ETHICS SELF-CHECK APPLICATION FOR IRB APPROVAL

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ETHICS SELF-CHECK APPLICATION FOR IRB APPROVAL

INSTRUCTIONS:

Section 1: The researcher must complete the brown column A of the table below to document how the research procedures comply with the university’s 40 ethical standards. Mark “Not Applicable” only when there is no possible way to address that ethical issue.

Section 2: Attach enclosures as indicated in section II (yellow section).

Section 3: Provide electronic signature.

Section 4 (students only): Have your faculty supervisor review the entire form and then provide an electronic signature.

IRB approval will be issued when the IRB confirms that there is adequate evidence that the university’s ethical standards have been met, based on this form and the attachments listed in Section II of this form. Within 10 business days of receiving a researcher’s submission, the IRB will notify the researcher of one of the following outcomes:

(a) that the IRB has provided ethics approval based on the submitted documents; or

(b) that the IRB requires revisions and/or additional documentation (will be specified in Column B).

SECTION I: RESEARCHER’S CONFIRMATION OF ETHICAL STANDARDS COMPLIANCEA. In this column, the researcher should confirm compliance with each ethical standard by entering Yes, No, or NA, and defending the response by providing supporting details.B. Ethics reviewer will confirm compliance with each ethical standard in this column by entering “Confirmed” or provide a request for revisions. The researcher should enter responses/revisions using a font of a different color.
Sample: Will data be stored securely?Sample response: Yes. Supporting details: Paper surveys will be stored in a locked file cabinet at the researcher’s home. Electronic files will be stored on the researcher’s password-protected computer and backed up on a password-protected hard drive.
The first 13 questions apply to all studies (even when the researcher is not interacting with participants to collect new data).Hover the mouse over the blue footnoted words to view extra tips and definitions.
1. Has each recruitment and data collection step[endnoteRef:1] been articulated such that risks/burdens can be identified? (Provide a bulleted list of recruitment and data collection steps in the brown column.) [1: ]
2. Will the research procedures ensure privacy[endnoteRef:2] during data collection? Describe how. [2: Privacy risks might include unintended breach of confidential information (such as educational or medical records); being observed/overheard by others while providing data; or intrusion on the privacy of others who not involved in study (e.g. participant’s family).]
3. Will data be stored securely[endnoteRef:3]? Describe how. [3: Secure data storage requires password protection on electronic files and locks for physical data.]
4. Will the data be stored for at least 5 years? Describe how data disposal will occur.
5. If participants’ names or contact info will be recorded in the research records, are they absolutely necessary[endnoteRef:4]? Describe why or clarify that data collection is 100% anonymous (which is preferable). [4: Note that consent forms do not require signatures if the participant can indicate consent by some action such as clicking on a link, returning a completed survey, etc.]
6. Do the research procedures and analysis/writeup plans include measures to ensure that participant identities are not directly or indirectly[endnoteRef:5] disclosed? Describe how. [5: Participant identities might be “indirectly” and unintentionally disclosed if a researcher’s final research report fails to withold demographic details or site descriptions that might permit a reader to deduce the identity of a participant. So the researcher needs to think about which demographic descriptors are most important to collect and report, while ensuring that the identity of individual participants is protected. Also, the name of the site/organization is typically masked in scholarly research though in some cases, the organization can elect to publicize their name along with the research results.]
7. Will confidentiality agreements[endnoteRef:6] be signed by anyone[endnoteRef:7] who may view data that that contains identifiers? (e.g., transcriber, translator) Submit a blank copy. [6: A sample confidentiality agreement can be found on the IRB website.] [7: Confidentiality agreements are required for transcribers or interpreters but not for the researcher or Walden faculty/staff who are automatically bound to confidentiality. Some professional transcribers/statisticians/etc address confidentiality in their work agreement and this is acceptable.]
8. Is there a specific plan[endnoteRef:8] in place for sharing results with the participants and community stakeholders? Describe. [8: It is important that the format is audience-appropriate. Stakeholders may lack the time or inclination to digest a full research article or dissertation. Typically a 1 to 2 page summary or verbal presentation is most appropriate.]
9. Have all potential psychological[endnoteRef:9], relationship[endnoteRef:10], legal[endnoteRef:11], economic/professional[endnoteRef:12], physical[endnoteRef:13], and other risks been fully acknowledged and described? In the brown column, provide a bulleted list of risks to participants, labeling which ones are minimal[endnoteRef:14] versus substantial[endnoteRef:15]. [9: Psychological risks include stress greater than what one would experience in daily life (e.g., materials or topics that could be considered sensitive, offensive, threatening, degrading).] [10: Relationship risks are present if the recruitment or data collection process are likely to alter the existing dynamics between the researcher and participant (who may be coworkers or have some professional relationship), among participants (if they know one another), or between the participant and the participant’s friends, coworkers, or family members.] [11: Legal risks are present if data collection might result in a participant’s disclosure of violation of laws.] [12: Economic/professional risks are present if data collection could result in the participant disclosing violation of workplace policies, disagreement with leadership decisions, poor work performance, or anything else that could be damaging to the participant’s position, professional reputation, promotability, or employability. ] [13: Physical risks are not common in social science research but would involve risk of serious physical injury.] [14: Minimal risk is defined as follows in U.S. federal regulations: “that the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests.” ] [15: Substantial risk is acceptable as long as adequate preventive protections are in place.]
10. Have the above risks been minimized as much as possible? In other words, are measures in place to provide participants with reasonable protection from loss of privacy, psychological distress, relationship harm, legal risks, economic loss, damage to professional reputation, and physical harm? In the brown column, explain how each risk will be minimized.
11. Has the researcher proactively managed any potential conflicts of interest[endnoteRef:16]? Describe how. [16: A conflict of interest is caused when the researcher has some sort of dual role in the research context, such as being a teacher, therapist, investor, business-owner, manager, etc. Conflict of interest must be managed to ensure that the research reveals “truth,” not just the outcome that the researcher might desire to see due to their other role. The simplest way to ensure this impartiality is to conduct research OUTSIDE of one’s own context but other methods are possible (e.g., using anonymous data collection to encourage honest responses).]
12. Are the research risks and burdens[endnoteRef:17] reasonable, in consideration of the new knowledge[endnoteRef:18] that this research design can offer? Describe why. [17: All research activities place some degree of burden on the participants by asking the participants to share personal information, volunteer time, and assume risks.] [18: Examples of “new knowledge” include: effectively addressing a gap in the literature, generating new theory, enhancing understanding of a phenomenon, assessing effectiveness of a particular professional practice, addressing a local practical problem via data analysis.]
13. Is the research site willing[endnoteRef:19] to provide a Letter of Cooperation granting permission[endnoteRef:20] for all relevant data[endnoteRef:21] access, access to participants, facility use, and/or use of personnel time for research purposes? (Note that some research sites will only release data if a more formal Data Use Agreement is in place, often in addition to a Letter of Cooperation.). State whether you will be obtaining written site approval before or after Walden IRB approval. [19: If a site requires the researcher to obtain Walden’s IRB approval before they can provide their written approval, that’s fine. (Walden can issue a “conditional IRB approval” letter to the researcher and then Walden’s IRB approval will then be finalized once the Walden IRB receives the community partner’s letter of cooperation.)] [20: No Letter of Cooperation is required (a) if the researcher will simply be asking organizations to distribute research invitations on the researcher’s behalf, or (b) if the researcher is using only public means to identify/contact participants. ] [21: Note that when medical, educational, or business records would be analyzed or used to identify potential research participants, the site needs to explicitly approve access to data for research purposes (even if the researcher normally has access to that data to perform their job).]

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First Steps on Becoming a Grassroots Lobbyist/Advocate for Health Care Policy

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NSG 4068

Week 3 Project Instructions

First Steps on Becoming a Grassroots Lobbyist/Advocate for Health Care Policy

This assignment has two parts, numbered below. Write each question as a new topic area, then follow with a paragraph or two to answer the question. You may find it necessary to search for answers to the questions outside of the assigned reading. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources. Please review instructions and if you have any questions, please call me at 409-988-1868.

Part I

Imagine that you are going to make a visit to your representative in Congress. Develop a one-page document that supports your position on the American Health Care Act (AHCA) also known as TrumpCare  that you would leave with your representative or his or her aide when you make your visit. This one-pager, also called a “leave behind,” should state your position clearly in bullet points and give your reasons why your position is preferred. This “leave behind” should have 1 inch margins and utilize 14-point font throughout. If you were making this visit in person, you would present your “leave behind” to the person with whom you speak during your visit. Include a second page using 12” font that describes your rationale for the position in your “leave behind” page supported by at least two journal articles.

Use the following headings for # 1. 

Position on AHCA – 14 pt

Rationale for Position – 12 pt

Part II – Brief Describing the Legislative Visit

Write a two-page brief using 12” font to describe the scenario surrounding your legislative visit. Write an introduction about your visit and then answer the following:  Understanding the political affiliation of your representative, include answers to the following.  Write the questions and number the questions.

1.

1. Was your member in support or in opposition to the AHCA?

2. State three points that you would cover in support or opposition to your representative’s position.

3. How does your nursing experience influence the advocacy position that you take on the AHCA?

Lessons in nursing history to living nurses contributing to nursing history through an interview and documentation of historical information

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Purpose

To apply lessons in nursing history to living nurses contributing to nursing history through an interview and documentation of historical information

Course Outcomes

The Course Project enables the student to meet the following Course Outcomes.

CO1:  Incorporate appropriate historical perspectives into current professional nursing practice (PO2).

CO4: Compare current professional nursing practice roles with historical roles of the nurse (PO7).

Requirements and Guidelines

  1. Nursing history is being made today by exemplary nurses throughout the world. Select one registered nurse who is creating nursing history to be the subject of this project. This RN must have at least 10 years of RN licensure. The nurse could be a family member; friend; colleague; acquaintance; manager; former instructor; or other nurse who is creating, delivering, or influencing the practice of nursing in your area. Do not select a former or current patient. Remember that a nurse does not have to create a nursing theory, write textbooks, or be the head of a nursing organization to make nursing history. The chief nurse executive who manages to deliver quality care in a small rural hospital with a tiny budget has a story worth telling. The nurse who served in the military has a story that is important to document as nursing history. The staff nurse who consistently provides high quality care is making history. History is not merely the major accomplishments or events; it includes the activities nurses everywhere do in their nursing lives. Milestone 1 is due at the end of Week 2.
  2. Clearly explain to the selected nurse that statements made in the interview will be recorded (audio, video, and/or written) and submitted to the instructor. The interview is not intended for public access.
  3. Obtain permission from the selected nurse to participate in an interview about his or her
    1. memories of nursing and nursing education;
    2. contributions to nursing; and
    3. persons or events that have influenced his or her nursing practice.

Carefully review the Milestone 1 Grading Rubric. Complete only Milestone 1 requirements at this time.

The influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning

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Purpose

To utilize the Patient Teaching Plan (developed in a prior assignment) to create a Visual Teaching Tool to educate the selected patient population about the selected health topic.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

· CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1)

· CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2)

Select an Option to Complete this Assignment

There are 3 options for creating your Visual Teaching Tool. Be sure to choose a format that makes sense for your selected topic, population, and setting. For example, if will be teaching adults at a health fair, then an educational brochure would be an appropriate choice. You must use the Patient Teaching Plan you have developed in this course to create your Visual Teaching Tool.

Option #1 – Power Point

Directions: 

1. Create a 6-8 slide Power Point presentation for your selected population setting.

2. The goal of this Power Point Presentation is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Power Point, all three of the learning objectives should have been met.

For Example:

If a learning objective in the teaching plan is: “At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet,” then there should be content in your Power Point related to how to properly wear a bike helmet.

3. Tips for a great Power Point presentation:

· Be creative! Choose a design (from the design tab of the PowerPoint presentation) to enhance visual appeal.

· Incorporate graphics, clip art, or photographs to increase interest.

· Use words and phrases suitable for your selected population.

· Avoid writing paragraphs. Use simple sentences and bullet points.

· Cite all sources used to create the educational content with (author, year).

· Proofread for spelling and grammar errors prior to final submission.

Option #2 – Educational Brochure (Using Microsoft Word)

Directions:

1. Open Microsoft Word, and select create a New document.

Under the Education option, select Education Brochure. This will provide you with a blank tri-fold brochure template. You can change the design, insert graphics, and create text as you wish.

2. The goal of this Educational Brochure is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Educational Brochure, all three of the learning objectives should have been met. 

For Example:

If a learning objective in the Patient Teaching Plan is: “At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet,” then there should be content in your Educational Brochure related to how to properly wear a bike helmet.

3. Tips for a great educational brochure: 

For Example:

· Be creative! Choose a design (from the design tab of the PowerPoint presentation) to enhance visual appeal.

· Incorporate graphics, clip art, or photographs to increase interest.

· Use words and phrases suitable for your selected population.

· Avoid writing paragraphs. Use simple sentences and bullet points.

· Cite all sources used to create the educational content with (author, year).

· Proofread for spelling and grammar errors prior to final submission.

Potential natural or man-made disaster that could happen in your community

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 – Select a potential natural or man-made disaster that could happen in
>    your community. Then, write a 3- to 4-page paper about the disaster from
>    the community nurse’s perspective.
>
> Section 1: The Disaster, Man-Made or Natural
>
>    – What disasters may strike your community and why? For example, do you
>    live in “Tornado Alley,” or has climate change resulted in unusual cold
>    weather snaps or blizzards in your community? Are you located in a flood
>    plain? Include possible diseases that may result from a natural
> disaster,
>    such as tetanus or cholera.
>
> Section 2: The Nursing Response
>
>    – Formulate responses to the disaster, considering systems and community
>    levels of intervention.
>    – Review websites where a disaster plan may be available for the public,
>    or if one is not currently available, call public health department to
> see
>    if a disaster plan exists for your community and what the plan contains.
>    – In addition to reviewing websites for information about your local
>    disaster plan, you will need to locate best practice/evidence-based
>    practice guidelines in professional literature to determine whether your
>    community’s disaster plan is as sound as it might be or if there is room
>    for improvement.
>
> Section 3: Is My Community Prepared for a Disaster?
>
>    – What conclusions can you draw about your community’s preparedness plan
>    from having completed this evaluation?
>
>
> Week 4: Evidence-Based Practice in Disaster Planning: Nurses as Leaders
>
>    – Public health surveillance is one way that public health officials
>    target intervention strategies (Turlock, 2016). Often, it is through
> prompt
>    recognition of and reporting of incidents of communicable disease that a
>    disaster can be averted (Turlock, 2016). Surveillance activities often
>    prompt questions such as, What is causing the disease? How is it
> spreading?
>    And who is at risk (Turlock, 2016)? While it is true that preparedness
>    planning cannot eliminate all traces of threat to a community, planning
>    assures that medical services and treatment are deployed in an
> effective,
>    efficient, and rapid manner (Turlock, 2016). Public health plays a vital
>    role in coordination of providers, assurance of supplies particularly
> when
>    the Strategic National Stockpile pharmaceuticals and supplies are
> required,
>    and mobilization of state and national response systems. Public health
>    officials may also provide health care services when required (Turlock,
>    2016).
>    – Stanhope (2016) noted that evidence-based practice (EBP) has become
>    more important in health care for many reasons: increased expectations
> of
>    consumers, increased availability of information through the Internet,
>    increased accountability for results, health care economic changes, and
>    growing numbers of lawsuits, among other reasons. EBP is a lifelong
>    problem-solving approach that regularly produces excellent results and
>    often provides the theoretical underpinnings for programs to mitigate
>    problems in the community. Once programs are in place, evaluation of
> their
>    effectiveness should be conducted to determine whether they are worth
> the
>    continued expenditure of resources. Use of EBP is vital to assure safe
>    outcomes for populations during disasters, such as massive communicable
>    disease outbreaks, and should be the foundation of disaster-planning
>    strategies.
>
>
> Required Readings
>
> Stanhope, M., & Lancaster, J. (2016). Public health nursing:
> Population-centered health care in the community (9th ed.). St. Louis, MO:
> Elsevier.
>
>    – Chapter 15, “Evidence-Based Practice” (pp. 342–354)
>    – Chapter 23, “Public Health Nursing Practice and the Disaster
>    Management Cycle” (pp. 503–528)
>    – Chapter 24, “Public Health Surveillance and Outbreak Investigation”
>    (pp. 529–544)
>    – Chapter 25, “Program Management” (pp. 545–567)
>
> Required Media
>
>    – Laureate Education (Producer). (2009a). Family, community and
>    population-based care: Emergency preparedness and disaster response in
>    community health nursing [Video file]. Baltimore, MD: Author.
>    – TED. (2012). How to step up in the face of disaster [Video file].
>    Retrieved from
>
> https://www.ted.com/talks/caitria_and_morgan_o_neill_how_to_step_up_in_the_face_of_disaster
>    – This Ted Talk describes the actions of two sisters who step up as
>    leaders during a tornado disaster in their community.

Nursing homework help

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Individual Analyzing Published Research Article (IAPRA)

Part I: Research Question, Purpose, Variables and Participants

Research Question

Clearly and concisely states your group research question as formulated in PICO format.

Purpose of the Study

Describe the purpose/aim of the study as the author stated in the article: may cut & paste

Do NOT change or modify the purpose statement on the article

Variables

Identify study variables from the above stated Purpose of Study

Quantitative Study: Dependent & Independent Variables OR Descriptive, Qualitative Study: Variables of Interest

Participants

Enrollment: How did they recruit/enroll eligible participants in the study?

Inclusion & Exclusion Criteria: Describe Inclusion & Exclusion Criteria

Total Participant Numbers: Total numbers of participants in the study

Intervention Procedures/Obtaining Information Procedures

Quantitative Study

Intervention/Treatment Group

Describe the intervention contents given to Intervention group

Describe how the contents were given to Intervention group

Identify the person who provided Intervention contents to Intervention group

Control Group: If the study has Control Group

Describe the contents given to Control group

Describe how the contents were given to Control group

Identify the person who provided contents to Control group

Individual Analyzing Published Research Article (IAPRA) Paper
Purpose
• The purpose of this paper is to interpret the article as most relevant to the group topic.
• Use your article from your ITSS paper to write this paper. Nursing homework help

Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 2: Apply research principles to the interpretation of the content of published research studies (PO#4 & 8).
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based
practice (PO#4 & 8).

ORDER   A PLAGIARISM FREE PAPER   NOW

Due Date (please see course calendar for specific dates/times)
• The Late Assignment Policy applies to this assignment.

Points Possible: 200 Points

Paper Preparation:
• It is NOT acceptable to use bullet-points in the body of text review paper.
• The paper must be PARAPHRASED with your OWN words with in-text citations.
• It is NOT acceptable to QUOTE article contents EXCEPT the Purpose of Study.

• Paper must include all required APA-Style/Format
• Do NOT leave blank for any of these review elements.
• Any review element left blank will get 0 point: If authors did not provide information or it was not applicable for certain elements, make note such as “No information was given” or “Not applicable”

PLAGIARISM: “Turnitin” Percentage
• Less than 25 percentage: Acceptable percentage.
• Turnitin Draft Submission Box
 Submit your draft of paper into Turnitin Draft Submission Box to check your percentage as many times as needed before you submit your final paper to designated Unit.
• If your Final paper has 25% or higher percentage, you must revise/modify your paper contents BEFORE you submit your paper due date and time.
• If your Final paper has 25% or higher percentage AT/AFTER you submit your final paper due date and time, Academic Integrity Violation Procedures will be initiated

Academic Integrity Violation Procedure
• Academic Integrity Violation letter will be sent to student
• Assignment Grade will be 0 point
• The violation case will be reviewed, and a further sanction will be determined by the Administrators

Individual Analyzing Published Research Article (IAPRA)

Part I: Research Question, Purpose, Variables and Participants
Research Question
Clearly and concisely states your group research question as formulated in PICO format.

Purpose of the Study
Describe the purpose/aim of the study as the author stated in the article: may cut & paste
Do NOT change or modify the purpose statement on the article

Variables
Identify study variables from the above stated Purpose of Study
Quantitative Study: Dependent & Independent Variables OR Descriptive, Qualitative Study: Variables of Interest

Participants
Enrollment: How did they recruit/enroll eligible participants in the study? Nursing homework help

Inclusion & Exclusion Criteria: Describe Inclusion & Exclusion Criteria

Total Participant Numbers: Total numbers of participants in the study

Intervention Procedures/Obtaining Information Procedures
Quantitative Study
Intervention/Treatment Group
Describe the intervention contents given to Intervention group
Describe how the contents were given to Intervention group
Identify the person who provided Intervention contents to Intervention group

Control Group: If the study has Control Group
Describe the contents given to Control group
Describe how the contents were given to Control group
Identify the person who provided contents to Control group

Grading Rubric & Description for IAPRA
Part I (80)
Research Question 5 • Accurately/Clearly states group’s Research Question as your group formulated
Purpose of Study 5 • Describe the purpose of the study as the author stated in the article.
 Do NOT change or modify the statement on the article
Variables 10

• Identify study variables from the above stated Purpose of Study
 Quantitative Study: Dependent & Independent variables
Format 10 • Followed APA format for paper and in-text citations. Nursing homework help

 

 

 

 

 

 

 

 

 

The Menorrhagia and dysmenorrheal problem Case Study

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Case Study 1

Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”

Laboratory values are as follows:

Hemoglobin = 8 g/dl

Hematocrit = 32%

Erythrocyte count = 3.1 x 10/mm

RBC smear showed microcytic and hypochromic cells

Reticulocyte count = 1.5%

Other laboratory values were within normal limits.

Question

Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale.

Heart Failure Clinic Resourcing Plan

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Details Overview Write a 3–4 page evidence-based resourcing plan for one component of the Heart Failure Clinic.  It is important for the nurse leader to have not only a basic understanding of the budget process, but to understand how to work with variances in staffing, patient loads, and supply costs in order to meet the needs of the patients, without compromising the funding process of the clinic.  SHOW LESS By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:  Competency 3: Apply management strategies and best practices for health care finance, human resources, and materials allocation decisions to improve health care delivery and patient outcomes. Apply evidence-based management strategies and best practices for resourcing health care services. Describe management and accountability tools and procedures used to manage health delivery services and patient outcomes. Competency 4: Apply professional standards of moral, ethical, and legal conduct in professional practice. Apply legal and professional standards for resourcing outpatient services. Competency 5: Communicate in manner that is consistent with the expectations of a nursing professional. Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style. Reference Kelly, P., & Tazbir, J. (2014). Essentials of nursing leadership and management (3rd ed.). Clifton Park, NY: Delmar.  Competency Map CHECK YOUR PROGRESS Use this online tool to track your performance and progress through your course. Toggle Drawer Context Health care delivery is a complex process and system that includes multiple delivery sites such as hospitals, ambulatory-care centers, private-provider offices, community-health facilities, home-care agencies, and extended-care facilities. Managed care is a method used to reimburse or pay for health care service. It includes more than just payment; it also controls the delivery services. Health care reform has been undertaken for a variety of reasons, not the least of which are access and health disparities issues. Nursing within an organization is a critical component of health care delivery and is an essential ingredient in patient outcomes (Kelly & Tazbir, 2014).  Toggle Drawer Questions to Consider To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.  For the following questions, you may wish to review the Brown, Bornstein, and Wilcox article “Partnership and Empowerment Program: A Model for Patient-Centered, Comprehensive, and Cost-Effective Care,” listed in the Unit Resources.  Who makes you accountable for the delegation that you use in your organization, as well as on a state and national level? Are there ways you could initiate greater collaboration with the health care team by using delegation? What is the purpose of the National Council of State Boards of Nursing delegation decision-making tree? What is the long-term implication related to health care cost if the patient or patient population continues to have poor outcomes related to cost containment? How can you address cost within your organization, as a nursing leader, and how is this related to patient outcomes? Toggle Drawer Resources Suggested Resources The following optional resources are provided to support you in completing each assessment. They provide helpful information about the topics in this unit. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.  Library Resources The following resources are provided for you in the Capella University Library and are linked directly in this course. These articles contain content relevant to the topics and assessments that are the focus of this unit.  Brown, C., Bornstein, E., & Wilcox, C. (2012). Partnership and empowerment program: A model for patient-centered, comprehensive, and cost-effective care. Clinical Journal of Oncology Nursing, 16(1), 15–17. Rundio, A. (2012). The nurse manager’s guide to budgeting & finance. Indianapolis, IN: Sigma Theta Tau International. Cranmer, P., & Nhemachena, J. (2013). Ethics for nurses: Theory and practice. Maidenhead, Berkshire, UK: Open University Press. Pynes, J. E., Lombardi, D. N. (2011). Human resources management for health care organizations: A strategic approach. San Francisco: Jossey-Bass. Simons, T., Leroy, H., Savage, G. T. (2013). Leading in health care organizations: Improving safety, satisfaction, and financial performance. Bingley, UK: Emerald Group. Zelman, W. N., McCue, M. J., Glick, N. D., Thomas, M. S. (2014). Financial management of health care organizations: An introduction to fundamental tools, concepts, and applications (4th ed.). San Francisco: Jossey-Bass. SHOW LESS Course Library Guide A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4012 – Nursing Leadership and Management Library Guide to help direct your research.  Internet Resources Mensik, N. (2013). What nurses need to know about nurse staffing today | Transcript. Retrieved from https://www.youtube.com/watch?v=mo5OFmGQQH0 American Nurses Association (ANA). (2015). Code of ethics for nurses. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses.aspx National Council of State Boards of Nursing (NCSBN). (n.d.). Retrieved from https://www.ncsbn.org/index.htm Joint Commission. (2015, January 12). Hospital outpatient department. Retrieved from http://www.jointcommission.org/hospital_outpatient_department American Nurses Association (ANA). (n.d.). Scope of practice. Retrieved from www.nursingworld.org/EspeciallyForYou/AdvancedPracticeNurses/Scope-of-Practice-2 Bookstore Resources The resources listed below are relevant to the topics and assessments in this course. These resources are available from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.  Kelly, P., & Tazbir, J. (2014). Essentials of nursing leadership and management (3rd ed.). Clifton Park, NY: Delmar. Chapters 8–10 Chapters 14–15. Assessment Instructions Preparation Refer to the Capella library and the Internet for supplemental resources to help you complete this assessment.  Instructions Deliverable: Develop one component of an evidence-based resourcing plan.  Scenario:  The hospital leadership team has already allocated the major capital expenditures for the heart failure clinic, such as the facility, legal services, IT, and security services. However, as a member of the nurse team, you have been asked to develop one component of a resourcing plan for the next leadership meeting.  You may use any combination of documents (for example, a spreadsheet or a table) in addition to explanatory information to convey information clearly and succinctly.  Choose one of the following:  Budget:  Apply evidence-based management strategies and best practices for resourcing health care services. Identify the business plan budget categories and subcategories (not necessarily the actual cost) to establish a new clinic. Start-up expenses. Examine fixed and variable costs. Capital budget items. Examples: salary and benefits, staffing mix, specialized equipment or materials, et cetera. Contingency fund and parameters. Apply legal and professional standards for resourcing outpatient services. Explain the alignment to best practices and professional standards for cost effective outpatient services. How will uninsured or underinsured patients be managed? Describe management and accountability tools and procedures used to manage health delivery services and patient outcomes. What data resources and tools analyze costs, health insurance, and hospitalization services? How will billing be handled? How will you determine if outpatient management is cost-effective? How does transparency impact the consumer? Staffing Plan:  Apply evidence-based management strategies and best practices for resourcing health care services. Identify the disciplines and skill mix needed for appropriate staffing. Estimate staffing requirements by discipline and staffing ratios (evidence-based). Develop a sample staffing schedule. How will you staff to meet corporate diversity goals or the needs of diverse patients? Explain how delegation, collaboration, negotiation will affect staffing plan. How does a union contract affect the staffing plan or schedule? Examine the Nurse Practice Act for your state. How does the Nurse Practice Act affect your staffing plan? Apply legal and professional standards for resourcing outpatient services. Align your staffing plan to best practices, the Nurse Practice Act for your state, scope of practice, and the Joint Commission standards for outpatients. Describe management and accountability tools and procedures used to manage health delivery services and patient outcomes. How will you know if staffing is cost-effective? How will you know if staffing mix or schedule impacts patient outcomes? Additional Requirements Written communication: Written communication should be free of errors that detract from the overall message. APA formatting: Resources and in-text citations should be formatted according to current APA style and formatting. Length: The plan should be 3–4 pages in content length, double-spaced. Font and font size: Times New Roman, 12 point. Number of resources: Support your plan with a minimum of three peer-reviewed resources, in addition to professional standards. 

The effective use of patient-care technologies, communication systems, and information systems across the care continuum of a health care system

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Overview

Write 3–4 pages describing the effective use of patient-care technologies, communication systems, and information systems across the care continuum of a health care system of your choice. Add a one-page executive summary your organization could use to disseminate these ideas.

Because a lack of knowledge when using technology can lead to errors in patient care, effective use of technology in health care is paramount to providing a safe health care delivery environment.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 3: Explain the use of information management tools and technologies to monitor and improve health care delivery and patient outcomes. 

. Describe effective use of technology across the care continuum in a health care setting.

. Describe how to manage change and technology to improve positive outcomes.

. Support description of effective patient care with current nursing and informatics theoretical ideas.

· Competency 4: Communicate in a manner that is consistent with expectations of a nursing professional. 

. Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.

Assessment Instructions

In the role of a nurse leader, describe the effective use of patient-care technologies across the care continuum in a chosen health care system.

Preparation

Choose any type of health care system, for example, acute, ambulatory, or home health or telehealth.

Directions

Submit the following for this assessment:

Technology Across the Care Continuum

Include the following in your 3–4-page description:

· A brief overview of the care continuum in your selected health care system.

· Describe the types of patient-care technologies and how they are used across the care continuum in your system. Be sure to include communication and information systems.

· Identify strengths and weaknesses in the systems and describe how to manage change and technology to improve patient outcomes.

· Support your description of effective patient care with current nursing and informatics theoretical ideas.

Executive Summary

Based on the description above, add a 1-page executive summary that captures the following points:

· Current state of technology across the care continuum in your system.

· Proposed improvements.

· Risks of making or not making changes or improvements.

· Recommended next steps.

Additional Requirements

· Written communication: Ensure written communication is free of errors that detract from the overall message.

· APA formatting: Format resources and citations according to current APA style and formatting guidelines.

· Number of resources: Cite a minimum of four peer-reviewed resources.

· Length: Submit 4–5 typed, double-spaced pages.

· Font and font size: Use Times New Roman, 12 point.

Racism And Medicine Assignment

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SSC495: Final Essay                                                            

Professor Matthew W. Dunne                                          

 

In this paper, you will consider and contextualize the personal viewpoint of one individual’s experience of health, disease and healthcare in contemporary American society. Using a personal or biographical essay from the “Narrative Matters” section of the journal Health Affairs, you will discuss and explain how the main issues raised by your author relate to the broader historical context in our current culture, including a comparison to a relevant past historical context. Your paper should have a political, socio-economic, cultural theme that recognizes the social determinants of health.  Your paper should connect society and health issues (as this whole class does).

 

Due Date: You must submit an electronic copy to turnitin.com at the end of the Week 8 module.

ORDER   A PLAGIARISM FREE PAPER   NOW

Main Components of the Assignment:

 

  • Pick a Health Affairs article from the “Narrative Matters” section. (https://www.healthaffairs.org/topic/narrativematters)

The journal describes this section in this manner: “The Narrative Matters section of Health Affairs publishes personal essays (literary nonfiction) based on firsthand encounters that have a health policy aspect. These “policy narratives” take a story (or anecdote) and grow it beyond one person to include a big-picture view of the subject. The purpose of the Narrative Matters section is to put a human face on the health policy discussions in the other parts of  Health Affairs.”

 

NOTE: **Do NOT pick one of the articles from “Narrative Matters” in the Health Affairs journal that is already listed on the SSC495 syllabus

 

  • Present and describe your article: you should make sure to identify who the author is in terms of their personal/professional background, explain the viewpoint of the author and address the main themes of the article. What is the main thesis/argument of the article and what kinds of evidence does the author use to support their thesis/argument? Consider your own reaction to this author’s personal viewpoint as well.
  • Contextualize the article: What components of this article make it clear that it was written in the present day? What does it tell us about our current culture in terms of health policy, the public health issues that matter to Americans in the 21st century, the healthcare system and healthcare professionals, and the diseases and conditions that strike a chord with the American public?
  • Compare this viewpoint with a past time period, and reflect on how this article would have been different if it had been written at a different specified time.

 The paper must:

  • be 4-5 pages long;
  • use the Chicago Manual of Style or the MLA Manual of Style format for both in-text citations and a “Works Cited” page;
  • reference at least two course readings.

Resources:

 

  • The Academic resource center and writing center (https://my.mcphs.edu/Departments/AcademicResourceCenter/WritingCenter.aspx) is available for one on one consultation and is a good place to go with drafts to get advice. You can make appointments online.

 

  • Purdue University’s online writing lab (OWL) has instructions for how to use Chicago Manual of Style and the MLA Manual of Style. See (https://owl.english.purdue.edu/owl/resource/717/01/) and (https://owl.english.purdue.edu/owl/section/2/11/) for information and examples on both citation styles.

 

  • I am available in my office and by phone to consult with if you are having trouble with any aspect of the assignment. (Ph: 860-966-1896; e-mail: dunne@mcphs.edu)