Public Health Planning And Evaluation.

Public Health Planning And Evaluation.

How does the cultural diversity of populations affect the program planning and evaluation processes? Explain these in terms of the various stages of the planning and evaluation cycle. Public Health Planning And Evaluation.

 

Please utilize in-text citation and apa reference formatting. This is a discussion question not an essay can be answered in 75 words or less

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

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LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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What does this mean and what could be the underlying cause of her pain and her abnormal lab values

What does this mean and what could be the underlying cause of her pain and her abnormal lab values

A 58-year-old female is admitted for a work up for a complaint of neck and low back pain. During admission, you discover that she underwent a renal transplant six years ago. The patient also had blood work collected. When you review the findings, you notice that her serum calcium is elevated at 13.9 (Normal values range from 8.5 to 10.2 mg/dl), her CBC shows a hematocrit of 33%, and hemoglobin of 11.1 g/dl (normal adult female hematocrit Range: 37-47%, normal adult female hemoglobin range: 12-16 g/dl).

• What does this mean and what could be the underlying cause of her pain and her abnormal lab values?
• What other assessments would be helpful?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Get a 10 % discount on an order above $ 100
Use the following coupon code :
NURSING10

Translating Theory Into Practice

 

When water is in a solid state, particles are packed in a rigid pattern, conforming to the shape of its container. As the water turns into a liquid, the particles regain their fluidity, moving as the other particles around them begin to shift. Kurt Lewin’s change theory is much like the changing state of water. Applying this theory, Lewin describes workplaces as being frozen in their procedures. In this state, it is impossible for change to occur successfully because people are “frozen.” Informaticists must recognize this rigid culture and begin to implement strategies that will unfreeze the opinions and procedures of the setting. According to Lewin, only then will staff begin to accept new processes over old ones.

 

This process of moving from “freezing” to “unfreezing” can be a turbulent one. In fact, many nurses have equated this to “working in slush.” By applying theories and frameworks developed by Lewin and others, nurse informaticists can better facilitate informatics implementations. In this Discussion, you explore how theories and conceptual frameworks can be applied to informatics implementations.

 

To prepare:

 

• Review this week’s media presentation, Theories and Conceptual Frameworks, and consider how a nurse informaticist can use theories to guide informatics initiatives. What are the benefits of using theories?
• Review the article “Organization-Wide Adoption of Computerized Provider Order Entry Systems: A Study Based on Diffusion of Innovations Theory” in this week’s Learning Resources. Consider how Roger’s diffusion of innovation theory impacted the adoption of the informatics system.
• Conduct research in the Walden Library to locate a peer-reviewed article that (1) focuses on implementing a new informatics project or procedure and (2) discusses how a theory was used to guide this implementation.
• Consider alternative theories that might also be applicable to that specific implementation.

 

Post by tomorrow Tuesday 06/14/2016 550 words in APA format with a minimum of 4 references

 

1)  The APA citation for your article and a brief summary that includes the setting of the implementation, what was being implemented, the need for the implementation, and the titles of the staff who spearheaded the project (if provided).

 

2)  Identify the theory that drove the implementation, and explain how this theory was translated into practice by the planning team.

 

3) Finally, suggest alternative theories that could have been used and support your response with references to the research literature.

 

 

 

Required Resources

 

Readings

 

• Adams, R., Tranfield, D., & Denyer, D. (2011). How can toast be radical? Perceptions of innovations in healthcare. International Journal of Clinical Leadership, 17(1), 37–48.
  Retrieved from the Walden Library databases.

  This article examines four case studies that present successful innovations in the NHS. The authors propose a descriptive framework of innovation attributes to convey the perceptions of health care innovators.

• Doran, D. M., Haynes, R. B., Kushniruk, A., Straus, S., Grimshaw, J., Hall, L. M., & … Jedras, D. (2010). Supporting evidence-based practice for nurses through information technologies. Worldviews on Evidence-Based Nursing, 7(1), 4–15.
  Retrieved from the Walden Library databases.

  The authors of this article discuss the practicality and usability of mobile technologies. In addition, they detail how mobile technologies can help to provide evidence-based practice and ultimately benefit the work of nurse informaticists.

• Rahimi, B., Timpka, T., Vimarlund, V., Uppugunduri, S., & Svensson, M. (2009). Organization-wide adoption of computerized provider order entry systems: A study based on diffusion of innovations theory. BMC Medical Informatics and Decision Making, 9(1),52.
  Retrieved from the Walden Library databases.

  The effectiveness of a computerized physician order entry (CPOE) system implementation is examined in this article. The attitudes, reactions, and thoughts of nurses and physicians involved in the implementation are also discussed.

• @Current. (2012). Jean Watson’s philosophy of nursing. Retrieved from http://currentnursing.com/nursing_theory/Watson.html
  Access this website to explore one prominent philosophy of nursing, Watson’s philosophy of caring.
• Connelly, M. (n.d.) Kurt Lewin change management model. Retrieved from http://www.change-management-coach.com/kurt_lewin.html
  Kurt Lewin’s change theory consists of a three stages: unfreeze, change, and freeze. Access this website to learn more about each phase.
• Lewin, K. (2011). Change theory. Retrieved from http://currentnursing.com/nursing_theory/change_theory.html

  This website provides a brief overview of the concepts and stages of Lewin’s change theory.

   

• Lee, T. (2006). Adopting a personal digital assistant system: application of Lewin’s change theory. Journal Of Advanced Nursing, 55(4), 487-496

 

 

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Media

 

• Laureate Education, Inc. (Executive Producer). (2012i). Theories and conceptual frameworks. Baltimore: Author.

  Note: The approximate length of this media piece is 8 minutes.

  In this week’s media presentation, Gail Latimer, Dr. Patricia Button, and Dr. Roy Simpson discuss the importance of using theories and frameworks to guide informatics initiatives. In addition, Dr. Simpson provides an overview of two frameworks he commonly uses in his position, Moore’s Law and the Integrated Research Operational (IRO) model, as well as two well-known theories, Roger’s diffusion of innovation and Watson’s theory of caring.

   

 

 

 

Practicum: Pediatric  Journal Entry 1 to 2 pages ( i have attached a sample paper to follow but choose your own case study)

 

Reflect on a patient who presented with a dermatologic disorder (Children)  during your Practicum experience as nurse practitioner provider . Describe your experience in assessing and managing the patient and his or her family. Include details of your “aha” moment in identifying the patient’s dermatologic disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting. you may select a related case study from a reputable source or reflect on previous clinical experiences.

 

 

 

References

 

Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.

 

◦Chapter 21, “Introduction to Disease Management” (pp. 398–414).

 

◦Chapter 36, “Dermatologic Disorders” (pp. 877–927)

 

 

 

DermNet New Zealand Trust. (2014). DermNet NZ. Retrieved from http://www.dermnetnz.org/

 

 

 

•Dermnet.com. (2011). Dermnet Skin Disease Atlas. Retrieved from http://www.dermnet.com/

 

•Practice Guidelines for the Diagnosis and Management of Skin and Soft Tissue Infections: 2014 Update by the Infectious Diseases Society of America by  Stevens, D.L.,  Bisno, A.L., Chambers, H.F., Dellinger, E.P.,  Goldstein,  E.J.C., Gorbach, S.L., Hirschmann, J.V., Kaplan, S.L., Montoya, J.G., & Wade, J.C. in Clinical Infectious Diseases , 59(2), 10-52.

 

 

 

Instructions:

 

Use this week’s lectures, your textbook and other online resources to complete this assignment.

 

Completion

Complete each statement.

 

1. Decrease in urine volume: ____________________

 

2. Ketones in the urine: ____________________

 

3. Elevated blood sugar: ____________________

 

4. Excessively high blood insulin levels: ____________________

 

5. Nonpathogenic microorganisms that normally inhabit the skin and mucous membranes: ____________________

 

Multiple Choice

Identify the choice that best completes the statement or answers the question.

 

____ 1. Which of the following Strep organisms causes strep throat and demonstrates beta hemolysis?

a.	Streptococcus pneumoniae
b.	Streptococcus pyogenes
c.	Streptococcus viridans
d.	Streptococcus agalactiae

 

 

____ 2. Complications such as scarlet fever, rheumatic fever, and glomerulonephritis are found in which of the following organisms?

a.	Streptococcus pneumoniae
b.	Streptococcus viridans
c.	Streptococcus pyogenes
d.	Streptococcus agalactiae

 

 

Matching

 

Match the following terms.

a.	Anisocytosis
b.	Reticulocytes
c.	Hematologists
d.	Erythroblast
e.	Poikilocytosis

 

 

____ 1. Immature red cell in bone marrow (also called rubriblast)

 

____ 2. Variances in red blood cell (RBC) size

 

____ 3. Newly released RBCs into the blood that still contain some nuclear DNA

 

____ 4. Abnormally shaped

 

____ 5. Specialists who evaluate the cellular elements of blood microscopically and analytically

 

Match the following tests with their possible reference ranges. (Hint: Think of what each measures, and look at the units as well as the numerical ranges.)

a.	1.0 INR
b.	0 to 20 mm/hour
c.	12 to 18 gm/dL
d.	36% to 55%

 

 

____ 6. Hemoglobin

 

____ 7. Hematocrit

 

____ 8. ESR

 

____ 9. ProTime

 

Match the following CBC pathological terms.

a.	Abnormal decrease in RBCs
b.	Abnormal decrease in WBCs
c.	Cancer of the WBCs
d.	Abnormal increase in WBCs
e.	Abnormal increase in RBCs

 

 

____ 10. Leukopenia

 

____ 11. Polycythemia

 

____ 12. Leukocytosis

 

____ 13. Anemia

 

____ 14. Leukemia

 

Match each anemia with its cause.

a.	Seen with blood loss (menses, ulcers, hemorrhaging)
b.	Destruction of circulating RBCs
c.	Inherited abnormal hemoglobin S
d.	Caused by decreased vitamin B12
e.	Destruction of stem cells in bone marrow from toxins

 

 

____ 15. Sickle cell anemia

 

____ 16. Aplastic anemia

 

____ 17. Pernicious anemia

 

____ 18. Hemolytic anemia

 

____ 19. Iron deficiency anemia

 

Match these leukocyte disorders with their descriptions.

a.	Sudden cancer of a nongranulocyte
b.	Presence of atypical “reactive” lymphocytes
c.	Abnormal decrease of WBCs
d.	Increase in WBCs (usually due to infection)
e.	Long-term cancer of granulocytes in bone marrow

 

 

____ 20. ALL (acute lymphocytic leukemia)

 

____ 21. Leukocytosis

 

____ 22. Leukocytopenia

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____ 23. CML (chronic myelocytic leukemia)

 

____ 24. Mononucleosis

 

Match the following blood panels with their associated tests.

a.	Bilirubin, albumin, ALP, GGT, AST, ALT, and LD
b.	BUN, creatinine, uric acid, electrolytes
c.	T3, T4, and TSH
d.	Troponin I&T, the enzyme CK, and myoglobin
e.	Positively charged cations and negatively charged anions

 

 

____ 25. Cardiac panel

 

____ 26. Hepatic panel

 

____ 27. Renal panel

 

____ 28. Thyroid panel

 

____ 29. Electrolyte panel

 

Match the following blood chemicals with their associated disease condition.

a.	Gout
b.	Nephritis or kidney disease
c.	Hepatitis or liver disease
d.	Diabetes
e.	Coronary artery disease and atherosclerosis

 

 

____ 30. Cholesterol

 

____ 31. Glucose

 

____ 32. Uric acid

 

____ 33. Bilirubin

 

____ 34. BUN

 

Other

 

1. Analyze the following urinalysis chemical report by identifying the abnormal results, and then state the possible condition:

 

Glucose: Negative

Ketones: Negative

Bilirubin: Negative

Specific gravity: 1.025

Blood: 2+

pH: 7.5

Protein: 2+

Urobilinogen: Negative

Nitrite: 2+

Leukocytes: 2+

Possible condition: _______________

 

2. Tube Order Chart (Worth 18 points)

On the chart provided below

A. Place the following colored Vacutainer tubes in their correct order of collection

B. Place the appropriate additive or anticoagulant found in each tube

C. Identify which tests are used for each tube

Colors: gray, green, red, blue, lavender, gold

Additives and/or anticoagulants: nothing (clot tube), oxalate anticoagulant, heparin anticoagulant, EDTA anticoagulant, SST or clot activator, citrate anticoagulant

Tests typically ordered from colored tube: glucose tests, hematology tests, chemistry/serology (used twice), coagulation tests, special tests

Colors in Proper Order	Additives/Anticoagulants in Tube	Tests Using Tube