the challenges and opportunities facing health care. Identify an aspect of a local or regional health care system or program that should be a focus for change. Competency 2: Compare the effects of different health care finance models and policy frameworks on resources and patient outcomes. Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes. Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States. Competency 3: Evaluate the positive and negative influences of leaders on health care processes and outcomes. Determine the financial and health implications of making—and not making—proposed changes to a health care system or program. Competency 4: Develop proactive strategies to change the culture of the organization by incorporating evidence-based practices. Explain why specific changes will lead to improved outcomes. Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards. Write clearly and concisely in a logically coherent and appropriate form and style. Support assertions, arguments, propositions, and conclusions with relevant and credible evidence. Competency Map CHECK YOUR PROGRESS Use this online tool to track your performance and progress through your course. Resources Required Resources MSN Program Journey The following is a useful map that will guide you as you continue your MSN program. This map gives you an overview of all the steps required to prepare for your practicum and to complete your degree. It also outlines the support that will be available to you along the way. MSN Program Journey. Templates Use this template for your summary report. Summary Report Template [DOCX]. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN6218 – Leading the Future of Health Care Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Global Health Data and Information The following United Nations and World Health Organization websites are excellent sources of global health data and information. United Nations United Nations. (n.d.). UN E-government knowledge database. Retrieved from https://publicadministration.un.org/egovkb/Data-Ce... United Nations. (n.d.). Health. Retrieved from http://www.un.org/en/sections/issues-depth/health/... United Nations. (n.d.). Millennium development goals and beyond 2015. Retrieved from http://www.un.org/millenniumgoals/ World Health Organization World Health Organization. (n.d.). Global Health Observatory (GHO) data: Country statistics. Retrieved from http://www.who.int/gho/countries/en/ World Health Organization. (n.d.). Global Health Observatory (GHO) data. Retrieved from http://www.who.int/gho/en/ World Health Organization. (n.d.). The Global Health Observatory: Universal health coverage. Retrieved from http://apps.who.int/gho/cabinet/uhc.jsp?lang=en Improving Care The following articles provide various perspectives on improving care. Gluyas, H. (2015). Patient-centered care: Improving healthcare outcomes. Nursing Standard, 30(4), 50–57. Addresses barriers to the provision of care and strategies to overcome them. Melnyk, B. M., & Newhouse, R. (2014). Evidence-based practice versus evidence-informed practice: A debate that could stall forward momentum in improving healthcare quality, safety, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(6), 347–349. Addresses the debate about changes in terminology and the implications of such a change in the momentum for evidence-based practice. Mohammed, K., Nolan, M. B., Rajjo, T., Shah, N. D., Prokop, L. J., Varkey, P., & Murad, M. H. (2016). Creating a patient-centered health care delivery system: A systematic review of health care quality from the patient perspective. American Journal of Medical Quality, 31(1), 12–21. Examines a variety of studies on quality from the perspective of the patient. Robbins, R. A. (2017). Is quality of healthcare improving in the US? Southwest Journal of Pulmonary & Critical Care, 14(1), 29–36. Addresses the issue of meaningful outcomes. Provides data indicating that the rate of improvement is slowing and that many quality gains cited by politicians and administrators are not associated with improved outcomes. Scholarly Writing and APA Style Use the following resources to improve your writing skills and for finding answers to specific questions. Academic Honesty & APA Style and Formatting. APA Style Paper Tutorial [DOCX]. APA Module. Introduction to the Writing Center. Library Research Use the following resources to help with any required or self-directed research you do to support your coursework. Capella University Library. Library Research and Information Literacy Skills. Nursing Masters (MSN) Research Guide. Guiding Questions and ePortfolio Guiding Questions: Proposing Evidence-Based Change [DOCX]. This document includes questions to consider and additional guidance for successfully completing the assessment. ePortfolio. Online ePortfolio Guidelines [PDF]. Assessment Instructions Note: Complete the assessments in this course in the order in which they are presented. Preparation Your organization, in collaboration with the key stakeholders from the community, is funding an initiative to investigate potential improvements in the local or regional health care system. 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Document Format and Length Use the Summary Report Template, linked in the Resources of this assessment. An APA Style Paper Tutorial is also provided to help you in writing and formatting your assessment. If you would like to use a different worksheet for your community health assessment, obtain prior approval from faculty. Your summary report should be 4–5 pages in length, not including the title page and references page. Be sure to apply correct APA formatting to all source citations and references. Supporting Evidence Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your comparative analysis. Additional Requirements Be sure to delete all directions from the template before submitting your summary report. In addition, proofread your report to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.
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In what other ways might optimization be used to maximize healthcare delivery? What types of processes and workflows are best served by optimization in health services organizations?Optimization is a vital prescriptive analytic technique that healthcare administrators can use to help address challenges in effective and efficient healthcare delivery. Health decision makers may seek to find optimal solutions for a particular objective given various constraints. For example, optimization is often used for generating nursing staff schedules to ensure appropriate staff coverage with varying patient inflows.For this Assignment, you will be using optimization techniques to evaluate two separate medical problems, one involving mechanical heart valves and another involving a pharmaceutical company. Review the resources for this week, and examine the different optimization techniques that can be used for this Assignment.For Chapter 13, problems 36 and 42, you will need to download the files P13_36.xlsx and P13_42.xlsx from the textbook companion website http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9781305947542. Under “Book Resources”, click on “Student Downloads” to view the downloadable files. Click “Problem Files” and download the zipped file 1305947541_538885.zip. Open the zipped file, and select folder “Problem Files” and then select folder “Chapter 13” to access the files P13_36.xlsx and P13_42.xlsx.The Assignment: (3–5 pages)Complete Problem 36 on page 657 (mechanical heart valves) and Problem 42 on page 659 (pharmaceutical company) of your course text.
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Name the three membranous coverings of the Central Nervous System in order, beginning with the outermost layer.Name the th ...
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Name the three membranous coverings of the Central Nervous System in order, beginning with the outermost layer.Name the three major divisions of the brainstem, and briefly describe the function of each. Name three general functions of the Thalamus.Name three general functions of the Hypothalamus.Name three general functions of the Cerebellum.What is the Pineal Gland’s primary function?Where is the Primary Somatic Motor Area of the Cerebral Cortex?Where is the Primary Somatic Sensory Area? What is the function of the Limbic System?Describe Consciousness. Name the normal states, or levels, of consciousness. Name some altered states of consciousness.
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PurposeNPs have scopes of practice that are regulated by state laws, boards of nursing, boards of medicine and reimburseme ...
MN605 Purdue Differences of Major Regulatory Restrictions & NP Practice Discussion
PurposeNPs have scopes of practice that are regulated by state laws, boards of nursing, boards of medicine and reimbursement that may differ depending on your location. There are several sources of restrictions to NP practice such as state laws and federal regulations which include who may prescribe controlled substances and which substances NPs can prescribe, as well as the various reimbursement agencies. It is essential that the NP be fully informed of what they are allowed to do by law (state and federal) or by other regulatory organizations. These regulations vary widely from state to state. Consequences of practicing outside your scope of practice may be anything from a fine, suspension or revocation of your license, civil lawsuit, or even criminal charges.DirectionsUse the provided template to compare and contrast the three major regulatory practice models for NPs: Supervisory, Collaborative, and Independent. Please keep this assignment in the template format provided. This Assignment requires credible and up to date resources for each category. Include in each model at least one state that represents the scope of practice you are discussing. For example, Florida requires a supervisory relationship with a physician along with a practice agreement, formulary, and protocols. In order to apply and receive a DEA license to prescribe controlled substances, you must be approved by the state you are practicing in to prescribe these medications.Assignment Template
Social Work Question
Beth is a social worker at a community mental health program in a large city. She provides individual and group therapy in ...
Social Work Question
Beth is a social worker at a community mental health program in a large city. She provides individual and group therapy in an outpatient mental health program. In addition to mental health and substance abuse problems, most of Beth’s clients have anger management issues and have spent time in prison. The purpose of the program is to help clients to alleviate and/or cope with co-morbid mental health and substance abuse problems and their tempers that have contributed to their committing crimes. One of the groups that Beth leads is for female offenders with histories of violent behavior. The group consists of ten members. Beth prefers her groups to have eight members, yet even though these clients are mandated by the legal system to attend all treatment requirements, including group, rarely do all members show up. The group has met five times so far. On most days between five and seven women attend and a core of five members has attended each of the first five sessions. Beth starts each week by asking the women how they are doing, and if anyone would like to share what happened during their week. She believes that this helps members to take ownership for their own treatment. For the past two weeks, members have not spoken in response to her invitation. By picking up on nonverbal cues, Beth believes that Carol wants to share, but that something is stopping her. She remembers a few weeks ago, when Carol was sharing an emotionally charged issue from her past (incest), that she immediately stopped in the middle of her story. When she stopped, she averted her eyes from one side of the group. One of the members of the group appeared to be staring at her very intently, with a smile on her face that Beth and other group members noticed. Beth, a young, white social worker decided to conduct a check in go round to see how the members were doing, to get them to share at least some information, and to break what she perceived to be tension in the room. Beth decided to start the go round with Mary so that it ended on Luisa, the Latina woman who had been staring so intently at Carol while she spoke about her childhood. Beth asked the members to rate how they were feeling and doing this past week, on a scale from one to ten, ten being fantastic, one being terrible. The majority of the women in the group reported numbers between 3 and 6. However, Janelle an African American woman who suffers from bipolar disorder reported a 2. Luisa reported a nine. When the go around stopped, Beth asked Janelle if she would like to share about why she scored her week so low. Scanning the group to gauge the responses of the members, Beth noticed that several members were looking at Luisa, and that they were shifting uncomfortably in their chairs. Janelle seemed to look at Luisa before deciding if she wanted to share or not. Luisa said, “I don’t think we should focus on people who had bad weeks. I had a great week, and I want to talk about it. Why do we always have to focus on the garbage? I mean, I had a messed up week in some ways, but that’s life, why should we talk about it, you know.” Beth thanked Luisa for speaking up, and told her that she understood her feelings about discussing negative events. These could be very painful to share, yet she believed that sometimes people needed to get things off their chest, or get feedback about things so they can be changed. Tomika, a young African American woman with a history of being sexually abused, started to laugh uncontrollably. She said that she had the funniest thing happen to her during the week, and something Jill said had reminded her of this. She started to get up from her chair and began to do an impression of a friend. Carol began to cry and Luisa started to get up and leave the group. Beth asked for everyone to sit down. She said that she understood that the group was going through a difficult period, and that it was important to figure out what was going on. She asked the group if they would take a few minutes to sit in silence so that “we could try to get ourselves together.” Jill and Tomika sat down and the group slipped into momentary silence.Discuss your observations of the group dynamics on the forum provided. Answer the following questions to help guide you in your assessment and discussion. Then, provide feedback on 2 or more classmates posted observations. What are the communication and interaction patterns in the group?Describe the group’s cohesion.Describe the norms of the group.Describe the rules of the group.Discuss the various roles different group members play.Discuss status hierarchies that may be operating.How would you describe the culture of the group?What did Beth do well as the leader of the group? What needs improvement?How do you think that ethnicity/race may have affected the development and current functioning of the group?What would it be like to lead such a group?What would you do differently?
MSNFP 6218 CU Centralization of Healthcare Insurance Comparative Essay
Overview – Assessment 1 – MSN-FP6218 Propose a change to one aspect of your local or regional health care system or p ...
MSNFP 6218 CU Centralization of Healthcare Insurance Comparative Essay
Overview – Assessment 1 – MSN-FP6218 Propose a change to one aspect of your local or regional health care system or program that would improve outcomes. Then, conduct a comparative analysis of other, non-U. S. health care systems, focusing on the proposed change. Summarize the proposed change and your comparative analysis in a 4–5-page report. Note: Complete the assessments in the order in which they are presented. Health care systems around the world provide useful models for analysis. Familiarity with different models and approaches to health care enables leaders to identify what works and what does not, as the basis for proposing a change. As we continue to evaluate the complex and fragmented system in the United States, it is important for nurse leaders to become familiar with the programs and systems that provide evidence-based quality care that is affordable and focused on continual improvement. This assessment provides an opportunity to examine a local or regional health care issue from a global perspective. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Identify the challenges and opportunities facing health care. Identify an aspect of a local or regional health care system or program that should be a focus for change. Competency 2: Compare the effects of different health care finance models and policy frameworks on resources and patient outcomes. Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes. Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States. Competency 3: Evaluate the positive and negative influences of leaders on health care processes and outcomes. Determine the financial and health implications of making—and not making—proposed changes to a health care system or program. Competency 4: Develop proactive strategies to change the culture of the organization by incorporating evidence-based practices. Explain why specific changes will lead to improved outcomes. Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards. Write clearly and concisely in a logically coherent and appropriate form and style. Support assertions, arguments, propositions, and conclusions with relevant and credible evidence. Competency Map CHECK YOUR PROGRESS Use this online tool to track your performance and progress through your course. Resources Required Resources MSN Program Journey The following is a useful map that will guide you as you continue your MSN program. This map gives you an overview of all the steps required to prepare for your practicum and to complete your degree. It also outlines the support that will be available to you along the way. MSN Program Journey. Templates Use this template for your summary report. Summary Report Template [DOCX]. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN6218 – Leading the Future of Health Care Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Global Health Data and Information The following United Nations and World Health Organization websites are excellent sources of global health data and information. United Nations United Nations. (n.d.). UN E-government knowledge database. Retrieved from https://publicadministration.un.org/egovkb/Data-Ce... United Nations. (n.d.). Health. Retrieved from http://www.un.org/en/sections/issues-depth/health/... United Nations. (n.d.). Millennium development goals and beyond 2015. Retrieved from http://www.un.org/millenniumgoals/ World Health Organization World Health Organization. (n.d.). Global Health Observatory (GHO) data: Country statistics. Retrieved from http://www.who.int/gho/countries/en/ World Health Organization. (n.d.). Global Health Observatory (GHO) data. Retrieved from http://www.who.int/gho/en/ World Health Organization. (n.d.). The Global Health Observatory: Universal health coverage. Retrieved from http://apps.who.int/gho/cabinet/uhc.jsp?lang=en Improving Care The following articles provide various perspectives on improving care. Gluyas, H. (2015). Patient-centered care: Improving healthcare outcomes. Nursing Standard, 30(4), 50–57. Addresses barriers to the provision of care and strategies to overcome them. Melnyk, B. M., & Newhouse, R. (2014). Evidence-based practice versus evidence-informed practice: A debate that could stall forward momentum in improving healthcare quality, safety, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(6), 347–349. Addresses the debate about changes in terminology and the implications of such a change in the momentum for evidence-based practice. Mohammed, K., Nolan, M. B., Rajjo, T., Shah, N. D., Prokop, L. J., Varkey, P., & Murad, M. H. (2016). Creating a patient-centered health care delivery system: A systematic review of health care quality from the patient perspective. American Journal of Medical Quality, 31(1), 12–21. Examines a variety of studies on quality from the perspective of the patient. Robbins, R. A. (2017). Is quality of healthcare improving in the US? Southwest Journal of Pulmonary & Critical Care, 14(1), 29–36. Addresses the issue of meaningful outcomes. Provides data indicating that the rate of improvement is slowing and that many quality gains cited by politicians and administrators are not associated with improved outcomes. Scholarly Writing and APA Style Use the following resources to improve your writing skills and for finding answers to specific questions. Academic Honesty & APA Style and Formatting. APA Style Paper Tutorial [DOCX]. APA Module. Introduction to the Writing Center. Library Research Use the following resources to help with any required or self-directed research you do to support your coursework. Capella University Library. Library Research and Information Literacy Skills. Nursing Masters (MSN) Research Guide. Guiding Questions and ePortfolio Guiding Questions: Proposing Evidence-Based Change [DOCX]. This document includes questions to consider and additional guidance for successfully completing the assessment. ePortfolio. Online ePortfolio Guidelines [PDF]. Assessment Instructions Note: Complete the assessments in this course in the order in which they are presented. Preparation Your organization, in collaboration with the key stakeholders from the community, is funding an initiative to investigate potential improvements in the local or regional health care system. As a nurse leader attuned to the effects of health care policy and finance on the provision of affordable, high-quality care, you have been asked to join the task force conducting the study. You know that an examination of other countries’ health care systems can provide a solid, evidence-based foundation for evaluating outcomes and identifying benchmarks. Consequently, you have decided to undertake an analysis of selected, non-U.S. health care systems and compare them to each other and to the existing local or regional U.S. system to help inform decision making as the task force considers proposed changes. In this assessment, you will propose a change to one aspect of your local or regional health care system or program. Conduct a comparative analysis of different health care systems and summarize your proposed change and findings from your analysis in a report to executive leaders. To prepare for your assessment, you are encouraged to begin thinking about the non-U.S. health care systems you might like to examine. In addition, you may wish to: Review the assessment requirements and scoring guide to ensure that you understand the work you will be asked to complete. Review the Guiding Questions: Proposing Evidence-Based Change document linked in the Resources of this assessment, which includes questions to consider and additional guidance on how to successfully complete the assessment. Note: Remember that you can submit all or a portion of your draft report to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Requirements Complete this assessment in three steps: The summary report requirements outlined below, correspond to the grading criteria in the scoring guide for Proposing Evidence-Based Change, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. The Guiding Questions: Proposing Evidence-Based Change document provides additional considerations that may be helpful in completing your assessment. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence. Identify an aspect of a local or regional health care system or program that should be a focus for change. Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes. Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States. Choose one of the following options for selecting the two systems or programs: Option 1: Select two systems at opposite ends of the scale in terms of desirable outcomes for the issue reflected in your proposed change. Option 2: Select two systems that both produce positive outcomes but take unique or innovative approaches to the problem. Compare the outcomes in each non-U.S. system with each other and with present outcomes in your local or regional health care system. Explain why specific changes will lead to improved outcomes. Determine the financial and health implications associated with the proposed changes. Address the implications of making the changes. Address the implications of not making the changes. Write clearly and concisely in a logically coherent and appropriate form and style. Support assertions, arguments, propositions, and conclusions with relevant and credible evidence. Document Format and Length Use the Summary Report Template, linked in the Resources of this assessment. An APA Style Paper Tutorial is also provided to help you in writing and formatting your assessment. If you would like to use a different worksheet for your community health assessment, obtain prior approval from faculty. Your summary report should be 4–5 pages in length, not including the title page and references page. Be sure to apply correct APA formatting to all source citations and references. Supporting Evidence Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your comparative analysis. Additional Requirements Be sure to delete all directions from the template before submitting your summary report. In addition, proofread your report to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.Overview – Assessment 1 – MSN-FP6218 Propose a change to one aspect of your local or regional health care system or program that would improve outcomes. Then, conduct a comparative analysis of other, non-U. S. health care systems, focusing on the proposed change. Summarize the proposed change and your comparative analysis in a 4–5-page report. Note: Complete the assessments in the order in which they are presented. Health care systems around the world provide useful models for analysis. Familiarity with different models and approaches to health care enables leaders to identify what works and what does not, as the basis for proposing a change. As we continue to evaluate the complex and fragmented system in the United States, it is important for nurse leaders to become familiar with the programs and systems that provide evidence-based quality care that is affordable and focused on continual improvement. This assessment provides an opportunity to examine a local or regional health care issue from a global perspective. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Identify the challenges and opportunities facing health care. Identify an aspect of a local or regional health care system or program that should be a focus for change. Competency 2: Compare the effects of different health care finance models and policy frameworks on resources and patient outcomes. Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes. Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States. Competency 3: Evaluate the positive and negative influences of leaders on health care processes and outcomes. Determine the financial and health implications of making—and not making—proposed changes to a health care system or program. Competency 4: Develop proactive strategies to change the culture of the organization by incorporating evidence-based practices. Explain why specific changes will lead to improved outcomes. Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards. Write clearly and concisely in a logically coherent and appropriate form and style. Support assertions, arguments, propositions, and conclusions with relevant and credible evidence. Competency Map CHECK YOUR PROGRESS Use this online tool to track your performance and progress through your course. Resources Required Resources MSN Program Journey The following is a useful map that will guide you as you continue your MSN program. This map gives you an overview of all the steps required to prepare for your practicum and to complete your degree. It also outlines the support that will be available to you along the way. MSN Program Journey. Templates Use this template for your summary report. Summary Report Template [DOCX]. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN6218 – Leading the Future of Health Care Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Global Health Data and Information The following United Nations and World Health Organization websites are excellent sources of global health data and information. United Nations United Nations. (n.d.). UN E-government knowledge database. Retrieved from https://publicadministration.un.org/egovkb/Data-Ce... United Nations. (n.d.). Health. Retrieved from http://www.un.org/en/sections/issues-depth/health/... United Nations. (n.d.). Millennium development goals and beyond 2015. Retrieved from http://www.un.org/millenniumgoals/ World Health Organization World Health Organization. (n.d.). Global Health Observatory (GHO) data: Country statistics. Retrieved from http://www.who.int/gho/countries/en/ World Health Organization. (n.d.). Global Health Observatory (GHO) data. Retrieved from http://www.who.int/gho/en/ World Health Organization. (n.d.). The Global Health Observatory: Universal health coverage. Retrieved from http://apps.who.int/gho/cabinet/uhc.jsp?lang=en Improving Care The following articles provide various perspectives on improving care. Gluyas, H. (2015). Patient-centered care: Improving healthcare outcomes. Nursing Standard, 30(4), 50–57. Addresses barriers to the provision of care and strategies to overcome them. Melnyk, B. M., & Newhouse, R. (2014). Evidence-based practice versus evidence-informed practice: A debate that could stall forward momentum in improving healthcare quality, safety, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(6), 347–349. Addresses the debate about changes in terminology and the implications of such a change in the momentum for evidence-based practice. Mohammed, K., Nolan, M. B., Rajjo, T., Shah, N. D., Prokop, L. J., Varkey, P., & Murad, M. H. (2016). Creating a patient-centered health care delivery system: A systematic review of health care quality from the patient perspective. American Journal of Medical Quality, 31(1), 12–21. Examines a variety of studies on quality from the perspective of the patient. Robbins, R. A. (2017). Is quality of healthcare improving in the US? Southwest Journal of Pulmonary & Critical Care, 14(1), 29–36. Addresses the issue of meaningful outcomes. Provides data indicating that the rate of improvement is slowing and that many quality gains cited by politicians and administrators are not associated with improved outcomes. Scholarly Writing and APA Style Use the following resources to improve your writing skills and for finding answers to specific questions. Academic Honesty & APA Style and Formatting. APA Style Paper Tutorial [DOCX]. APA Module. Introduction to the Writing Center. Library Research Use the following resources to help with any required or self-directed research you do to support your coursework. Capella University Library. Library Research and Information Literacy Skills. Nursing Masters (MSN) Research Guide. Guiding Questions and ePortfolio Guiding Questions: Proposing Evidence-Based Change [DOCX]. This document includes questions to consider and additional guidance for successfully completing the assessment. ePortfolio. Online ePortfolio Guidelines [PDF]. Assessment Instructions Note: Complete the assessments in this course in the order in which they are presented. Preparation Your organization, in collaboration with the key stakeholders from the community, is funding an initiative to investigate potential improvements in the local or regional health care system. As a nurse leader attuned to the effects of health care policy and finance on the provision of affordable, high-quality care, you have been asked to join the task force conducting the study. You know that an examination of other countries’ health care systems can provide a solid, evidence-based foundation for evaluating outcomes and identifying benchmarks. Consequently, you have decided to undertake an analysis of selected, non-U.S. health care systems and compare them to each other and to the existing local or regional U.S. system to help inform decision making as the task force considers proposed changes. In this assessment, you will propose a change to one aspect of your local or regional health care system or program. Conduct a comparative analysis of different health care systems and summarize your proposed change and findings from your analysis in a report to executive leaders. To prepare for your assessment, you are encouraged to begin thinking about the non-U.S. health care systems you might like to examine. In addition, you may wish to: Review the assessment requirements and scoring guide to ensure that you understand the work you will be asked to complete. Review the Guiding Questions: Proposing Evidence-Based Change document linked in the Resources of this assessment, which includes questions to consider and additional guidance on how to successfully complete the assessment. Note: Remember that you can submit all or a portion of your draft report to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Requirements Complete this assessment in three steps: The summary report requirements outlined below, correspond to the grading criteria in the scoring guide for Proposing Evidence-Based Change, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. The Guiding Questions: Proposing Evidence-Based Change document provides additional considerations that may be helpful in completing your assessment. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence. Identify an aspect of a local or regional health care system or program that should be a focus for change. Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes. Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States. Choose one of the following options for selecting the two systems or programs: Option 1: Select two systems at opposite ends of the scale in terms of desirable outcomes for the issue reflected in your proposed change. Option 2: Select two systems that both produce positive outcomes but take unique or innovative approaches to the problem. Compare the outcomes in each non-U.S. system with each other and with present outcomes in your local or regional health care system. Explain why specific changes will lead to improved outcomes. Determine the financial and health implications associated with the proposed changes. Address the implications of making the changes. Address the implications of not making the changes. Write clearly and concisely in a logically coherent and appropriate form and style. Support assertions, arguments, propositions, and conclusions with relevant and credible evidence. Document Format and Length Use the Summary Report Template, linked in the Resources of this assessment. An APA Style Paper Tutorial is also provided to help you in writing and formatting your assessment. If you would like to use a different worksheet for your community health assessment, obtain prior approval from faculty. Your summary report should be 4–5 pages in length, not including the title page and references page. Be sure to apply correct APA formatting to all source citations and references. Supporting Evidence Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your comparative analysis. Additional Requirements Be sure to delete all directions from the template before submitting your summary report. In addition, proofread your report to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.
Walden University Mechanical Heart Valves Problems
In what other ways might optimization be used to maximize healthcare delivery? What types of processes and workflows are b ...
Walden University Mechanical Heart Valves Problems
In what other ways might optimization be used to maximize healthcare delivery? What types of processes and workflows are best served by optimization in health services organizations?Optimization is a vital prescriptive analytic technique that healthcare administrators can use to help address challenges in effective and efficient healthcare delivery. Health decision makers may seek to find optimal solutions for a particular objective given various constraints. For example, optimization is often used for generating nursing staff schedules to ensure appropriate staff coverage with varying patient inflows.For this Assignment, you will be using optimization techniques to evaluate two separate medical problems, one involving mechanical heart valves and another involving a pharmaceutical company. Review the resources for this week, and examine the different optimization techniques that can be used for this Assignment.For Chapter 13, problems 36 and 42, you will need to download the files P13_36.xlsx and P13_42.xlsx from the textbook companion website http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9781305947542. Under “Book Resources”, click on “Student Downloads” to view the downloadable files. Click “Problem Files” and download the zipped file 1305947541_538885.zip. Open the zipped file, and select folder “Problem Files” and then select folder “Chapter 13” to access the files P13_36.xlsx and P13_42.xlsx.The Assignment: (3–5 pages)Complete Problem 36 on page 657 (mechanical heart valves) and Problem 42 on page 659 (pharmaceutical company) of your course text.
Florida National University Anatomy Central Nervous System Discussion
Name the three membranous coverings of the Central Nervous System in order, beginning with the outermost layer.Name the th ...
Florida National University Anatomy Central Nervous System Discussion
Name the three membranous coverings of the Central Nervous System in order, beginning with the outermost layer.Name the three major divisions of the brainstem, and briefly describe the function of each. Name three general functions of the Thalamus.Name three general functions of the Hypothalamus.Name three general functions of the Cerebellum.What is the Pineal Gland’s primary function?Where is the Primary Somatic Motor Area of the Cerebral Cortex?Where is the Primary Somatic Sensory Area? What is the function of the Limbic System?Describe Consciousness. Name the normal states, or levels, of consciousness. Name some altered states of consciousness.
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