HCS 531 WEEK 5 INDIVIDUAL ASSIGNMENT REIMBURSEMENT AND PAY-FOR-PERFORMANCE PAPER

HCS 531 WEEK 5 INDIVIDUAL ASSIGNMENT REIMBURSEMENT AND PAY-FOR-PERFORMANCE PAPER

 

Write a 1,400- to 1,750-word paper and discuss the following:

Define pay-for-performance.

Explain how reimbursement is affected by the pay-for- performance approach.

Discuss how system cost reductions impact the quality and efficiency of health care.

Discuss how pay-for-performance affects health care providers and their customers.

Discuss the effects pay-for-performance will have on the future of health care.

 

Format your paper consistent with APA guidelines

 

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.

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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.

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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NR 305 Health Assessment Complete Course

NR 305 Health Assessment Complete Course

NR 305 RN Health Assessment Complete Course

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Week 1

NR 305 Week 1 TD 1:

 Healthy People Initiative
As the school nurse working in a college health clinic, you see many opportunities to promote health. Maria is a 40-year-old Hispanic woman who is in her second year of nursing school. She complains of a 14-pound weight gain since starting school and is afraid of what this will do to both her appearance and health if the trend continues. After doing her history, you learn that she is an excellent cook and she and her family love to eat foods that reflect their Hispanic heritage. She is married with two school-age children. She is in class a total of 15 hours per week, plus 12 hours of labs and clinical. She maintains the household essentially by herself and does all the shopping, cooking, cleaning, and chauffeuring of the children. She states that she is lucky to get 6 hours of sleep per night, but that is okay with her. She lives 1hour from campus and commutes each day. Using Healthy People 2020as a guide: NR 305 Health Assessment Complete Course

1.         What additional information would you like to gather from Maria?
2.         What are Maria’s real and potential health risks?
3.         Pick one of Maria’s health risks. What would be one reasonable short-term goal for this risk?

NR 305 Week 1 TD 2:

 Cultural Bias
Understanding cultural phenomena is essential to the completion of an accurate health assessment. Please choose a cultural group from Table 4.1 from your text and describe the cultural differences pertinent to that group. Remember, the table may not include all cultural groups. Let’s try to include all the groups listed in the discussion, so please do not choose a group that has already been done. To expedite this, please use the group name in the title of your post. NR 305 Health Assessment Complete Course 

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Week 2

NR 305 Week 2 TD 1:

 Pain Assessment
John, a 46-year-old African-American male presents for admission to your hospital for hemi-colectomy for colon polyps. He is complaining of chronic back pain. Patient is on disability from work related injury. History of two (2) previous back surgeries with relief of numbness in RLE but pain has not been relieved. His current medications include Methadone, Neurontin and Norco. John states he takes Benadryl PM every night in addition to his prescribed medications. John is a smoker and smokes 1 PPD. John confides in you that he is considering a spinal cord stimulator for the chronic pain.
What risk factors does John have for risk of opioid withdrawal during this hospitalization?
Is there a stigma connected to being disabled and or methadone?
Does the nurse need to be concerned about acetaminophen use?
What are the differences in acute and chronic pain?

 

NR 305 Week 2 TD 2:

 Nutritional Assessment
Yulang Lei, an 82-year-old Vietnamese man, was admitted to your floor with dehydration and a urinary tract infection following a fall at home. He is alert and oriented, but weak. He appears frail. His admission history includes the following.
•           He lives alone; his wife died 6 months ago.
•           He states he ran a traditional Vietnamese family, unlike his children, who are married and have now moved away.
•           His wife did all the cooking and he hasn’t had much of an appetite since she died. He eats rice and some vegetables, but rarely “bothers to cook meat for just one person.”
•           Usual daily activity is reading the Vietnamese community newspaper with his morning tea for breakfast. He says he usually eats lunch, but can’t remember what he usually eats. He has rice and a few vegetables for dinner.
•           You notice that his clothes fit very loosely. He states he weighed 140 pounds at his doctor’s office 5 months ago. When you weigh him, he weighs 123 pounds and is 5’8″ tall.
Look at the list of nursing diagnoses in Appendix A of your text. What nursing diagnoses would you choose for Mr. Lei?
•           What additional questions would you ask to confirm your diagnosis?
•           What physical examination and laboratory findings would you expect Mr. Lei to have?
•           What psychosocial and cultural factors should you consider when assessing Mr. Lei?

 

Week 2 Assignment:

Journal Article Review

You will read an assigned nursing article and write a critique related to a selected topic.

This assignment enables to meet the following course outcomes:

CO #3: Utilize effective communication when performing a health assessment. (PO #3)

CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)

The body of the paper should have four sections with these headings:

1. Introduction
2. Summary of the Article
3. Evaluation of the Article
4. Conclusion
5. Use scholarly writing including correct English grammar, syntax and sentence structure. 

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Week 3

NR 305 Week 3 TD 1:

 General Survey and Health History
Casey is a 17-year-old high school student admitted to the ER with a compound fracture of the left leg obtained falling at the local skateboard park while practicing for a national competition. He has never been hospitalized before. His mother has been notified and is on her way. The EMTs gave him morphine and he reports his pain level as “okay.”
•           What part of the interview and examination can be done prior to his mother’s arrival?
•           As you enter the room for the first time, what should you observe as part of the general survey?
•           As you complete his history, what areas are especially important?
•           What are the important developmental considerations for Casey?

NR 305 Week 3 TD 2:

 The Older Adult
Jean is a 68-year-old female admitted for a total hip replacement. In her interview you learn that she has a history of obstructive sleep apnea (OSA) with a neck circumference of 16 inches and snores much of the night. She is 5’7” and weighs 265 pounds. She states she is sleepy throughout the day. Her other medical history includes: hypertension treated with angiotensin II receptor blockers (ARB), Diabetic with an Hgb A1c over 8%. Hypercholesteremia treated with a Statin drug. Coronary Artery Disease (CAD) with a history of a drug eluting cardiac stent placed 14 months ago and currently on Plavix and ASA. History of gastroesophageal reflux disease (GERD) and is on Prilosec. Her husband has a history of cerebral vascular accident (CVA) several years ago.
What medications should she take pre-op and what should she hold?
Should Jean be allowed to continue ASA pre-operatively?
Should cardiology be consulted on this matter?
What are Jean’s risks for diabetes complications? What concerns do you have about her social support system?

 

NR 305 Week 3 Assignment:

Family Genetic History

You are to obtain a family genetic history on a willing, non-related, adult participant.

This assignment enables to meet the following course outcomes:

CO #3: Utilize effective communication when performing a health assessment. (PO #3)

CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6) 

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Week 4

NR 305 Week 4 TD 1:

Assessment of the Skin

Describe a patient with an abnormal skin symptom or group of symptoms such as a rash, an itch, redness, a lesion, or wounds. Do not limit yourself to these examples.

• What questions would you ask as part of your focused assessment?
• What history might be associated with the symptom, if any?
• What are the known risk factors for this condition?
• What physical examination techniques would you use?
• What patient education would you give the patient?
• Find a nursing journal article about these symptoms.

 

NR 305 Week 4 TD 2:

Assessment of the Head and Neck

Choose one area of the head and neck and then select a common complaint (symptom or group of symptoms) patients may have in that area. For example, you may select headaches, earaches, ringing in the ears (tinnitus), sinus drainage and pain, sore throat and cough, and so on. Do not limit yourself to these examples.

• What questions would you ask as part of your focused assessment?
• What history would be associated with the symptom?
• What are the risk factors for this condition?
• What physical examination techniques would you use?
• What patient education would you give the patient?
• Find a nursing journal article about this symptom or condition.

 

NR 305 Week 4 Course Project Milestone 1:

Health History Assignment

You will obtain a health history on a willing, non-related, adult participant in order to generate written documentation that is clear and accurate.
This assignment enables to meet the following course outcomes:
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)  

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Week 5

NR 305 Week 5 TD 1:

 Assessment of the Abdomen

• Describe a patient with an abdominal symptom or group of symptoms, such as bloating, flatus, and eructation; constipation; nausea and vomiting; diarrhea; or abdominal pain. Do not limit yourself to these examples. Remember that there are different types and locations of abdominal pain.
• What questions would you ask as part of your focused assessment?
• What history might be associated with the symptom, if any?
• What are the known risk factors for this condition?
• What physical examination techniques would you use?
• What patient education would you give the patient?
• Find a nursing journal article about these symptoms.

NR 305 Week 5 TD 2:

Assessment of the Genitourinary System

Describe a patient with a genitourinary symptom or group of symptoms; such as incontinence, burning on urination, irregular menses, pain in the scrotum, erectile dysfunction, and so on. Do not limit yourself to these; for example, there are different types of incontinence.

• What questions would you ask as part of your focused assessment?
• What history might be associated with the symptom, if any?
• What are the known risk factors for this condition?
• What physical examination techniques would you use?
• What patient education would you give to the patient?
• Find a nursing journal article about these symptoms. 

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Week 6

NR 305 Week 6 TD 1:

Assessment of Cardiac Status

Describe a patient with a cardiac symptom or group of symptoms, such as palpitations, hypertension, hypotension, tachycardia, or bradycardia. Do not limit yourself to these examples.

• What questions would you ask as part of your focused assessment?
• What history might be associated with the symptom, if any?
• What are the known risk factors for this condition?
• What physical examination techniques would you use?
• What patient education would you give to the patient?
• Find a nursing journal article about this symptom or condition.

 

NR 305 Week 6 TD 2:

Assessment of Respiratory Status

Choose one area of the respiratory system and then select a common complaint (symptom or group of symptoms) patients may have in that area. For example, you may select wheezes, pulmonary congestion, absence of breath sounds on one side, productive cough, and so on. Do not limit yourself to these examples.

• What questions would you ask as part of your focused assessment?
• What history would be associated with the symptom?
• What are the risk factors for this condition?
• What physical examination techniques would you use? What patient education would you give the patient?
• Find a nursing journal article about this symptom or condition.

 

NR 305 Week 6 Course Project Milestone 2:

Nursing Diagnosis and Care Plan Assignment

Activity will be a continuation of the Milestone 1: Health History that you submitted in Week 4. In this part of the assignment you will take the information you gathered, analyze the data, and develop a nursing care plan.
The assignment enables to meet the following course outcomes:
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6) 

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Week 7

NR 305 Week 7 TD 1:

Assessing the Musculoskeletal System
•           Describe a patient with a musculoskeletal symptom or group of symptoms, such as joint pain, back pain, neck pain, and so on. Do not limit yourself to these examples. Remember: There are different types and locations of joint pain.
What questions would you ask as part of your focused assessment?
What history might be associated with the symptom, if any?
What are the known risk factors for this condition?
What physical examination techniques would you use?
What patient education would you give the patient?
Find a nursing journal article about these symptoms.

NR 305 Week 7 TD 2:

 Assessing the Nervous System 
Choose one common complaint (symptom or group of symptoms) related to the neurological system. For example, you may select syncope, hand tremors, seizures, right/left-sided weakness or paralysis, abnormalities of gait or posture, changes in mental status, and so on. Do not limit yourself to these examples.
What questions would you ask as part of your focused assessment?
What history would be associated with the symptom?
What are the risk factors for this condition?
What physical examination techniques would you use?
What patient education would you give to the patient?
Find a nursing journal article about this symptom or condition.

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NR 361 Discussions Week 1 To 8 Information Systems In Healthcare

NR 361 Discussions Week 1 To 8 Information Systems In Healthcare

NR 361 Discussions Week 1 to 8 Information Systems in Healthcare 

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NR 361 Discussions Week 1

NR 361 Week 1 DQ 1 Moving Data to Wisdom

Reflect on the content from your readings and this week’s lesson. Then, think of a recent experience and describe how you mentally moved data through the stages of information and knowledge to wisdom. What information system(s) helped you move from data to wisdom? NR 361 Discussions Week 1 To 8 Information Systems In Healthcare

Keep this short like assessing a patient for congestive heart failure. How did you evaluate and combine the various pieces of data? What was the outcome of this process?

NR 361 Week 1 DQ 2 AACN Essentials Self-Assessment Results

Complete your Self-Assessment of the AACN Essentials located in Doc Sharing (Week 1). Note your total score. If you are willing, please share your total score with your classmates. Identify areas where your knowledge is lacking. Keep in mind that we are all “knowledge workers.” What areas of inquiry do you have as they relate to the essentials?

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NR 361 Discussions Week 2

NR 361 Week 2 DQ 1 Experiences with Healthcare Information Systems

Share your experiences with healthcare information systems in your clinical setting. What are the pros and cons of patient care? If you are not currently working, think about your experiences as a consumer of healthcare services, keeping in mind that they are all around us regardless of where we obtain our own healthcare.

NR 361 Week 2 DQ 2 Helping Aunt Mary

Your Aunt Mary is elderly and lives alone. She just returned from a visit with her primary care physician. She noticed today that Dr. Alice did not bring a chart into the exam room. Instead, she had a little computer. Aunt Mary is upset. She does not understand this new technology as it relates to her healthcare. What key concepts about EHRs would you include in an informal teaching plan for Aunt Mary?

 

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NR 361 Discussions Week 3

NR 361 Week 3 DQ 1 Opportunities for Improvement with Usability and Interoperability

Usability and interoperability are major issues to consider in the development of healthcare information systems (HIS). How does your organization address these issues? Does the transfer of information occur smoothly, or do you need to re-enter data from one application to the next—such as patient information from the emergency room that does not transfer—along with the patient who is admitted to the critical care unit? Or what happens when the patient is discharged and the home care nurses have to start from scratch as they prepare the patient’s plan of care? 

NR 361 Week 3 DQ 2 Library Search for Telenursing Resources

This week’s lesson points out key concepts in searching the National Library of Medicine’s PubMed/MEDLINE database, the Chamberlain Library’s EBSCO/CINAHL database, and Google Scholar. This week’s lesson directs you to links and resources on the basics of searching these three information sources. The tutorials are very helpful. You are strongly urged to view them prior to posting.

Locate one article in each of the data sources to prepare your scholarly paper due during Week 4’s Telenursing: The Future Is Now. Briefly summarize each article in your post. 

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NR 361 Discussions Week 4

NR 361 Week 4 DQ 1 Meaningful Use in Your Workplace

Meaningful Use is part of the EHR requirements targeted for completion in 2014. Meaningful Use was created in order to capture the right data to improve patient outcomes.

With this in mind, how can you as a nurse ensure that Meaningful Use is being implemented into the EHR?  If you were the nurse manager, how would you implement this documentation and ensure buy-in by your staff?

NR 361 Week 4 DQ 2 Your Patient Has a Personal Health Record (PHR)…Now What

You are the nurse in a busy family practice clinic. A new patient presents with a personal health record (PHR). This is the first time that you have encountered a PHR. What are the advantages to PHRs? What are ways that you may access the patient’s PHR? What may be some obstacles that you encounter?

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NR 361 Discussions Week 5

NR 361 Week 5 DQ 1 Uses of Standardized Nursing Terminology

From your practice standpoint, what have you read this week in your text or in the lesson that offered a new view or appreciation for standardized terminology? Be specific.

NR 361 Week 5 DQ 2 Documentation and Reimbursement

on the healthcare system, and what are the implications for our nursing practice related to documentation? 

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NR 361 Discussions Week 6

NR 361 Week 6 DQ 1 Nursing Gains Visibility

The repeated sound of an alarm can be annoying to the patient, family, and staff. This can lead to someone shutting off the alarm. Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because an alarm was turned off. What do the data show about the value of alarms in general? Is alarm fatigue an issue?

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NR 361 Week 6 DQ 2 Alarms—What Do the Data Show

The repeated sound of an alarm can be annoying to the patient, family, and staff. This can lead to someone shutting off the alarm. Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because an alarm was turned off. What do the data show about the value of alarms in general? Is alarm fatigue an issue?

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NR 361 Discussions Week 7

NR 361 Week 7 DQ 1 Use of Personal Communication Devices in Patient Care Settings

How can the use of the nurse’s personal communication devices impact patient care either positively or negatively? Are there ethical and legal implications? Locate an article and share a brief summary of that article with your classmates.

NR 361 Week 7 DQ 2 Safe Nursing Care Is There an App for That

Andrea was working in the cardiac catheterization lab when a young woman undergoing a cardiac ablation started to have small seizures. The nurse noticed these symptoms and asked the physician to look at the patient. The physician asked Andrea to get his smart phone and film the seizures. This video message was sent to a neurologist, and he could tell from the video the part of the brain from which the seizures were emanating. This is one example of using technology. Does this count as safe care? Is there an app for that?If you could develop an app to enhance safe nursing care, what would it be like?

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NR 361 Discussion Week 8

Prior to posting, complete the Week 8 AACN Essentials Self-Assessment located in Doc Sharing. Compare your scores from Week 1 to Week 8. How far have you come? How much further do you wish to go in furthering your competencies during the next 2 years of practice?

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NR 443 Discussions And Milestone

NR 443 Discussions And Milestone

NR 443 Week 6 Discussions and Milestone

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WEEK 6

NR 443 Week 6 DQ 1 :

Environmental Pollutants (Graded)

Visit the U.S. Environmental Protection Agency’s Envirofacts website athttp://www.epa.gov/enviro/ . Enter your city, zip code, or location. Explore the site to learn more about your environment and things that might be impacting the health of its citizens. Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know ____.” How could you, in the role of a community health nurse, address these concerns? NR 443 Discussions And Milestone

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NR 443 Week 6 DQ 2 :

Disaster Preparedness (Graded)

Visit the websitehttp://www.ready.gov . Review the steps for being prepared for a disaster. As a community health nurse, what elements do you think are important to stress to the community? How is your community preparing for a potential disaster, or how has it prepared?

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NR 443 Milestone 3: Intervention and Evaluation

Purpose

The purpose of this PowerPoint presentation is to provide an opportunity to develop a community health nursing intervention and evaluation tool for your identified community health problem (described in Milestone 2: Assessment and Diagnosis) and identify the components of the nursing process as it applies to a community or population.

Course Outcomes

Scenario

You are a Community/Public Health Nurse (C/PHN) working in your setting of choice. You have identified a community health problem and have analyzed the data collected from your windshield survey and assessment & diagnosis assignments (the first two milestones). You have decided on one nursing intervention and need your organization’s approval for funding of this intervention. Your leadership team has agreed to listen to your proposal.

Directions

• Choose a community health nurse setting. Some examples of settings are school nurse, parish nurse, home health nurse, nurse working in the health department (be specific to what area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.). NR 443 Discussions And Milestone
• Introduction: Introduce the identified problem, the purpose of the presentation, and reiterate at least one or two important findings that demonstrate this problem in your community (average of 1–2 slides)
• Proposed Intervention: Propose one community health nursingintervention that would address one or more of the major direct or indirect factors that contribute to the problem. Keep in mind the Public Health Intervention Wheel (Nies& McEwen, p. 14, figure 1-3) as your framework (average of 3-4 slides). Your intervention needs to be specific:

o Who is your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

• How will you get your target population involved?

o What is the CH Nurses role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.?)

o Is anyone else involved besides yourself (C/PHN)?

• If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary and/or tertiary prevention)?

• Intervention Justification: Justify why the problem and your nursing interventions should be a priority.

o Based on what you have found in the literature, discuss why these interventions are expected to be effective. Include summarized information from at least two professional scholarly sources related to your interventions (average of 2-3 slides).

• Proposed Evaluation: Your presentation must include at least one proposed quantitative or qualitative evaluation method that you would use to determine whether your intervention is effective. It should include the method you would use along with desired outcomes. Outcome measurement is a crucial piece when implementing interventions. There is a helpful tool in Doc Sharing to assist you with understanding qualitative and quantitative methods of evaluation. (average of 2-3 slides)

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o Include discussion about the long-term and short-term impact on your community if the intervention is successful. Keep in mind your desired outcomes when analyzing the evaluation.

• Summary: The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished, e.g., “Based on ABC, it is imperative our community has XYZ. Thank you for your consideration.”
• In addition to the slides described above, your presentation should include a title slide, and reference slide. Remember, you are presenting to your leadership team, so the slides should include the most important elements for them to know in short bullet pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

Guidelines

• Application: Use Microsoft PowerPoint 2010.
• Length: The PowerPoint slide show is expected to be no more than 20 slides in length (not including the title slide and reference list slide).
• Submission: Submit your files via the basket in the Dropbox: “Caring for Populations: Intervention and Evaluation” by 11:59 p.m. Sunday of Week 6.
• Save the assignment with your last name in the file title. Example: “Smith Intervention and Evaluation”
• Late Submission: See the course policy on late submissions.
• Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project:

• Be creative, but realistic with your intervention and evaluation tool.
• Incorporate graphics, clip art or photographs to increase interest.
• Slides should be easy to read with short bullet points and large font.
• Review directions thoroughly.
• Cite all sources within the slide show as well as on the reference page.
• Proofread prior to final submission.
• Spell check for spelling and grammar errors prior to final submission.
• Abide by the CCN academic integrity policy.

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The genesis of Health Management Information Systems.

The genesis of Health Management Information Systems.

The genesis of Health Management Information Systems (HMIS) goes back to the roots of numerous areas, including:

[removed]		computing privacy.
[removed]		information economics
[removed]		multidimensional data sets.
[removed]		medical policies.

 

An information-inquiring culture has transparent:

[removed]		information discovery.
[removed]		Core values.
[removed]		direct reports.
[removed]		accounting and finances.

 

An information-discovery culture ensures:

[removed]		critical information about due processes.
[removed]		sharing of insights freely and encourages employees to collaborate.
[removed]		sensitivity for privacy.
[removed]		giving up the power of controlling others.

 

The data input phase includes:

[removed]		data acquisition and data verification.
[removed]		data storage and data classification.
[removed]		data retrieval and data presentation.
[removed]		data retrieval only

 

A healthcare services organization may develop or adopt various types of cultures, including:

[removed]		an information-functional culture
[removed]		an information-secrecy culture.
[removed]		an information-blast culture.
[removed]		an information-hording culture.

 

 

 

Computational functions support:

[removed]		further data analysis.
[removed]		data transfer.
[removed]		sensitive data.
[removed]		decreasing costs.

 

Emerging trends that are encouraging heathcare executives to become interested in developing innovative, integrative, and cost-beneficial HMIS solutions include:

[removed]		wireless, user-friendly portables.
[removed]		tape recordings.
[removed]		X-ray films.
[removed]		accessible records.

 

The majority of computerized patient record systems have capabilities to reject invalid data with the use of techniques including:

[removed]		batched totals and range checks.
[removed]		mechanically processed coded data.
[removed]		data integrity.
[removed]		patient demographics.

 

As a trustworthy leader, the senior executive must have the ability to:

[removed]		exude trust from their direct reports and corresponding followers.
[removed]		develop a “top-down” working relationship with followers.
[removed]		articulate how or why certain things are or are not being executed without explanations.
[removed]		dictate to others on how to manage their time.

 

The executive largely responsible for articulating the organizational vision and mission is the:

[removed]		COO
[removed]		CMO
[removed]		CTO
[removed]		CEO

 

Shared values portray:

[removed]		the total competencies of the organization.
[removed]		the interactive coordination among the hired employees.
[removed]		the common goals, objectives, and beliefs of most members of the organization.
[removed]		morals of the employees of an organization.

 

The role of the CEO or CIO to oversee the use of HMIS in any healthcare services  organization requires that the individual has been trained and has experience and mastered a certain set of:

[removed]		rules and laws.
[removed]		strategic, tactical, and operational IT competencies.
[removed]		department goals and strategies.
[removed]		efficient business processes.

 

The executive who oversees the daily heathcare services delivery operations is the:

[removed]		CEO
[removed]		COO
[removed]		CMO
[removed]		DFO

 

Because it is an art form, motivation requires that the CIO have special skills and elevated expertise, including:

[removed]		turning over goal setting responsibilities to the employees.
[removed]		allowing employees to position specific individuals in the appropriate spaces throughout the organization.
[removed]		being as specific as possible when detailing the goals and objectives for their employees.
[removed]		assuming staff will institute a collaborative spirit with a strong sense of team belonging.

 

Defensive strategies come into play when:

[removed]		an organization is to be constantly at the leading edge of its product offering.
[removed]		the uniqueness of certain aspects of the business activities is maintained.
[removed]		cost advantage is gained through economies of scale and cost-effectiveness.
[removed]		when the stage of the industry and/or product life cycle is experiencing a steady decline due to its ongoing maturity.

Real-world HMIS practices:

[removed]		can be learned by reading cases in textbooks.
[removed]		are not necessary for learning.
[removed]		can be learned by reading published theories.
[removed]		are not easily replicated.

 

URL stands for:

[removed]		uniform relocation lab.
[removed]		universal resource locators.
[removed]		uniform restructuring link
[removed]		usability relocation link

 

For breast cancer patients who may have distinct needs for care and coping, several researchers have found that these patients:

[removed]		typically do not seek information regarding treatment plans.
[removed]		actively engage in online and interpersonal interactions via support groups.
[removed]		tend to disincline investigating medical progress.
[removed]		do not require the normal level of emotional support from medical staff.

 

Online health information seeking should be of concern for health administrators for myriad reasons, including that it:

[removed]		increases social isolation often associated with stigmatizing medical conditions.
[removed]		reduces patient-physician interactions.
[removed]		increases deficiencies in the health insurance and registration processes.
[removed]		engages faster diffusion of medical findings.

 

The Internet is not void of particular weaknesses for underrepresented population information, such as:

[removed]		fragmentation of health information.
[removed]		verifiable facts.
[removed]		credible sources.
[removed]		wealth of information.

 

The primary purposes of the Internet Engineering Task Force (IETF), Internet Architecture Board (IAB), and Internet Engineering Steering Group (IESG) are to:

[removed]		restructure the Internet.
[removed]		function as Internet regulating bodies.
[removed]		develop an Internet hub infrastructure.
[removed]		develop a network system.

Online activities include:

[removed]		spreadsheet development.
[removed]		ACCESS reports.
[removed]		communications.
[removed]		PowerPoint presentations.

Determinants of site success such as Trusera (invitation only), DailyStrength, PatientsLikeMe, and Caring.com rest with a triad of:

[removed]		blog ratings, site ratings, and community forum ratings.
[removed]		member numbers, daily hits, and word of mouth.
[removed]		theory, research, and practice. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS
[removed]		accuracy, veracity, and verifiability.

Online extraction of relevant health information by both experts and laypersons have proliferated due to:

[removed]		decreased computing literacy.
[removed]		less availability.
[removed]		advances in Web-based interface technology.
[removed]		extremely high cost.

The Internet has facilitated the use of information and communication technology (ICT) to:

[removed]		discourage the constant use of the Internet for medical information.
[removed]		sustain patients with a variety of illnesses.
[removed]		increase social isolation.
[removed]

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