Assignment: Designing a Plan for Outcome EvaluationSocial workers can apply knowledge and skills learned from conducting one type of evaluation to others. Moreover, evaluations themselves can inform and com`plement each other throughout the life of a program. This week, you apply all that you have learned about program evaluation throughout this course to aid you in program evaluation.To prepare for this Assignment, review “Basic Guide to Program Evaluation (Including Outcomes Evaluation)” from this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , especially the sections titled “Outcomes-Based Evaluation” and “Contents of an Evaluation Plan.” Then, select a program that you would like to evaluate. You should build on work that you have done in previous assignments, but be sure to self-cite any written work that you have already submitted. Complete as many areas of the “Contents of an Evaluation Plan” as possible, leaving out items that assume you have already collected and analyzed the data.QuestionSubmit a 4- to 5-page paper that outlines a plan for a program evaluation focused on outcomes. Be specific and elaborate. Include the following information:The purpose of the evaluation, including specific questions to be answeredThe outcomes to be evaluatedThe indicators or instruments to be used to measure those outcomes, including the strengths and limitations of those measures to be used to evaluate the outcomesA rationale for selecting among the six group research designsThe methods for collecting, organizing and analyzing dataResourcesPlummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].Read the following section:“Social Work Research: Planning a Program Evaluation” (attached)Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.Chapters 9, “Is the Intervention Effective?” (pp. 213–250)Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)3) https://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor15867424) https://managementhelp.org/evaluation/outcomes-eva...

The AssignmentAnalyze 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?What diagnostic tests would 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.Subjective:•CC: “My stomach hurts, I have diarrhea and nothing seems to help.”•HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started 3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards.•PMH: HTN, Diabetes, hx of GI bleed 4 years ago •Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10 units qhs•Allergies: NKDA•FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN, Hyperlipidemia, GERD •Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)Objective:•VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs•Heart: RRR, no murmurs•Lungs: CTA, chest wall symmetrical•Skin: Intact without lesions, no urticaria •Abd: soft, hyperactive bowel sounds, pos pain in the LLQ•Diagnostics: NoneAssessment:•Left lower quadrant pain •Gastroenteritis

Competency Analyze data from information systems and emerging healthcare technologies to guide decision making and clinical reasoning. Transferable Skills Communication - Displaying capability in writing, reading, and oral communication; understanding of non?verbal language. Critical Thinking - Improving thinking, including problem?solving and creativity, by applying intellectual standards such as clarity, precision, logic, and reflection. Information Literacy - Discovering information reflectively, understanding how information is produced and valued, and using information to create new knowledge and participate ethically in communities of learning. Scenario You recently began a new job providing triage services for a virtual MD service specializing in mental health services for clients presenting to emergency departments in rural settings. As part of the online orientation, you must view online assessment videos and complete a triage list for the healthcare provider on call. Instructions Click on the links below to watch these assessment videos. Anxiety Mental Status Exam (Neurocognitive Disorder) Schizophrenia Mild Cognitive Decline Depression Using the template linked below, develop a triage list ranking each client in order of priority for treatment based on safety.