Unit 6 Assignment - Root Cause AnalysisSubmit AssignmentDue Apr 12 by 11:59pm Points 70 Submitting a text entry box, a website url, a media recording, or a file uploadThe death of a patient (as described in the Real Life Scenario (text Chapter 11, pages 233-234) is always classified as a sentinel event. The Joint Commission requires the organization to do a root-cause analysis when such an event occurs. The purpose of the analysis is to discover what processes led to the occurrence. In this assignment, students will use the “cause and effect fishbone diagram” which is the most commonly used technique used in a root cause analysis. This exercise will give students experience in conducting the root cause analysis that is used in actual hospital situations.InstructionsAfter reading Chapter 11 in the text, review the Real Life Scenario on pages 233-234 about Dr. Low and his patient Mrs. Yu.Your assignment is to complete the Root Cause Analysis document attached.There is no outside research required for this assignment; all the information you need is included in Chapter 10.This is a template model for analyzing a sentinel event, so not all of the questions will apply to the case scenario that the students are asked to analyze.How to fill out the template for Root Cause Assignment:Columns 1 & 2 (titled "Level of Analysis") are just for guidance.Students should focus on Column 3's Questions, answering them in the "Findings" column 4.Columns 5-7 for Root Cause/Ask Why and Take Action can be used to indicate whether the findings described in the “Findings column” are part of the root cause, whether we need more information to answer the question, or whether we need to take some action.Students would put a check mark or a Y/N in each box to say whether the findings are part of the root cause/ask why (more info)/take action.For any Findings that are marked "take action" in column 7, students should suggest a Risk Reduction Strategy on the last page of the template.Again, this is a template so it's possible that not every question will apply to the case scenario. Students should complete as many of the questions as they can be based on the information provided in the case scenario.Your submission should include a cover page that summarizes your findings, plus the completed Root Cause Analysis document. RubricUnit 6 Assignment - Root Cause AnalysisUnit 6 Assignment - Root Cause AnalysisCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContent25.0 ptsLevel 5Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.22.5 ptsLevel 4Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.20.0 ptsLevel 3Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.17.5 ptsLevel 2Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.15.0 ptsLevel 1Demonstrates the ability to explain contextual factors but does not provide a defined statement.0.0 ptsLevel 0There is no evidence of a defined statement.25.0 ptsThis criterion is linked to a Learning OutcomeAnalysisPRICE-P25.0 ptsLevel 5Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.22.5 ptsLevel 4Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.20.0 ptsLevel 3Organizes and describes evidence according to patterns, differences, or similarities related to focus.17.5 ptsLevel 2Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.15.0 ptsLevel 1Describes evidence, but it is not organized and/or is unrelated to focus.0.0 ptsLevel 0Lists evidence, but it is not organized and/or is unrelated to focus.25.0 ptsThis criterion is linked to a Learning OutcomeWriting15.0 ptsLevel 5The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.13.5 ptsLevel 4The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.12.0 ptsLevel 3The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.10.5 ptsLevel 2The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.9.0 ptsLevel 1The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty in discerning the meaning.15.0 ptsThis criterion is linked to a Learning OutcomeAPAPRICE-I5.0 ptsLevel 5The required APA elements are all included with correct formatting, including in-text citations and references.4.5 ptsLevel 4The required APA elements are all included with minor formatting errors, including in-text citations and references.4.0 ptsLevel 3The required APA elements are all included with multiple formatting errors, including in-text citations and references.3.5 ptsLevel 2The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.3.0 ptsLevel 1Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.0.0 ptsLevel 0There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.5.0 ptsTotal Points: 70.0PreviousNext

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.

Institution Announcements Welcome to Week 10! Please note this is an analysis of a soap note.  Please make to go directly by the grading rubric.  Do not deviate from the grading rubric!  Please answer all requirements of the grading rubric Special Examinations—Breast, Genital, Prostate, and Rectal GENITALIA ASSESSMENT Subjective:•  CC: “I have bumps on my bottom that I want to have checked out.”• HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner during the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.• PMH: Asthma•  Medications: Symbicort 160/4.5mcg• Allergies: NKDA• FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD•  Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys) Objective:•  VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs•  Heart: RRR, no murmurs•  Lungs: CTA, chest wall symmetrical•  Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia•  Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney•  Diagnostics: HSV specimen obtained.  Assessment:• Chancre  PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.  Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature. Analyze the subjective portion of the note. List additional information that should be included in the documentation. Analyze the objective portion of the note. List additional information that should be included in the documentation. Is the assessment supported by the subjective and objective information? Why or why not? Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis? Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.