Timberline Health, an integrated delivery system serving residents in five counties in eastern Washington, is considering new opportunities to increase community awareness of the organization’s outpatient health services. As the new business development manager of hearing health services, Jack Andrews is responsible for evaluating the feasibility of marketing activities for the hearing service line and must allocate resources to promotional activities that forecast positive return on investment. One option under consideration is to sponsor the health and wellness pavilion at the Spokane County Fair. Research from comparable markets has shown

that wellness fairs are not only effective at educating communities about potential risk factors for health problems, including hearing loss but also increasing consumer awareness of new or existing health services provided by local health organizations. These activities are essential to Timberline Health’s mission within the community.

Since little is known about the hearing status of residents in the market area, Jack enlists the services of his organization’s epidemiologist, Dr. Ruth Litchfield, to help him evaluate the potential return on investment for this marketing campaign. Dr. Litchfield incorporates several factors into her analysis. She reviews public health data on hearing loss, occupational and age distribution data for local residents, as well as a query of Timberline Health’s patient databases. Based on this research, she estimates the prevalence of hearing loss in the five-county service area at 18 percent, slightly higher than the national average (NIH, 2010). Jack receives information from the fair’s sales and marketing department to help in his calculations. Specifically, sponsorship consists of an investment of $50,000 for the design and production of promotional materials and rental of pavilion space for the duration of the twelve day fair. Data from the previous three years shows on average 250,000 people attend the fair, of which 1% visit the wellness pavilion and participate in health screening services.

If Timberline Health is to offer mobile hearing screening, the organization must invest in new portable audiology equipment. Jack receives a quotation from his supplier and estimates the total investment in new audiometers and audiometric booths at $16,000. Timberline Health will use existing diagnostic equipment to test people who have failed the initial screening (i.e. test positive for hearing loss), so it is unnecessary to invest in additional equipment for the hearing centers. Vendor specifications for the screening and diagnostic equipment are indicated in Table 1.

 Table 1

Vendor equipment specifications

Equipment

Sensitivity

Specificity

Portable audiology equipment for free screening

90%

96%

  Clinic-based audiology equipment for follow-up diagnostic testing                                                                                                               

99%            

99%

Furthermore, Jack calculates that he must provide coverage for three 6-hour shifts per day and each shift must have three audiologists to meet the demand for screening tests. He anticipates hiring nine people to provide coverage for the duration of the fair. The hourly rate for audiologists is

$37.50.

People who fail the initial screening at the fair are referred to an audiologist for a diagnostic test. Jack assumes in his calculations that all people who are referred for diagnostic testing follow up with an audiologist in one of Timberline Health’s hearing centers. Initial screening tests at the fair are free; however, Timberline Health charges $57.00 for a diagnostic hearing test, which costs the organization $24.00. Using past sales data and industry metrics, Jack forecasts that of the total number of people diagnosed with hearing loss at hearing centers only 20% will purchase hearing aids (NIH, 2010). He reviews sales and margin data from the prior year to identify the product mix for his calculations as indicated in Table 2.

 Table 2

Sales and margin data

Hearing Aids

Unit Price

2015 Sales

Margin

Low-end

$1,000

$400,000

25%

Mid-range

$2,500

$1,250,000

45%

  High-end                     

$4,000        

$400,000         

60%

ReferenceNational Institutes of Health (NIH) (2010, October 1). Fact Sheet: Hearing aids. Retrieved fromU.S. Department of Health and Human Services: National Institutes of Health:https://report.nih.gov/nihfactsheets/viewfactsheet.aspx?csid=95

Write a Briefing report (no more than 3 pages) meeting the needs of Dr. Litchfield’s request:

Dr. Litchfield requests your assistance in conducting a needs assessment for hearing services in the five-county service area. Consider the following in your assessment:

1.   Population demographics play a determining role in the types of health services needed by communities. What demographic data may be important in determining the need for hearing services? (the National Institute on Deafness and Other Communication Disorders is a good resource)

2.   Timberline Health has a robust electronic health record with strong data analytic capabilities. How might this data be analyzed to evaluate the need for hearing services in the community?

3.   Timberline Health provides a wide array of health services to patients in the community.

Design a screening questionnaire (as an attachment to the report) for use in primary care clinics to help identify community need for hearing services (no more than 5-10 questions using Six Steps Creating Effective Questionnaire).

4.   What other factors may influence the need for hearing services in the community?

**When appropriate, refer to credible resources following APA format

 

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9 Cores AND 31 Behaviors

Competency 1: Demonstrate Ethical and Professional Behavior

1.1 make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;

1.2 use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;

1.3 demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;

1.4 use technology ethically and appropriately to facilitate practice outcomes; and

1.5 use supervision and consultation to guide professional judgment and behavior.

Competency 2: Engage Diversity and Difference in Practice

2.6 apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;

2.7 present themselves as learners and engage clients and constituencies as experts of their own experiences; and

2.8 apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice

3.9 apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and

3.10 engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage In Practice-informed Research and Research-informed Practice

4.11 use practice experience and theory to inform scientific inquiry and research;

4.12 apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and

4.13 use and translate research evidence to inform and improve practice, policy, and service delivery.

Competency 5: Engage in Policy Practice

5.14 identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;

5.15 assess how social welfare and economic policies impact the delivery of and access to social services;

5.16 apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

6.17 apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and

6.18 use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

7.19 collect and organize data, and apply critical thinking to interpret information from clients and constituencies;

7.20 apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;

7.21 develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and

7.22 select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

8.23 critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;

8.24 apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;

8.25 use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;

8.26 negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and

8.27 facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

9.28 select and use appropriate methods for evaluation of outcomes;

9.29 apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;

9.30 critically analyze, monitor, and evaluate intervention and program processes and outcomes; and

9.31 apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

 

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Nursing’s Role in Transforming Health Care

In the chapter, “How Community-Based Organizations Are Addressing Nursing’s Role in Transforming Health Care,” the authors describe the community as the focus of advocacy action for change. They list a series of questions that help community teams develop organizing principles to guide their interventions, and the aim is to attack social determinants of health to make community change. Suppose a community team identifies lack of access to exercise modalities as a public health issue. If the team were to determine that pedestrian walkways need to be constructed, discuss at least two factors that would facilitate the development of the walkways and two that would hinder the development. Nursing’s Role in Transforming Health Care

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For the hindrances, discuss ways that the team might work to overcome those hindrances. Continue to read daily from one of the policy briefs that are included in your weekly readings list. POLITICO Pulse is a daily briefing from POLITICO, and the Kaiser Health News Morning Briefing is a daily briefing from the Kaiser Family Foundation. Both focus on health care. Either one will keep you abreast of what is happening in health care policies and politics. In addition, subscribe to the “HealthCetera” podcast and listen to the podcast weekly. This is a production of WBAI, free speech radio of Pacifica Foundation Radio in New York City. Diana Mason and Barbara Glickstein are founders and codirectors of the Center for Health Media Policy (CHMP). Both are recognized as experts in media, nursing, health, and health policy. They have a longstanding relationship as producers and moderators of HealthCetera, a live, award-winning radio program on public radio and iTunes. They are bloggers for Disruptive Women in Health Care and for the American Journal of Nursing (AJN). The CHMP is an interdisciplinary initiative for advancing the health of the public and healthy public policies through media, research, education, and public forums. Listen to the podcast throughout the course and think on the topics that are discussed, especially as they relate to how we advocate for issues of importance in this contemporary political environment. Nursing’s Role in Transforming Health Care

  

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Principles of Computed Tomography

The aim of the module is to allow learners working with CT to gain the knowledge and skills to develop a more in depth understanding of the theoretical applications of CT in order to enhance practice and service provision.

The Learning Outcomes:

On successful completion of the module you will be able to:

L1 demonstrate a critical understanding of the theoretical principles of image production, optimisation and manipulation including the role of image quality in patient diagnosis;Principles of Computed Tomography

L2 demonstrate a critical awareness of the principles, function and necessity of hardware and software options;

L3 critically analyse and evaluate the safety considerations and mechanisms of quality assurance;

L4 critically evaluate the role of the radiographer within the scanning facility;

L5 demonstrate a critical knowledge and understanding of the importance of operating within the limits of one’s own knowledge in and appreciate the important implications of this for clinical practice.

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To obtain a Pass you must gain a minimum of 50% for the written assignment The DPPR PG rubric will be used to provide feedback on the academic achievement of the assignment, the marking criteria directly links with the assignment guidelines. Please note: the rubric criteria are not equally weighted but provide an indication of the level of achievement for each criterion. The assessment guidelines will refer to the rubric criteria which can also be found at the end of this document.

Data Protection

• You must not include any identifiable information in the reflective accounts or essay including staff or patient’s names, specific dates, hospital names, dates of  birth.
• Inclusion of any identifiable data will result in a ‘Fail’ and possibly instigate disciplinary proceedings.

Assignment Title

Critically evaluate the role of computed tomography in the diagnosis and management of a chosen pathology. Include the following in your writing:

• a clear introduction and conclusion;
• a critical understanding of the principles involved in CT image acquisition;
• a critical understanding of associated hardware and software;
• a critical evaluation of the patient journey and associated service provision;
• an evaluation of appropriate guidelines;
• sensitivity and specificity of CT in the diagnosis of your chosen pathology.

Additional considerations:

• a narrow focus should be identified to assure adequate depth of discussion;
• extensive and balanced literature sources should be included to inform the discussion;
• anonymised images can be included in the body of the text or as appendices.Principles of Computed Tomography

The essay should be fully referenced as per QMU guidelines with a word limit of 3000 +/- 10%.

If you are outside of this word limit then your mark will be capped at 50%.

• Appendices not included in the word count
• Referencing in text included in the word count
• Reference list not included in the word count

All modular learning outcomes are relevant to the written assignment.

The main focus of the essay:

Criterion 1 demonstrate an understanding of CT practice and the patient pathway associated with the chosen pathology;

Criterion 2 demonstrate a critical understanding of theories and concepts central to CT practice;

Criterion 3 include high quality sources and comprehension of the literature as well as demonstrating the awareness of the strength and limitations of the selectedevidence whilst linking theory to practice;

Criterion 4 demonstrate an ability to sythesise ideas and concepts central to professional practice in CT and the patient pathway in relation to the chosen medical condition;

Criterion 5 demonstrate ability to challenge current CT imaging techniques in relation to the chosen medical condition;

Criterion 6 correct use of grammar, punctuation and spelling as well as accurate terminology and image labelling;

Criterion 7 include accurate referencing in the text and reference list in line with ‘QMU Write and Cite’;

Criterion 8 critically review, consolidate and extend knowledge and thinking with respect to current CT practice.Principles of Computed Tomography

Guidelines for the Presentation

• Presented on single sides of A4 paper
• Font style Arial, font size 11
• Double spaced except for the Abstract, References and Appendices which should be single spaced
• All text left aligned (non-justified)
• Margins: left 4 cm; right 2.5 cm; top and bottom 2.5 cm each
• Quotations of three lines or more to be indented and single spaced
• Harvard referenced according to the current QMU Write and Cite guidelines
• Titles to be positioned below figures and above tables
• Numbers below 10 to be written in full unless followed by measurement units
• Page numbers in the footer, centered and sequential
• Bold or underlined headings and sub-headings may be used at your own discretion
• QMU matriculation number only in the header

Submission Instructions

Submission to the reassessment dropbox: by 12:00pm 27th July 2020

Prior to submitting any assessment to the Hub for marking you should complete the table below and copy it to the front page of your assessment.

Matriculation Number

Module Code

Module Title

Assessment title if applicable (e.g. if you have been given a choice of topics state the topic you have chosen) Word Count

Do you have an agreed extended submission date for this assessment e.g.  agreed individual learning plan or agreed extenuating circumstances?

Submission to an incorrect dropbox will result in the assessment not being marked and a mark of ‘Non-submission’ awarded. Please retain confirmation of submission, in case this evidence is required.

• Assignment feedback will be released through the Student Portal, you will receive an email when the marks and feedback have been released.
• Feedback will be released in 15 working days, post submission date, in line with QMU policy.
• If the feedback is delayed an announcement will be posted on the Hub.
• If you have an extension to the original submission date, feedback will be released 15 working days from the date of submission.

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Turnitin Submission Guidelines

Assessment Regulations & Guidance on Making a Submission By submitting your assessments you have agreed that you have read and understood the Queen Margaret University assessment regulations.

Assessment Regulations

• In line with QMU Assessment Regulations, students are reminded that it is their responsibility to submit all work for assessments in accordance with the requirements of

the course; you will not receive any communication should you fail to submit your assessments.Principles of Computed Tomography

• Any student who submits work to be assessed after the assessment submission date and time, without the prior agreement of the Programme Leader, or without good or agreed cause, will have marks deducted according to the following criteria:
• If submitted as a first diet after the deadline but up to and including 6 days after the deadline a maximum mark of 50% for postgraduate programmes.
• After the above time a mark of 0% will be awarded
• By submitting your assignment you are confirming that you understand the Queen Margaret University Assessment Regulations and that all marks and feedback released are provisional until confirmed by the Board of Examiners.

Guidance on Making a Submission

To submit your final work for marking you must submit it in the Assessment Dropbox. Submitting your work in the Similarity Checker Tool does not count as a submission.

Once you have submitted in the Assessment Dropbox you will be sent an email receipt to your QMU email address confirming you have successfully submitted, please retain this for  future reference. You will not receive an originality report upon submission. To receive an originality report prior to submission, process your work through the Similarity Checker Tool.Principles of Computed Tomography 

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Case Study on Ethics paper

  

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