Risk factors associated with the common lower respiratory system disorder.

Risk factors associated with the common lower respiratory system disorder.

Risk factors associated with the common lower respiratory system disorder.

You are a nurse on a pulmonary rehabilitation team at an outpatient clinic in your community. You are updating educational resources to educate clients who want to know more about health promotion and maintenance and improving pulmonary health related to their lung conditions.

Instructions

Create an infographic for a lower respiratory system disorder that includes the following components:

  • Risk factors associated with the common lower respiratory system disorder.
  • Description of three priority treatments for the lower respiratory disorder.
  • Description of inter professional collaborative care team members and their roles to improve health outcomes for the lower respiratory system disorder.
  • Description of three multidimensional nursing care strategies that support health promotion and maintenance for clients with the lower respiratory system disorder.
  • Description of a national organization as a support resource for your client specific to the lower respiratory system disorder.

 

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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.

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56 y/o male patient, presents in the ED with left lower flank pain, nausea and vomiting, blurred vision and headache.

56 y/o male patient, presents in the ED with left lower flank pain, nausea and vomiting, blurred vision and headache.

56 y/o male patient, presents in the ED with left lower flank pain, nausea and vomiting, blurred vision and headache.

S: 56 y/o male patient, presents in the ED with left lower flank pain, nausea and vomiting, blurred vision and headache. States the symptoms started about 3 days ago and have gradually gotten worse.

B: Patient has DM type 2, HTN, HLD. The patient takes aspirin 81 mg daily, Humalog insulin sliding scale with meals, Lantus insulin at bedtime, Losartan 100 mg for HTN, Metformin 500 mg BID, Atorvastatin 80 mg daily for HLD. Patient states his primary care physican started him on a new blood pressure medication last week. Upon checking the nurse discovered that the patient was started on hydrchlorothiazide, a diuretic.

A: Upon assessment, the patient is noted to have 1 + pitting edema in bilateral lower extremeties, BP is 156/100, T 99.9, RR 18, O2 97% RA. Patient is complaining of unilateral lower left flank pain. Patient is complaining of nausea and has stated he has vomited three times since this morning. Patient also complains of a severe headache.

R: I recommend the patients kidney function be checked immediately, and an ultrasound of the kidney be done to check for inflammation. I suspect the patients kidneys might be rejecting the new medication. A IV line should be started and fluids should be started pending lab results. The patient could possibly be experiencing Acute kidney failure.

 

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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.

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Demonstrate your understanding of windshield surveys

Demonstrate your understanding of windshield surveys

Demonstrate your understanding of windshield surveys

Please answer for discussion board: 4 sentences and please include the reference in APA 7 format.

BB Wiki: please write 2 paragraphs (no more than 1 page), demonstrate your understanding of windshield surveys by summarizing the article regarding the use of windshield surveys in communities. The reference in APA 7 format is a must.

Webinar: Please write the summary (2 paragraphs) of the video. The reference in APA 7 format is a must.

 

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. Demonstrate your understanding of windshield surveys

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 are the modifiable and unmodifiable risk factors for heart disease

What are the modifiable and unmodifiable risk factors for heart disease

What are the modifiable and unmodifiable risk factors for heart disease

Question #1:

“About 610,000 people die of heart disease in the United States every year–that’s 1 in every 4 deaths. Heart disease is the leading cause of death for both men and women. … Of these, 525,000 are a first heart attack and 210,000 happen in people who have already had a heart attack.”

What are the modifiable and unmodifiable risk factors for heart disease? What are the modifiable and unmodifiable risk factors for heart disease

In your opinion, why is heart disease still the leading cause of death in the U.S.?

Would you say that you follow a heart healthy diet? Why or why not?

Question #2:

After reading the article: “Impact of a four-year wellness programme on coronary artery disease risk in male employees”, why do you think changes in BMI and HDL cholesterol were not significant?

Do you feel that the program was successful? Why or why not?

Have you ever participated in an employer based wellness program and if so, what was your experience?

  • attachment

    CVDresearcharticle.pdf

African Journal for Physical, Health Education, Recreation and Dance (AJPHERD)

Vol. 17, No. 3 (September) 2011, pp. 489-501.

 

 

Impact of a four-year wellness programme on coronary artery

disease risk in male employees

L. LATEGAN, D.C. LOURENS AND A.J.J. LOMBARD

Department of Sport and Movement Studies, University of Johannesburg, South Africa; E-mail:

leonl@uj.ac.za

(Received: 21 February 2011; Revision Accepted: 12 May 2011).

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Abstract

During the last few decades employers have realised that the health of an employee can have a

positive influence on productivity.Thus, some corporate employers started implementing

wellness programmes as part of their employee assistance programmes. In order to evaluate the

impact of such programmes, the present study used a sample of 91 male employees. Baseline

medical screening was performed after which a wellness programme was introduced. Employees

were monitored every year for progress and the post-test was performed at the end of the four-

year period. Employees were monitored for changes in total cholesterol (TC), high-density

lipoprotein cholesterol (HDL), low- density lipoprotein cholesterol (LDL), triglycerides (TG),

TC/HDL ratio, LDL/HDL ratio, fasting blood glucose (BG), systolic blood pressure (SBP),

diastolic blood pressure (DBP), body mass index (BMI) and total coronary artery disease (CAD)

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Qualitative Research In Evidence Based Practice.

Qualitative Research In Evidence Based Practice.

Qualitative Research In Evidence Based Practice.

Discussion Question:

  1. Describe Qualitative Research in evidence based practice.
  2. What is the difference between qualitative and quantitative research?
  3. What are the advantages and limitations of using qualitative research design?

350 words

apa references

 

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. Qualitative Research In Evidence Based Practice.

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.

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Define community nursing as it relates to nurse practitioner practice.

Define community nursing as it relates to nurse practitioner practice.

Define community nursing as it relates to nurse practitioner practice.

Define community nursing as it relates to nurse practitioner practice. Describe the nurse practioner’s role in screening and promoting health for people in the community. Support your answer with evidence-based research.

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: A minimum of 250 words, not including references
  • Citations: At least one high-level scholarly reference in APA from within the last 5 years Define community nursing as it relates to nurse practitioner practice.

 

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.

LopesWrite Policy

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

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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Use the following coupon code :
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"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Discussion Quantitative Research Process. – nursing homework essays

Discussion Quantitative Research Process.

Discussion Quantitative Research Process.

  • attachment

    screeningarticle.pdf

Contents lists available at ScienceDirect

European Journal of Radiology

journal homepage: www.elsevier.com/locate/ejrad

Review

Screening mammography beyond breast cancer: breast arterial calcifications as a sex-specific biomarker of cardiovascular risk

Rubina Manuela Trimbolia, Marina Codarib,⁎, Marco Guazzic,d, Francesco Sardanellic,e

a Department of Biomedical Sciences for Health, Università degli Studi di Milano, Via Mangiagalli 31, 20133 Milan, Italy b Dipartimento di Elettronica, Informazione e Bioingegneria, Politecnico di Milano, Via Ponzio 34/5, 20133 Milan, Italy c Department of Biomedical Sciences for Health, Università degli Studi di Milano, Via Morandi 30, 20097 San Donato Milanese, Milan, Italy d Heart Failure Unit, IRCCS Policlinico San Donato, Via Morandi 30, 20097 San Donato Milanese, Milan, Italy e Unit of Radiology, IRCCS Policlinico San Donato, Via Morandi 30, 20097 San Donato Milanese, Milan, Italy

A R T I C L E I N F O

Keywords: Cardiovascular diseases Mammography Mass screening Monckeberg Medial calcific sclerosis Risk assessment

A B S T R A C T

Purpose: To highlight the importance of quantitative breast arterial calcifications (BAC) assessment for an ef- fective stratification of cardiovascular (CV) risk in women, for whom current preventive strategies are in- adequate. BAC, easily detectable on mammograms, are associated with CV disease and represent a potential imaging biomarker for CV disease prevention in women. Method: We summarized the available evidence on this topic. Results: Age, parity, diabetes, and hyperlipidemia were found to positively correlate with BAC. Women with BAC have a higher CV risk than those without BAC: the relative risk was reported to be 1.4 for transient ischemic attack/stroke, 1.5 for thrombosis, 1.8 for myocardial infarction; the reported hazard ratio was 1.32 for coronary artery disease (CAD), 1.52 for heart failure, 1.29 for CV death, 1.44 for death from CAD. However, BAC do not alarm radiologists; when reported, they are commonly mentioned as “present”, not impacting on CV decision- making. Of 18 published studies, 9 reported only presence/absence of BAC, 4 used a semi-quantitative scale, and 5 a continuous scale (with manual, automatic or semiautomatic segmentation). Various appearance, topological complexity, and vessels overlap make BAC quantification difficult to standardize. Nevertheless, machine learning approaches showed promising results in BAC quantification on mammograms. Conclusions: There is a strong rationale for mammography to become a dual test for breast cancer screening and CV disease prevention. However, robust and automated quantification methods are needed for a deeper insight on the association between BAC and CV disease, to stratifying CV risk and define personalized preventive ac- tions. Discussion Quantitative Research Process.

1. Introduction

Cardiovascular (CV) disease represents a major public health issue and the first cause of death for men and women, accounting for more than 30% of cases worldwide [1]. Over the last fifty years, increasing attention has been paid to primary prevention, through the identifica- tion and control of risk factors and a progressive improvement in phenotyping CV risk. The complex biological pathway leading to CV events encompasses functional and structural changes of heart and vessels that develop over the years with a variable progression rate. Hence, there is a chance for these changes to be identified long before CV events occur and for a preventive strategy to be effective. In the last years, several attempts have been made for improving the performance

of traditional CV risk scores with the help of improved algorithms in- cluding alternative blood-based risk markers and also imaging bio- markers [2] such as the coronary artery calcium score in asymptomatic individuals at intermediate-risk [3].

Notably, a substantial sex-related difference in CV risk factors has been repeatedly emphasized and studied [4]. Based on population- based registries, the mortality rate for coronary heart disease (CHD) did not fall in young women (aged 55 years or less) as it did for male and in elderly populations [5]. Up to 20% of all coronary events occur in the absence of traditional CV risk factors [6], whereas many women with traditional risk factors do not experience coronary events [7]. One possible reason behind this fact is the occurrence of non-traditional risk factors unique to women. Indeed, pregnancy complications,

https://doi.org/10.1016/j.ejrad.2019.08.005 Received 5 February 2019; Received in revised form 7 June 2019; Accepted 9 August 2019

⁎ Corresponding author. E-mail addresses: rubina.trimboli@unimi.it (R.M. Trimboli), marina.codari@polimi.it, marina.codari@mail.polimi.it (M. Codari),

marco.guazzi@unimi.it (M. Guazzi), francesco.sardanelli@unimi.it (F. Sardanelli).

European Journal of Radiology 119 (2019) 108636

0720-048X/ © 2019 Elsevier B.V. All rights reserved.

T

 

 

contraceptive, fertility and menopausal hormonal therapies, and sys- temic autoimmune disorders [8] are not included in current CV risk algorithms for women, which are not tailored and are basically the same as 30 years ago.

Moreover, the awareness of CV risk among young women is poor, as they perceive hearth diseases as a “male problem”. This reflects in the failure of basic preventive actions, such as lifestyle modifications or appropriate screening tests. Breast cancer campaigns have been building women awareness for more than 20 years, stressing on the importance and efficacy of early diagnosis. In Europe, half of organized mammographic screening programmes achieves a participation rate higher than 70%, demonstrating that women education is the first step to call for action [9]. These different and somewhat paradoxical trends certainly reflect inadequate prevention strategies [5].

Breast arterial calcifications (BAC) have been recently described among “the top five women’s health issues in preventive cardiology, at the forefront of recent and ongoing research”, together with coronary mi- crovascular dysfunction, hormone replacement therapy, calcium and vitamin D supplementation as well as metabolic considerations during pregnancy [4]. BAC are easily recognizable on routine mammograms that women periodically undergo spontaneously or through organized population-based programmes for breast cancer screening from 40, 45 or 50 years of age, according to different national or local policies. Thus, there is a strong rationale for mammography to serve as a pre- ventive test beyond breast cancer screening, spotlighting on the heart and more comprehensively on CV risk. The reported association of BAC with coronary artery disease (CAD) also in middle age [10] strongly suggests their potential as an additional risk factor when traditional CV risk assessment is somewhat inadequate and does not impact on CV mortality [5]. In this light, efforts should be made aiming at: i) im- proving the awareness of BAC by physicians providing preventive care to women, including radiologists, cardiologists, and general practi- tioners; ii) implementing the estimation of BAC to be easily applicable in clinical prevention.

2. BAC as a biomarker for CV risk

BAC appear on mammograms [11] as linear, parallel opacities, ty- pically showing a “tram-track” appearance [12,13] (Fig. 1). They ex- press Monckeberg’s calcification, a non-atheromatous vascular lesion developing in the internal elastic or in the medial layer of muscular arteries, different from atherosclerotic calcification, involving the in- tima layer of large and medium sized elastic arteries. Monckeberg’s calcification contains hydroxyapatite crystal deposition in the plaques, while accumulation of calcium phosphate salts in the vascular tissue is seen in advanced atherosclerosis [14].

A systematic review and meta-analysis by Hendriks et al. [11] as- sessed the available evidence on the associations between BAC and CV risk factors (Table 1). Pooled BAC prevalence resulted to be 12.7% among women attending screening programmes. A higher BAC pre- valence was associated with increasing age, diabetes, and parity as opposed to nulliparity, while smoking was associated with lower BAC prevalence. No associations were found with other well-known CV risk factors such as hypertension, obesity, or dyslipidemia. Although long- itudinal studies (n = 3) were scarce, BAC appeared to be associated with an increased risk of CV disease events (adjusted hazard ratios for CHD ranging from 1.32 to 1.44). The authors concluded that BAC ap- pear to be associated with an increased risk of CV disease events, and with some of the known CV risk factors, illustrating that medial arterial calcifi- cations might contribute to CV disease through a pathway distinct from the intimal atherosclerotic process.

The association between BAC, merely reported as “present” at mammographic images, and CV risk was investigated in several studies [15–18], summarized in Table 2.

It is well-known that the transition to menopause is associated with an increase in CV risk due to dysregulation of glucose and lipid

metabolism and consequently of estrogens. Indeed, early menopause and premature ovarian insufficiency increase CV risk (1.5–2 folds). According to the literature, hormonal therapy has a positive impact on CV risk factors, with beneficial effects on both CV morbidity and mortality in women at early menopausal age [19]. In this light, the association between BAC and hormonal therapy was investigated by Schnatz et al. [18]. The study demonstrated that BAC prevalence was higher (eight times) in menopausal women than in pre-menopausal ones, thus highlighting the role of estrogenic regulation in BAC devel- opment. Moreover, even when adjusting for age, past hormonal therapy was significantly associated to a lower prevalence of BAC. This study highlights the role of BAC as a potential biomarker of sex-specific CV risk due to the close link between CV risk factor and hormonal balance in women during and after transition to menopause.

When evaluating the interaction between BAC and CV disease, woman’s age plays as a major confounder. To investigate the potential role of BAC as a biomarker of CV risk beyond the ageing progress, Moshyedi et al. [10] investigated the association between BAC, CAD and diabetes mellitus, adjusting for patient age. Their results showed that BAC may still indicate an additional risk factor for CAD in women with less than 59 years of age (positive predictive value [PPV] of BAC for CAD was 0.88, negative predictive value was 0.65), particularly in diabetic patients (PPV of diabetes mellitus for CAD increased from 0.62 when BAC was absent to 1.00 when BAC was present) [10].

Later on, also Schnatz et al [20] investigated the association be- tween BAC and hormonal therapy in 1,919 women undergoing screening mammography. As expected, the higher was the age, the higher the prevalence of BAC. Nevertheless, the prevalence of athero- sclerotic cardiovascular disease and CAD remained higher in women with BAC stratified for age. Indeed, CAD prevalence was always greater in women with BAC than in women without BAC, in women under 55 (10.4% versus 3.8%), in women from 55 to 64 (6.7% versus 1.1%), and in women over 64 (18.9% versus 10.1%), confirming that BAC corre- lated con CV risk factors even in women aged less than 55 years, when it is especially important to detect CV risk factors [20].

The same research group investigated on the same cohort [18] whether mammography could predict the development of CAD. Among women who did not have CAD at baseline, women with BAC were significantly more likely to develop a heart disease or a stroke than those without BAC (6.3% versus 2.3%, p = 0.003; 58.3% versus 13.3%, p < 0.001), respectively. These results remained significant even when adjusting for age. BAC together with hypertension, hypercholester- olemia, and family history contributed to the 5-year incidence of CAD and BAC had the highest odds ratio for predicting CHD after 5 years.

Thus, identifying and consistently reporting BAC presence and se- verity on mammography is paramount at all ages, in particular in women under 65, where traditional risk factors may not be so prevalent due to the later onset of CV events in women and actual CV risk may be underestimated. BAC are not only an imaging biomarker for CV risk, but represent a predictive factor for CV events. This strength the po- tential of their application in preventing but also in monitoring the progression of the disease over time and the impact of any preventive measures.

3. What is missing?

Although BAC can be easily detected on routine mammograms, their assessment represents a crucial challenge. Various appearance patterns (bright tubular, single or parallel linear structures, or sporadic bright spots), topological complexity, and vessels overlap on two-dimensional projections make both identification and quantification of BAC difficult to standardize [12].

Currently, screening mammography readers leave BAC aside since they are not suspect for an underlying cancer, i.e. they do not “alarm”. While parenchymal calcifications, potentially associated with cancer, were extensively analyzed also using computer-aided detection tools

R.M. Trimboli, et al. European Journal of Radiology 119 (2019) 108636

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[21], BAC, when detected, are generally just reported as “present” but not interpreted according a CV risk preventive perspective [22–25].

It is unlikely that all subjects with BAC may benefit from the same preventive intervention. To express BAC with a dichotomic assessment (i.e., as present or absent), allows only to classify women into two CV risk classes. However, even at an early research stage, the binary clas- sification hinders the identification of women with intermediate CV risk, who may mostly benefit of a tailored and personalized CV disease prevention. Personalized medicine may be based on the identification of quantitative biomarkers, even blood-based or imaging-based, ideally expressed on a continuous scale. This issue opens the challenge of ex- pressing BAC as a quantitative (or at least semi-quantitative) scale that

will allow to stratify patients into multiple CV risk levels. Recently, few attempts have been made for improving BAC assess-

ment using semi-quantitative scales [26–29]. In dedicated studies, BAC grading ranges from four-level Likert scale [29] to complex scores based on number and maximum length of involved vessels and calcium den- sity [27]. Nevertheless, the heterogeneity among grading scales reflects

Fig. 1. Screening mammography (A, B cranio-caudal and C, D mediolateral oblique views) of a 65-year old woman showing bi- lateral breast arterial calcifications (BAC), more prominent on the left side (B, D). Morphology of these calcifications can be appre- ciated in the magnifications (E, F) of the squared regions of the left breast.

Table 1 Odds ratios (OR), 95% confidence interval (CI) and heterogeneity (I2) of the risk and reproductive factors as determinants of BAC.

Determinant OR 95% CI I2 (%)

Risk factor Age* 2.98 2.31─3.85 87.02 Reproductive factors Parity 3.43 2.23─5.47 0 HRT 0.56 0.37─0.84 88.23 Cardiovascular risk factors Hypertension 1.08 0.98─1.19 0 Smokers 0.48 0.39─0.60 45.58 Hyperlipidemia 1.72 0.95─3.09 63.87 BMI 0.99 0.95─1.04 27.5 Diabetes 1.88 1.36─2.59 79.53

OR = odds ratio; 95% CI = 95% confidence interval; I2= heterogeneity; HRT = hormone replacement therapy; BMI = body mass index. *For every 10 years of increasing age. Data are adapted from Hendriks et al [11].

Table 2 Risk of death and cardiovascular outcomes associated with BAC.

Variable Risk 95% CI

a) Transient ischemic attack/stroke 1.4 (RR) 1.01─1.08 Thrombosis 1.5 (RR) 1.00─2.20 Myocardial infarction 1.8 (RR) 1.01─2.90 b) Death (all causes) 1.29 (HR) 1.06─1.58 With diabetes 1.74 (HR) 1.19─2.56 Cardiovascular deaths (total) 1.29 (HR) 1.01─1.66 With diabetes 1.71 (HR) 1.00─2.94 Death from CHD 1.44 (HR) 1.02─2.05 c) CHD 1.32 (HR) 1.08─1.60 Ischemic stroke 1.41 (HR) 1.11─1.78 Heart failure 1.52 (HR) 1.18─1.98 d) Any CHD 3.54 (OR) 2.28─5.50

CHD = coronary heart disease (https://www.heart.org/en/health-topics/ consumer-healthcare/what-is-cardiovascular-disease/coronary-artery-disease); BAC = breast arterial calcifications; 95% CI = 95% confidence interval; RR = relative risk; HR = hazard ratio; OR = odds ratio. a) Data adapted from van Noord et al [15]; b) Data adapted from Kemmeren et al [16]; c) Data adapted from Iribarren et al [17]; d) Data adapted from Schnatz et al [18].

R.M. Trimboli, et al. European Journal of Radiology 119 (2019) 108636

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the lack of standardized criteria for BAC burden estimation. However, to the best of our knowledge, there are no studies that stratify CV risk by means of continuous BAC assessment. When quantified, BAC are manually identified by radiologists [30,31], through a time consuming, operator-dependent process, far to be applied in a daily clinical work- flow. Only a minority of studies tried to quantify BAC on a continuous scale 2,12, 30–32].

Operator-dependency in BAC quantification is crucial, representing the major source of bias during BAC estimation. Indeed, the few studies that focused on the development of automatic methods for BAC seg- mentation and quantification employed more than one reader to es- tablish the reference standard for algorithm validation [12,32]. More- over, a recent original research highlighted this issue comparing the performance of two adequately trained observers in BAC segmentation on a multivendor image dataset of 212 mammographic views from routine practice. In this study, each reader placed rectangular ROIs on both CC and MLO views, separately, then BAC were automatically segmented using an adaptive thresholding algorithm. Reader perfor- mance were compared using Bland-Altman analysis, which proved the existing disagreement among manual delineations, with an in- traobserver and interobserver reproducibility of only 55% and 3%, re- spectively [2].

A reliable and automated quantification of BAC is indispensable and could be the solution for contributing to the stratification of CV risk. To this aim, efforts have been put in the development of BAC quantifica- tion tools [12,32]. Cheng et al. [10] proposed an automatic algorithm for the delineation of calcified vessels based on a tracking with un- certainty scheme and validated it on 63 mammograms by comparison with manual delineations from two experts. The overall detection per- formance of their algorithm in terms of sensitivity and specificity reached 92.6 ± 2.2% and 83.9 ± 3.6%, respectively when compared to the first expert and 91.3 ± 3.5% and 82.7 ± 4.1% when compared to the second one. These promising results demonstrated that manual segmentation may be replaced by automatic detection tools. However, the need of stratifying algorithm parameters depending on breast density keeps the path open for further improvements. [12].

More recently, due to the promising performance of artificial in- telligence systems in medical image analysis, a recent study [32] in- vestigated the potential of deep learning for BAC detection on mam- mograms. In their study, Wang et al. proposed a deep convolutional neural network (CNN) that discriminates between BAC and non-BAC pixels [32]. The performance of the proposed CNN was compared with manual delineations performed on 210 cases (840 images) by three expert readers in a two-round reader study. The proposed solution

reached detection performances comparable to human experts at free- response receiver operating characteristic analysis and good results also in calcium mass quantification (determination coefficient 96.2%). These results proved the promising application of deep CNN for BAC detection. Nevertheless, further large scale studies are needed to im- prove and test model generalization across different experimental setup [32]. Table 3 shows different attempts of BAC assessment reported in the literature.

4. Future perspectives

BAC may become an important sex-specific biomarker for CV risk stratification, potentially guiding CV preventive programs in the female population. Women entering screening program for breast cancer and otherwise not considered for CV risk will benefit doubly from mam- mography, aiming at cancer secondary prevention and CV primary and/ or secondary prevention. Although evidence supports a strong asso- ciation between BAC prevalence and CV risk, this association, per se, is not enough for a clinical use. In fact, while in a low-risk population a preventive intervention is likely to be not cost-effective, in a population at increased risk, a preventive treatment could be cost-effective [3]. In the context of a consolidated breast cancer screening, BAC assessment may enable subjects at increased CV risk to be identified and to be offered with tailored preventive and possibly therapeutic interventions.

Recently, several papers pointed out the need to move from the evidence of the association between BAC and CV events to a medical action [33–35]. However, the lack of validated BAC quantification methods that overcome the intrinsic limitation of the dichotomous as- sessment is a strong factor limiting this action. Only through the stra- tification into multiple risk classes, BAC on mammography may exploit their potential. Breast radiologists have to support BAC reporting, al- though this is not recommended by guidelines, and promote the awareness of their significance by women and general practitioners.

Of note, a recent study demonstrated an overwhelming preference of patients to be informed on their BAC status [36]. More than 95% of 397 responding women declared to prefer to have BAC reported; all 107 women who were unaware of a personal history of CV disease wanted to have information about their BAC and, in case of BAC presence, to further investigate atherosclerosis. Coronary artery computed tomo- graphy was the preferred option for decision-making in 87% of women.

5. Conclusions

To summarize, mammography allows to identify the presence of

Table 3 Methods of BAC assessment reported in original studies and retrieved for this review.

Assessment scale Authors Year Measure

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Dichotomic scale Moshyedi et al. [10] 1995 Present/absent Van Noord et al. [15] 1996 Present/absent Kemmeren al. [16] 1998 Present/absent Kataoka et al. [22] 2006 Present/absent Schnatz et al. [18] 2011 Present/absent Bae et al. [23] 2013 Present/absent Newallo et al. [24] 2015 Present/absent Chadashvili et al. [25] 2016 Present/absent Schnatz et al. [20] 202007 Present/absent

Semi-quantitative scale Mostafavi et al. [26] 2015 4 levels visual scale+

Margolies et al. [27] 2016 12 levels scale* Kelly et al. [28] 2018 4 levels visual scale+

Ružičić et al. [29] 2018 4 levels visual scale+ Continuous scale Molloi et al. [30] 2008 Manual segmentation

Molloi et al. [31] 2009 Manual segmentation Cheng et al. [12] 2012 Automatic segmentation Wang et al. [32] 2017 Automatic segmentation Trimboli et al. [2] 2018 Semi-automatic segmentation

+ Based on BAC severity; *Based on number of vessels, max length and calcium density.

R.M. Trimboli, et al. European Journal of Radiology 119 (2019) 108636

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BAC, turning on an alarm bell on woman’s CV status. In Europe, about 64 million women aged 50–69 years access screening mammography every two or three years [37] and about 8 million of these women may have BAC identified. A similar rough estimation is for the United States [38,39] where spontaneous screening starts at 40 years of age and about 45 million women yearly access screening mammography with 6 million having BAC potentially identified. This enormous potential needs to be exploited and awareness campaigns have to be promoted. A preventive action could be initiated over a threshold defined by retro- spective and prospective studies. BAC represent the added value of an ongoing and consolidated cancer screening to act for preventing the main cause of death among women in which traditional CV risk scores do not adequately perform. We need high-quality research for this, the first step being to make a reliable and user-friendly BAC quantification tools available.

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Find And Read A Nursing Scholarly Article That Relates To Your Clinical Practice And Is Found In A Peer-Reviewed Journal.

Find And Read A Nursing Scholarly Article That Relates To Your Clinical Practice And Is Found In A Peer-Reviewed Journal.

Find And Read A Nursing Scholarly Article That Relates To Your Clinical Practice And Is Found In A Peer-Reviewed Journal.

Weekly Article Summary 3

Find and read a nursing scholarly article that relates to your clinical practice and is found in a peer-reviewed journal. Follow the instructions for the format and write a 1-page summary.

Submission Instructions:

  • Must be a research article.
  • Write a 1-page summary using an outline of the steps of the research process, discuss the study type, purpose, and research question(s).
  • The summary is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
  • The summary should be formatted per current APA and 1 page in length, excluding the title, abstract and references page.
  • Incorporate a minimum of 2 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
  • Complete and submit the assignment by 11:59 PM ET Sunday.
  • Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

 

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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Health Information Exchange in the Kingdom.

Health Information Exchange in the Kingdom

Create a PowerPoint presentation that reviews four articles written in the last five (5) years on sharing patient information in a cloud-based Health Information Exchange (HIE) in the Kingdom of Saudi Arabia.  Your presentation should cover the following concepts:

Discuss how data creates information in the EHR so that it can be shared.

Discuss how patient health information is protected in the cloud.

Evaluate how health information systems help healthcare organizations to provide increased access to healthcare.

Discuss how informatics support the use of information systems and technology to improve the way work is done in the healthcare setting.

Discuss how leaders engage their staff so that the information systems meet their daily work needs.

Discuss the advantages and disadvantages of the cloud-based HIE.

Provide recommendations to improve workflows and processes in an information system.

Provide your conclusions.

Your presentation should meet the following structural requirements:

Be 11 slides in length, not including the title or reference slides.

Be formatted  APA writing guidelines.

Provide support for your statements with citations from a minimum of six scholarly articles. These citations should be listed in the Notes section of the slide in which they appear.

In-text citations.

Each slide must provide detailed speaker’s notes to support the slide content. These should be a minimum of 100 words long (per slide) and must be a part of the presentation.

Utilize the following headings to organize the content in your presentation:

Data Creates Information in the EHR

Protecting Health Information in the Cloud

Increasing Access to Health Care

Informatics to Improve Processes

Leadership Support

Advantages and Disadvantages of Cloud-Based HIE

Recommendations

Conclusion

 
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Epidemiology, Helathcare Informatics, And Health Promotion.

Epidemiology, Helathcare Informatics, And Health Promotion.

Epidemiology, Helathcare Informatics, And Health Promotion.

APA format

Parts  2 and 3 have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted. Epidemiology, Helathcare Informatics, And Health Promotion.

1) Minimum  5 full pages (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per page

           Part 1: minimum 1 page

           Part 2: minimum 1 page

           Part 3: minimum 1 page

           Part 4: minimum 1 page

           Part 5: minimum 1 page

   Submit 1 document per part

2)¨******APA norms

All paragraphs must be narrative and cited in the text- each paragraph

         Bulleted responses are not accepted

         Don’t write in the first person 

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

Parts  2 and 3 have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted.

Part 1:Epidemiology

1.  Elaborate on the relationship between national wealth and life expectancy.

Part 2: Healthcare Informatics

The ANCC Informatics Nursing board certification 3xamination is a competency based 3xamination that provides a valid and reliable assessment of the entry-level clinical knowledge and skills of registered nurses in the informatics specialty after initial RN licensure. Once you complete eligibility requirements to take the certification 3xamination and successfully pass the 3xam, you are awarded the credential: Registered Nurse-Board Certified (RN-BC).This credential is valid for 5 years. You can continue to use this credential by maintaining your license to practice and meeting the renewal requirements in place at the time of your certification renewal. The Accreditation Board for Specialty Nursing Certification accredits this ANCC certification.Eligibility

  • Hold a current, active RN license in a state or territory of the United States or hold the professional, legally recognized equivalent in another country.
  • Hold a bachelor’s or higher degree in nursing or a bachelor’s degree in a relevant field.
  • Have practiced the equivalent of 2 years full-time as a registered nurse.
  • Have completed 30 hours of continuing education in informatics nursing within the last 3 years.
  • Meet one of the following practice hour requirements:
  • Have practiced a minimum of 2,000 hours in informatics nursing within the last 3 years;
  • or
  • Have practiced a minimum of 1,000 hours in informatics nursing in the last 3 years and completed a minimum of 12 semester hours of academic credit in informatics courses that are part of a graduate-level informatics nursing program;
  • or
  • Have completed a graduate program in informatics nursing containing a minimum of 200 hours of faculty-supervised practicum in informatics nursing.

1. Describe nursing informatics as a specialty, its role, education and certification required? a. Why? Epidemiology, Helathcare Informatics, And Health Promotion.
Part 3: Healthcare Informatics

The ANCC Informatics Nursing board certification 3xamination is a competency based 3xamination that provides a valid and reliable assessment of the entry-level clinical knowledge and skills of registered nurses in the informatics specialty after initial RN licensure. Once you complete eligibility requirements to take the certification 3xamination and successfully pass the 3xam, you are awarded the credential: Registered Nurse-Board Certified (RN-BC).This credential is valid for 5 years. You can continue to use this credential by maintaining your license to practice and meeting the renewal requirements in place at the time of your certification renewal. The Accreditation Board for Specialty Nursing Certification accredits this ANCC certification.Eligibility

  • Hold a current, active RN license in a state or territory of the United States or hold the professional, legally recognized equivalent in another country.
  • Hold a bachelor’s or higher degree in nursing or a bachelor’s degree in a relevant field.
  • Have practiced the equivalent of 2 years full-time as a registered nurse.
  • Have completed 30 hours of continuing education in informatics nursing within the last 3 years.
  • Meet one of the following practice hour requirements:
  • Have practiced a minimum of 2,000 hours in informatics nursing within the last 3 years;
  • or
  • Have practiced a minimum of 1,000 hours in informatics nursing in the last 3 years and completed a minimum of 12 semester hours of academic credit in informatics courses that are part of a graduate-level informatics nursing program;
  • or
  • Have completed a graduate program in informatics nursing containing a minimum of 200 hours of faculty-supervised practicum in informatics nursing.

1. Describe nursing informatics as a specialty, its role, education and certification required? a. Why?
 

Part 4: Health promotion

Topic:   Lung Cancer in Smokers

Creation of a health promotion initiative to improve health indicators for “your health problem”. This activity is focusing on your creativity, analysis of facts, organization and leadership qualities. Be concise but comprehensive in your ideas.

MAP-IT stands for:

M Mobilize

A Asses

P Plan

I Implement

T TrackUsing

MAP-IT framework briefly determine how you may:

1. Mobilize resources and stakeholders to take care of the selected health problem in your community, determining mission and vision of the resulted coalition, defining partners, their roles and meeting plans.

2. Asses the problem, including a realistic long-term goal, how you may collect data to determine your needs and priorities logically organized

3. Plan objectives and steps to achieve them. Consider opportunities for interventions with broad reach and impact. How may you measure your progress? What is expected to change, by how much, and by when? Choose objectives that are challenging yet realistic.

4. Implement. Create a detailed work plan that includes concrete action steps assigned to specific people with clear deadlines and/or timelines. Share responsibilities across coalition members but consider having a single point of contact to manage the process to ensure that things get done. Check in with coalition members by using the Coalition Self-Assessment to see if your process is running smoothly. Develop a simple communication plan. Use kick-off events, activities, or campus meetings to showcase your coalition’s accomplishments.

5. Track. Plan regular evaluations to measure and track your progress over time. Evaluations can help your coalition determine if your plan has been effective in achieving your goals. Be mindful of limitations of self-reported data, data quality, data validity, and reliability. Partnering with a statistician or researcher at your institution can help you conduct a quality evaluation. You can use these basic formulas to calculate baseline, target, and achieved rates for your selected health outcomes.

 

Part 5: Health promotion

Topic:   Diabetes in elderly men

Creation of a health promotion initiative to improve health indicators for “your health problem”. This activity is focusing on your creativity, analysis of facts, organization and leadership qualities. Be concise but comprehensive in your ideas.

MAP-IT stands for:

M Mobilize

A Asses

P Plan

I Implement

T TrackUsing

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MAP-IT framework briefly determine how you may:

1. Mobilize resources and stakeholders to take care of the selected health problem in your community, determining mission and vision of the resulted coalition, defining partners, their roles and meeting plans.

2. Asses the problem, including a realistic long-term goal, how you may collect data to determine your needs and priorities logically organized

3. Plan objectives and steps to achieve them. Consider opportunities for interventions with broad reach and impact. How may you measure your progress? What is expected to change, by how much, and by when? Choose objectives that are challenging yet realistic.

4. Implement. Create a detailed work plan that includes concrete action steps assigned to specific people with clear deadlines and/or timelines. Share responsibilities across coalition members but consider having a single point of contact to manage the process to ensure that things get done. Check in with coalition members by using the Coalition Self-Assessment to see if your process is running smoothly. Develop a simple communication plan. Use kick-off events, activities, or campus meetings to showcase your coalition’s accomplishments.

5. Track. Plan regular evaluations to measure and track your progress over time. Evaluations can help your coalition determine if your plan has been effective in achieving your goals. Be mindful of limitations of self-reported data, data quality, data validity, and reliability. Partnering with a statistician or researcher at your institution can help you conduct a quality evaluation. You can use these basic formulas to calculate baseline, target, and achieved rates for your selected health outcomes.

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