Herzing University Proposal for Accredited Health Plans Paper

May 25, 2022/in Nursing Homework Help /by Naomi Nas

Herzing University Proposal for Accredited Health Plans Paper

Herzing University Proposal for Accredited Health Plans Paper

Unit 3 Assignment – Proposal for Accredited Health Plans

Submit Assignment

Due Sunday by 11:59pm
Points 30
Submitting a text entry box, a website url, a media recording, or a file upload

The National Committee for Quality Assurance ensures the quality of managed care plans as well as offering accreditation programs and programs to drive quality health care services. Certification and physician recognition programs support the focus on quality patient care rather than volume. Herzing University Proposal for Accredited Health Plans Paper

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Instructions

Research the Health Plan Accreditations.
Develop a proposal for your local Department of Health outlining the need for accredited health plans in your local area.
Your proposal should include specific information regarding the accreditations available, and how these accreditations can improve the overall health status of your community.
Your proposal should be at least 450 words, using data from the accreditation website you chose to support your claims and recommendations.

Rubric

Unit 3 Assignment – Proposal for Accredited Health Plans

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeContent

10.0 ptsLevel 5

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors. Herzing University Proposal for Accredited Health Plans Paper

9.0 ptsLevel 4

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

8.0 ptsLevel 3

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

7.0 ptsLevel 2

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

6.0 ptsLevel 1

Demonstrates the ability to explain contextual factors but does not provide a defined statement.

0.0 ptsLevel 0

There is no evidence of a defined statement.

10.0 pts

This criterion is linked to a Learning OutcomeAnalysisPRICE-P

10.0 ptsLevel 5

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

9.0 ptsLevel 4

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.

8.0 ptsLevel 3

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

7.0 ptsLevel 2

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

6.0 ptsLevel 1

Describes evidence, but it is not organized and/or is unrelated to focus.

0.0 ptsLevel 0

Lists evidence, but it is not organized and/or is unrelated to focus.

10.0 pts

This criterion is linked to a Learning OutcomeWriting

5.0 ptsLevel 5

The paper exhibits an excellent command of written English languageconventions. The paper has no errors in mechanics, grammar, or spelling.

4.5 ptsLevel 4

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.

4.0 ptsLevel 3

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

3.5 ptsLevel 2

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

3.0 ptsLevel 1

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

0.0 ptsLevel 0

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty in discerning the meaning.

5.0 pts

This criterion is linked to a Learning OutcomeAPAPRICE-I

5.0 ptsLevel 5

The required APA elements are all included with correct formatting, including in-text citations and references.

4.5 ptsLevel 4

The required APA elements are all included with minor formatting errors, including in-text citations and references.

4.0 ptsLevel 3

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

3.5 ptsLevel 2

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.

3.0 ptsLevel 1

Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.

0.0 ptsLevel 0

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

5.0 pts

Total Points: 30.0

Cause Analysis and Safety Improvement Plan

May 25, 2022/in Nursing Essay Help /by Wilson Andere

Cause Analysis and Safety Improvement Plan

Assessment 2 Instructions: Root-Cause Analysis and Safety Improvement Plan

Top of Form

Bottom of Form

PRINT
For this assessment, you can use a supplied template to conduct a root-cause analysis. The completed assessment will be a scholarly paper focusing on a quality or safety issue pertaining to medication administration in a health care setting of your choice as well as a safety improvement plan. Cause Analysis and Safety Improvement Plan
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As patient safety concerns continue to be addressed in the health care settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other health care professionals to protect patients and improve outcomes.

As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

Demonstration of Proficiency

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

- Competency 1: Analyze the elements of a successful quality improvement initiative.

- - Apply evidence-based and best-practice strategies to address a safety issue or sentinel event pertaining to medication administration. ;
  - Create a viable, evidence-based safety improvement plan for safe medication administration.
- Competency 2: Analyze factors that lead to patient safety risks.

- - Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
- Competency 3: Identify organizational interventions to promote patient safety.

- - Identify existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration.
- Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

- - Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Professional Context

Nursing practice is governed by health care policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.

Scenario

For this assessment, you may choose from the following options as the subject of a root-cause analysis and safety improvement plan:

- The specific safety concern identified in your previous assessment pertaining to medication administration safety concerns.
- The readings, case studies, or a personal experience in which a sentinel event occurred surrounding an issue or concern with medication administration.

Instructions

The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the concern of medication administration safety based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting to provide a rationale for your plan.

Use the Root-Cause Analysis and Improvement Plan [DOCX] template to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

- Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
- Apply evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration.
- Create a feasible, evidence-based safety improvement plan for safe medication administration.
- Identify organizational resources that could be leveraged to improve your plan for safe medication administration.
- Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your Assessment 2 will focus on safe medication administration.

- Assessment 2 Example [PDF].

Additional Requirements

- Length of submission: Use the provided Root-Cause Analysis and Improvement Plan template to create a 4 page root cause analysis and safety improvement plan pertaining to medication administration.
- Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
- APA formatting: Format references and citations according to current APA style.
SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

NR226 Fundamentals – Patient Care

May 25, 2022/in Nursing Homework Help /by Wilson Andere

NR226 Fundamentals – Patient Care

Purpose

This assignment is designed to extend the learner’s use of concept mapping as a tool for clinical care planning. The nursing process continues to provide the foundation for organizing information and thought, whereas the mapping becomes the process for intentional critical thinking and clinical reasoning. NR226 Fundamentals – Patient Care

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Course outcomes: This assignment enables the student to meet the following course outcomes:

CO 1: Demonstrate the nursing process while providing basic care to individuals and families reflecting different stages of the life span in the extended care, acute care, and community-based settings. (PO 1)

CO3: Demonstrate communication skills necessary for interaction with other health team members and for providing basic nursing care to individuals and families. (PO #3)

CO4: Incorporate critical thinking skills into clinical nursing practice. (PO #4)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 100 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

Choose an individual for whom you have cared in the clinical setting.
Create a concept map based on the complete physical assessment you performed while providing care using the provided power point template.
1. Components of the concept map
  1. Individual’s information (10 points/10%)
    1. Age
    2. Medical diagnosis
    3. Brief review of underlying pathophysiology

*List what functional changes are happening

*List process that initiated and maintained disorder or disease

Assessment Data (15 points; 15%)
1. Include all assessment data, not simply information that supports the selected nursing diagnoses

Inspect

Palpation

Percussion

Auscultate

Neurological Exam

Nursing Diagnoses (15 points/ 15%)
1. Select three nursing diagnoses to addresses
  1. One must be an actual problem
  2. One must address a psychosocial need
  3. The final must be a high priority for the individual
2. Linkages Within and Between Diagnoses (5 points/5%)
  1. Concept map demonstrates relationship within and between the nursing diagnoses.
3. Planning (15 points/15%)
  1. Prioritize diagnoses to reflect needs of the individual
  2. Set realistic outcome measurement
  3. At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided
4. Implementation (15 points/15%)
  1. Interventions are individualized for patient-provide rationale
  2. Interventions support achievement of selected outcome measurements-provide rationale

Evaluation of Outcomes (5 points/15%)
1. Determine if outcomes were met.
2. Provide evidence that supports that determination.
3. Describe what changes, if any, are needed to promote expected outcomes in the future.
Safety-Communication-Infection Control 16 points/16%)
1. specific elements of communication used when providing care,
2. safety concerns related to the individual for whom you cared, and
3. infection control practices followed while caring for this patient.

APA Citations and Writing (4 points/4%)
1. References are submitted with assignment.
2. Uses appropriate APA format and is free of errors.
3. Grammar is free of errors.
4. Spelling is free of errors.
5. Mechanics of writing are free of errors.
6. Power Point Template (0 points/0%) (deduction if not used)
7. Used provided Power Point Template for assignment completion or an alternate that is approved by faculty.

For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in your course resources.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria (Points possible/% of total points available)	Highest Level of Performance	High Level of Performance	Satisfactory Level of Performance		Unsatisfactory Level of Performance		Section not present in paper
Introduction of Disease (10 points/10%)	10 points	9 points	8 points		4 points		0 points
Required criteria 1. Age 2. Medical diagnosis 3. Brief review of underlying pathophysiology List what functional changes are happening List process that initiated and maintained disorder or disease	Includes no fewer than 3 requirements for section.	Includes no fewer than 2 requirements for section.	Includes no less than 1 requirement for section.		Present, yet includes no required criteria.		No requirements for this section presented.
Assessment Data (15 points/15%)	15 points	14 points	13 points		6 points		0 points
Required criteria 1. Include all assessment data, not simply information that supports the selected nursing diagnoses Inspect Palpation Percussion Auscultate Neurological Exam	Includes all assessment data.						No requirements for this section presented.
Nursing Diagnosis (15 points/15%)	15 points	14 points	13 points		6 points		0 points
Required criteria 1. Select three nursing diagnoses to addresses a. One must be an actual problem b. One must address a psychosocial need c. One must be a high priority for the individual	Three nursing diagnoses are present and adhere to expectations.						No requirements for this section presented.
Linkages Within and Between Diagnoses (5 points/5%)	5 points				0 points
Required criteria 1. Concept map demonstrates relationship within and between the nursing diagnoses.	Criterion met.				Criterion not met.
Planning (15 points/15%)	15 points		13 points		6 points		0 points
Required criteria 1. Prioritize diagnoses to reflect needs of the individual 2. Set realistic outcome measurement 3. At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided	Includes all requirements for section.		Includes 2 requirements for section.		Includes 1 requirement for section.		No requirements for this section presented.
Implementation (15 points/15%)	15 points		13 points		0 points
Required criteria 1. Interventions are individualized for patient-provide rationale 2. Interventions support achievement of selected outcome measurements-provide rationale	Includes all requirements for section.		Includes 1 requirement for section.		No requirements for this section presented.
Evaluation of Outcomes (5 points/5%)	5 points		4 points		2 points		0 points
Required criteria 1. Determine if outcomes were met. 2. Provide evidence that supports that determination. 3. Describe what changes, if any, are needed to promote expected outcomes in the future.	Includes all requirements for section.		Includes 2 requirements for section.		Includes 1 requirement for section.		No requirements for this section presented.
Safety-Communication-Infection Control (16 points/16%)	16 points		12 points		8 points	0 points
Required criteria 1. Describe specific elements of communication used when providing care. 2. Describe safety concerns related to the individual for whom you cared for. 3. Describe infection control practices followed while caring for this patient.	Includes all 3 requirements for section.		Includes 2 requirements for section.		Includes 1 requirement for section.	No requirements for this section presented.
APA Style and Organization (4 points/4%)	4 points	3.6 points	3.4 points		1.5 points		0 points
Required criteria 1. References are submitted with assignment. 2. Uses appropriate APA format and is free of errors. 3. Grammar is free of errors. 4. Spelling is free of errors. 5. Mechanics of writing are free of errors.	Includes no fewer than 5 requirements for section.	Includes no fewer than 4 requirements for section.	Includes no fewer than 3 requirements for section.		Includes 1-2 requirements for section.		No requirements for this section presented.
Power Point Template (0 points/0%)	0 Points			-10 points
1. Power Point template is used to complete concept map (or alternate template approved by faculty.)	Includes 1 criteria			Does not include 1 criteria
Total Points Possible = 100 points

Nursing homework help

May 25, 2022/in Nursing Homework Help /by Wilson Andere

Nursing homework help

Instructions

The topics for this unit are finance, human resources, performance improvement, and technology – the business of healthcare.

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You have been asked to speak to a group of students in nursing and other healthcare professions. You are assigned to talk about the importance of finance, human resources, performance improvement, and technology in relation to healthcare organizations today. Nursing homework help

Create a Voice-Over PowerPoint presentation. You have been given 15-20 minutes. Plan on 1 slide for every 1-2 minutes of speaking time (10-15 slides).
Include a title and reference slide (the number of slides above does not include title and reference slides)
Include an introduction and conclusion slide
Include appropriate citations on your slides
Utilize the notes function to outline your talking points and provide additional facts that you will use for your presentation.
Include a minimum of 4-5 scholarly references to support your presentation. References should be 5 years old or newer.

In general, PowerPoint presentations should have a limited number of bullet points on each slide to convey the main point of the slide. They should include images but they should be professional, the source cited and limited in number. It is usually helpful to start with the notes section for what you want to say instead of the slides. Once the notes section is completed, pull out your main points for the slides.

Submit your assignment by Sunday at midnight.

Rubric

NU530 Unit 3 Assignment – Presentation Rubric

NU530 Unit 3 Assignment – Presentation Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeExplanation (issue/problem/topic)

NU530-CO1; NU530-CO2

12 pts

Level 5

The issue/problem/topic to be considered critically is evaluated clearly and described comprehensively, delivering all relevant information necessary for full understanding.

10 pts

Level 4

The issue/problem/topic to be considered critically is composed clearly and described comprehensively, delivering relevant information for full understanding.

8 pts

Level 3

The issue/problem/topic to be considered critically is examined, described, and clarified, so that understanding is not seriously impeded by omissions.

6 pts

Level 2

The issue/problem/topic to be considered critically is described but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

3 pts

Level 1

The issue/problem/topic to be considered critically is related without clarification or description.

0 pts

Level 0

The issue/problem/topic is related but ill-defined and/or illogically organized so that understanding is seriously impeded.

12 pts

This criterion is linked to a Learning OutcomeEvidence (selecting and using information to investigate a point of view or conclusion)

NU530-CO1; NU530-CO2

12 pts

Level 5

Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive synthesis. Viewpoints of experts are questioned thoroughly.

10 pts

Level 4

Information is taken from source(s) with adequate interpretation/evaluation to develop a coherent analysis. Viewpoints of experts are questioned.

8 pts

Level 3

Information is taken from source(s) with some interpretation/evaluation to develop a coherent interpretation of information. Viewpoints of experts are subject to questioning.

6 pts

Level 2

Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent explanation. Viewpoints of experts are accepted as mostly fact, with little questioning.

3 pts

Level 1

Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts taken as fact without questioning.

0 pts

Level 0

Viewpoints and information from experts are not identified.

12 pts

This criterion is linked to a Learning OutcomeInfluence of context and assumptions

NU530-CO1; NU530-CO2; PRICE-R

12 pts

Level 5

Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position.

10 pts

Level 4

Interprets own and others’ assumptions and evaluates the relevant context when presenting a position.

8 pts

Level 3

Identifies own and others’ assumptions and several relevant contexts when presenting a position.

6 pts

Level 2

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa).

3 pts

Level 1

Demonstrates an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.

0 pts

Level 0

Does not demonstrate awareness of assumptions and/or does not identify relevant contexts when presenting a position.

12 pts

This criterion is linked to a Learning OutcomeStudent’s position (perspective/thesis/hypothesis)

NU530-CO1; NU530-CO2; NU530-CO3; PRICE-P

12 pts

Level 5

Specific position (perspective, thesis/ hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within position (perspective, thesis/hypothesis).

10 pts

Level 4

Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue.

8 pts

Level 3

Specific position (perspective, thesis/hypothesis) differentiates the complexities of an issue. Others’ points of view are acknowledged within position (perspective, thesis/hypothesis).

6 pts

Level 2

Specific position (perspective, thesis/hypothesis) acknowledges differing views of an issue.

3 pts

Level 1

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

0 pts

Level 0

No position (perspective, thesis/hypothesis) is stated.

12 pts

This criterion is linked to a Learning OutcomeConclusion and related outcomes

12 pts

Level 5

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

10 pts

Level 4

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s ability to place evidence and perspectives discussed in priority order.

8 pts

Level 3

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

6 pts

Level 2

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

3 pts

Level 1

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

0 pts

Level 0

Conclusion is not tied to the information discussed and/or is not relative to the outcomes.

12 pts

This criterion is linked to a Learning OutcomeWriting

NU530-CO1; PRICE-P

7.5 pts

Level 5

The presentation exhibits a superior command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling.

6 pts

Level 4

The presentation exhibits a strong command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling that impair the flow of communication.

4.5 pts

Level 3

The presentation exhibits command of written English language conventions. The presentation has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

3 pts

Level 2

The presentation exhibits a limited command of written English language conventions. The presentation has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

1.5 pts

Level 1

The presentation exhibits little command of written English language conventions. The presentation has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

0 pts

Level 0

The presentation does not demonstrate a command of written English language conventions. The presentation has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.

7.5 pts

This criterion is linked to a Learning OutcomeAPA

NU530-CO1; PRICE-I

7.5 pts

Level 5

The required APA elements are all included with correct formatting, including in-text citations and references.

6 pts

Level 4

The required APA elements are all included with minor formatting errors, including in-text citations and references.

4.5 pts

Level 3

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

3 pts

Level 2

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.

1.5 pts

Level 1

Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.

0 pts

Level 0

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

7.5 pts

NURS 6053 WU Wk 5 Systems Leadership Question

May 25, 2022/in Nursing Homework Help /by Naomi Nas

NURS 6053 WU Wk 5 Systems Leadership Question

I sent the attach with all instructions to follow, including my personal strengh evaluation report discuss, and the 2 students discussion that tutor will do my discussion and the 2 responds. APA style, in citation, references. MSN Master degree in Acute APRN.

Week 5 NURS 6053C

My Discussion and Respond to 2 students: Your Leadership Profile

Learning Objectives

Students will:

Analyze the effectiveness and impact of leadership skills
Assess personal leadership traits
Analyze how leadership traits can be applied to personal leadership philosophies and behaviors
Develop a personal leadership philosophy
Create a development plan related to personal leadership philosophies

Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.

How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits. NURS 6053 WU Wk 5 Systems Leadership Question

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To Prepare:

Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.

Please Note: This Assessment will take roughly 30 minutes to complete.

Once you have completed your assessment, you will receive your “Top 5 Signature Themes of Talent”on your screen.
Click the Downloadbutton below Signature Theme Report, and then print and save the report. We also encourage you to select the Apply tab to review action items.

NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup:

If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.

Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.
Download your Signature Theme Report to submit for this Discussion.
Posta brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. Note: Be sure to attach your Signature Theme Report to your Discussion post.
By Day 6 of Week 5
Respondto at least two of your colleagues on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.

Your Signature Theme Report (my personal report ) “tutor to read it and write about it “

DON CLIFTON Father of Strengths Psychology and Inventor of CliftonStrengths

Gallup Clifton Strengths

Many years of research conducted by The Gallup Organization suggest that the most effective people are those who understand their strengths and behaviors. These people are best able to develop strategies to meet and exceed the demands of their daily lives, their careers, and their families. A review of the knowledge and skills you have acquired can provide a basic sense of your abilities, but an awareness and understanding of your natural talents will provide true insight into the core reasons behind your consistent successes. Your Signature Themes report presents your five most dominant themes of talent, in the rank order revealed by your responses to StrengthsFinder. Of the 34 themes measured, these are your “top five.” Your Signature Themes are very important in maximizing the talents that lead to your successes. By focusing on your Signature Themes, separately and in combination, you can identify your talents, build them into strengths, and enjoy personal and career success through consistent, near-perfect performance. NURS 6053 WU Wk 5 Systems Leadership Question

Input

You are inquisitive. You collect things. You might collect information—words, facts, books, and quotations—or you might collect tangible objects such as butterflies, baseball cards, porcelain dolls, or sepia photographs. Whatever you collect, you collect it because it interests you. And yours is the kind of mind that finds so many things interesting. The world is exciting precisely because of its infinite variety and complexity. If you read a great deal, it is not necessarily to refine your theories but, rather, to add more information to your archives. If you like to travel, it is because each new location offers novel artifacts and facts. These can be acquired and then stored away. Why are they worth storing? At the time of storing it is often hard to say exactly when or why you might need them, but who knows when they might become useful? With all those possible uses in mind, you really don’t feel comfortable throwing anything away. So you keep acquiring and compiling and filing stuff away. It’s interesting. It keeps your mind fresh. And perhaps one day some of it will prove valuable.

Intellection

You like to think. You like mental activity. You like exercising the “muscles” of your brain, stretching them in multiple directions. This need for mental activity may be focused; for example, you may be trying to solve a problem or develop an idea or understand another person’s feelings. The exact focus will depend on your other strengths. On the other hand, this mental activity may very well lack focus. The theme of Intellection does not dictate what you are thinking about; it simply describes that you like to think. You are the kind of person who enjoys your time alone because it is your time for musing and reflection. You are introspective. In a sense you are your own best companion, as you pose yourself questions and try out answers on yourself to see how they sound. This introspection may lead you to a slight sense of discontent as you compare what you are actually doing with all the thoughts and ideas that your mind conceives. Or this introspection may tend toward more pragmatic matters such as the events of the day or a conversation that you plan to have later. Wherever it leads you, this mental hum is one of the constants of your life.

Futuristic

“Wouldn’t it be great if . . .” You are the kind of person who loves to peer over the horizon. The future fascinates you. As if it were projected on the wall, you see in detail what the future might hold, and this detailed picture keeps pulling you forward, into tomorrow. While the exact content of the picture will depend on your other strengths and interests—a better product, a better team, a better life, or a better world—it will always be inspirational to you. You are a dreamer who sees visions of what could be and who cherishes those visions. When the present proves too frustrating and the people around you too pragmatic, you conjure up your visions of the future and they energize you. They can energize others, too. In fact, very often people look to you to describe your visions of the future. They want a picture that can raise their sights and thereby their spirits. You can paint it for them. Practice. Choose your words carefully. Make the picture as vivid as possible. People will want to latch on to the hope you bring.

Learner

You love to learn. The subject matter that interests you most will be determined by your other themes and experiences, but whatever the subject, you will always be drawn to the process of learning. The process, more than the content or the result, is especially exciting for you. You are energized by the steady and deliberate journey from ignorance to competence. The thrill of the first few facts, the early efforts to recite or practice what you have learned, the growing confidence of a skill mastered—this is the process that entices you. Your excitement leads you to engage in adult learning experiences—yoga or piano lessons or graduate classes. It enables you to thrive in dynamic work environments where you are asked to take on short project assignments and are expected to learn a lot about the new subject matter in a short period of time and then move on to the next one. This Learner theme does not necessarily mean that you seek to become the subject matter expert, or that you are striving for the respect that accompanies a professional or academic credential. The outcome of the learning is less significant than the “getting there.”

Strategic

The Strategic theme enables you to sort through the clutter and find the best route. It is not a skill that can be taught. It is a distinct way of thinking, a special perspective on the world at large. This perspective allows you to see patterns where others simply see complexity. Mindful of these patterns, you play out alternative scenarios, always asking, “What if this happened? Okay, well what if this happened?” This recurring question helps you see around the next corner. There you can evaluate accurately the potential obstacles. Guided by where you see each path leading, you start to make selections. You discard the paths that lead nowhere. You discard the paths that lead straight into resistance. You discard the paths that lead into a fog of confusion. You cull and make selections until you arrive at the chosen path—your strategy. Armed with your strategy, you strike forward. This is your Strategic theme at work: “What if?” Select. Strike. NURS 6053 WU Wk 5 Systems Leadership Question

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Student # 1 JS

Your Leadership Profile

The purpose of this discussion post is to discuss the results of my StrengthsFinder assessment and reflect on these results and how they relate to leadership traits. I will discuss two core values, two strengths, and two characteristics that I would like to strengthen as a result of my assessment.

My StrengthsFinder assessment showed that I have the following strengths: restorative, adaptability, belief, responsibility, and I am a learner. Restorative means I love to solve problems and enjoy the challenge of analyzing the symptoms, identifying what is wrong, and finding the solution (Rath, 2007, p. 153). Adaptability means that I have the ability to live in the moment instead of being fixated on the future and can create the future one choice at a time, expecting detours along the way (Rath, 2007, p. 45). Belief means I have core values that are family-oriented, altruistic, value responsibility, and have high ethics; believing in myself and others (Rath, 2007, p. 57). Responsibility means I take ownership for anything I commit to and feel bound to complete the task (Rath, 2007, p. 149). As a learner, this means I love to learn and this couldn’t be more true by the fact I can’t stay out of school, am constantly learning and obtaining certifications to enhance my career and attending conferences to provide better for my patients and also teach my co-workers. I also agree with the fact that I have more strength areas in executing, relationship building, and strategic thinking. I believe the assessment accurately portrayed who I am as a person and a worker.

As healthcare providers we need to be able to identify our strengths and weaknesses to provide the best care for our patients and learn to work as a team with our co-workers. Nurses already have learned the core values such as empathy, advocacy, resiliency and dedication, of which have been displayed and pushed to the limits during the last year with the pandemic, yet we continue to hold these values as strengths without always looking at our weaknesses (Smith, 2020, p. 41). Strength assessment tools such as the StrengthsFinder 2.0 have been helping employers for years to help their employees identify their individual innate strengths, showcase individual talents, and strengthen team dynamics (Penzias, 2020, p. 80). I was able to identify some areas that could use improvement after taking this assessment.

The areas I found I would like to strengthen for my core values are: being more optimistic and enhancing my creativity. I have found that I tend to anticipate more negative outcomes or “busy/bad” days with short staffing instead of approaching it optimistically and making the shift better. I need to work on this and focus more positive energy to make the days better and this will reflect in my care and teamwork as well. I would also like to become more creative, coming up with more ideas for our unit to enhance patient satisfaction and employee satisfaction and also more creative ways of approaching care for the patient instead of just traditional medicine. Two strengths I would like strengthen within myself are command and discipline. I do not always like to take charge and often will let others lead and bring their ideas to the table, even when I have similar thoughts. I think it would enhance my career to take command more often. I also could be more disciplined as far as planning, I tend to be a more of -the in the moment type of person, day-by-day and planning or having a planner can help keep me on track for my goals. Two characteristics that I could strengthen are being more appreciative and learning to be more out-going. I feel I do not always express my appreciation for those around me and those I work with and I can see how that could be frustrating, as I myself like to be recognized for the work I do. I also see my manager is very out-going, where I tend to be more reserved at times. I love that quality in her and some of my other friends and it is something I strive to be.

In conclusion, the StrengthsFinder assessment tool was a very useful exercise as I learned what qualities or strengths that I have and was able to identify some strengths that I see in others that are leaders as well. I was also able to identify some weak points that I could work on and how to work on these areas to become a better provider and team member. This was a great development tool and I enjoyed completing it. NURS 6053 WU Wk 5 Systems Leadership Question

References

Penzias, A. (2020). Team learning and development using the Myers-Briggs type indicator® and the Clifton StrengthsFinder®. Journal of Radiology Nursing, 39(2), 80-81. https://doi.org/10.1016/j.jradnu.2019.12.013

Rath. (2007). StrengthsFinder 2.0. Gallup Press.

Smith, E. M. (2020). Living the core nursing values. Nursing, 50(8), 40-42. https://doi.org/10.1097/01.nurse.0000659392.87604.2b

Student # 2 TC

From the Gallup assessment, several strengths and behaviors were highlighted, which could help someone make necessary strategies to meet and even exceed the demands in their lives, their specific careers, and their families. Thirty-four themes were measured, and the top five themes were highlighted (Gallup, 2021). They include; harmony, communication, responsibility, competition, and activator.

From the given themes, there are various core values, characteristics, and strengths that need to be strengthened. From the activator theme, it is evident that I am always impatient in engaging in a particular action, and this seems to affect decision making where it may seem to affect me either positively or sometimes negatively. The impatience characteristic needs to be improved to ensure that the acts would be in line with the decisions made and the outcome would always be better. This would require me to be considerate and make correct decisions based on the situations (Walumbwa & Schaubroeck, 2019). In situations that need fast decision-making, it would be fine to know the best way to reach the set goal outcome. Another characteristic evident in the harmony theme is that I am always seeking to hold common ground with those who have a different view from me. This may be detrimental since not every view that people have is the right one. It would be significant to seek to challenge someone on their opinion to have the conformity of ideas afterward.

There are some of the core values that would be significant if slight changes are made. I am one of a good communicator owing to the good core value. This makes people yearn to listen to the dramatic and powerful words used. This serves as a strength. It would be possible to improve on it by developing more on the use of nonverbal cues to strengthen the good verbal cues used and the choice of words used in the speeches. This is one of the strengths that would help meet my demands and even satisfy other people’s demands. The second core value treated as a strength includes a competition where I am always comparing myself with others. At some point, comparing with others would always be the best way to meeting one’s goals. However, this core value would trigger failure if I compare myself with weaklings (Walumbwa & Schaubroeck, 2019). It would not challenge me more compared to when the competitors are aggressive enough towards success. The strategies that would help in maintaining the core value as a strength would include establishing if the competitors would table fair and stiff competition that would challenge me towards success.

References

Walumbwa, F. O., & Schaubroeck, J. (2019). Leader personality traits and employee voice behavior: mediating roles of ethical leadership and work group psychological safety. Journal of Applied Psychology, 94(5), 1275.https://doi.org/10.1037/a0015848

Gallup, (2021). All 34 CliftonStrengths themes descriptions. Gallup. https://www.gallup.com/cliftonstrengths/en/253715/34-cliftonstrengths-themes.aspx

NURS 6053 WU Wk 5 Systems Leadership Question

Learning Resources

Required Readings

Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.

Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2–19 ONLY)
Chapter 6, “Shaping Your Own Leadership Journey” (pp. 182-211)

Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: Lessons from the field in six local health departments across the United States. BMC Health Services Research, 15(1). doi:10.1186/s12913-015-0891-3. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3

Resources for the StrengthsFinder Assessment Tool

Rath, T. (2007). Strengths Finder 2.0 – with Access Code.

Purchase the access code from the Walden bookstore. Then follow the instructions in the document “How to Access the Strengths Finder 2.0.

Document: How to Access Strengths Finder 2.0 (PDF)

Required Media

Laureate Education (Producer). (2014). Leadership [Video file]. Baltimore, MD: Author.

–Downloads– Download Video w/CC Download Audio Download Transcript

Rubric Detail check for grading details

Select Grid View or List View to change the rubric’s layout.

NURS 6053 WU Wk 5 Systems Leadership Question

	Excellent		Fair	Poor
Main Posting	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.		35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. NURS 6053 WU Wk 5 Systems Leadership Question Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.		13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.		12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

NURS 6053 WU Wk 5 Systems Leadership Question

Liberal Education for Baccalaureate Generalist Nursing Practice

May 25, 2022/in Nursing Homework Help /by Wilson Andere

Liberal Education for Baccalaureate Generalist Nursing Practice

AACN Essentials Paper

Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice

First Paragraph for each Essential: The student provides an accurate and concise summary paragraph for each Essential. All summary descriptions expertly identify key aspects of each essential. Every essential is supported with at least one scholarly source. You need to cite your source(s) like the ACCN Essentials pdf that was provided. Liberal Education for Baccalaureate Generalist Nursing Practice

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Second Paragraph for each Essential: At least one detailed and explicit example of how the student met each essential during the nursing program is provided for all nine Essentials. The student expertly synthesizes and incorporates significant feedback, concepts, and ideas from the week’s discussion into the assignment. It is evident that the student has thoroughly reflected upon and met the nine essentials.

Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety

Essential III: Scholarship for Evidence Based Practice

Essential IV: Information Management and Application of Patient Care Technology

Essential V: Healthcare Policy, Finance, and Regulatory Environments

Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes

Essential VII: Clinical Prevention and Population health

Essential VIII: Professionalism and Professional Values

Essential IX: Baccalaureate Generalist Nursing Practice

References

American Association of Colleges of Nursing. (2017). Baccalaureate Essentials Tool Kit. Aacnnursing.org. https://www.aacnnursing.org/Education-Resources/Tool-Kits/Baccalaureate-Essentials-Tool-Kit

Walden University DDHA 8800 Simulation of Telemedicine Technologies

May 25, 2022/in Nursing Homework Help /by Naomi Nas

Walden University DDHA 8800 Simulation of Telemedicine Technologies

Part 1

Simulation of Telemedicine

It may come as no surprise that advances in technology have had a dramatic impact on healthcare delivery. Advances in health information technology, such as patient portals; electronic health records (EHRs) or electronic medical records (EMRs); and real-time coordination of patient care, etc., all have greatly contributed to enhancements in healthcare delivery. However, they too presented several challenges to healthcare administration leaders and clinical staff in how to best orient and implement such technology to enhance healthcare delivery. Walden University DDHA 8800 Simulation of Telemedicine Technologies

One such advancement in healthcare technology concerns the use of telemedicine to provide patient care and treatment. While delivery of patient care is usually a direct transaction, interfacing with patients and physicians virtually, or at a distance, could greatly enhance how healthcare services are delivered for certain situations, such as disaster events or in rural locales. Walden University DDHA 8800 Simulation of Telemedicine Technologies

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For this Discussion, review the resources for this week. Reflect on the Torabi et al. (2016) article in the resources for this week and consider the distributions the authors selected for the given simulation.

Post a description of the distributions selected by the authors in the Torabi et al. (2016) article, and then explain whether the distributions selected are appropriate for practice, and why. Explain what was done well in the study, as well as areas of weakness for the considerations described by the authors. Be specific and provide examples. Walden University DDHA 8800 Simulation of Telemedicine Technologies

Part 2

More Advanced Simulation in Health Care

Simulation in health care often involves more than trivial skills. For example, modeling all outpatient clinic operations in a particular facility would probably involve the use of multiple probability distributions and many calculations. Verifying and validating the simulation requires even more technical prowess. Healthcare administration leaders and decision makers must have the knowledge, skill, and abilities to build and understand these simulations.

For this Assignment, review the resources for this week, and reflect on the advanced simulation techniques highlighted. Consider how these advanced simulation techniques might apply to specific simulation models in a health services organization, and then complete the problems assigned for the Assignment.

The Assignment: (4–5 pages)

Complete Problem 45 (Prizdol prescription drug) on page 887 of your course text.

Note: You will be using Excel and @Risk for this Assignment.

Submit your answers and embedded analysis as a Microsoft Word management report.

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ORIGINAL CONTRIBUTION

Monte Carlo Simulation Modeling of a Regional Stroke Team’s Use of Telemedicine Elham Torabi, MS, Craig M. Froehle, PhD, Christopher J. Lindsell, PhD, Charles J. Moomaw, PhD, Daniel Kanter, MD, Dawn Kleindorfer, MD, and Opeolu Adeoye, MD, MS Abstract Objectives: The objective of this study was to evaluate operational policies that may improve the proportion of eligible stroke patients within a population who would receive intravenous recombinant tissue plasminogen activator (rt-PA) and minimize time to treatment in eligible patients. Methods: In the context of a regional stroke team, the authors examined the effects of staff location and telemedicine deployment policies on the timeliness of thrombolytic treatment, and estimated the efﬁcacy and cost-effectiveness of six different policies. A process map comprising the steps from recognition of stroke symptoms to intravenous administration of rt-PA was constructed using data from published literature combined with expert opinion.

Six scenarios were investigated: telemedicine deployment (none, all, or outer-ring hospitals only) and staff location (center of region or anywhere in region). Physician locations were randomly generated based on their zip codes of residence and work. The outcomes of interest were onset-to-treatment (OTT) time, door-to-needle (DTN) time, and the proportion of patients treated within 3 hours. A Monte Carlo simulation of the stroke team care-delivery system was constructed based on a primary data set of 121 ischemic stroke patients who were potentially eligible for treatment with rt-PA. Results: With the physician located randomly in the region, deploying telemedicine at all hospitals in the region (compared with partial or no telemedicine) would result in the highest rates of treatment within 3 hours (80% vs. 75% vs. 70%) and the shortest OTT (148 vs. 164 vs. 176 minutes) and DTN (45 vs. 61 vs. 73 minutes) times. However, locating the on-call physician centrally coupled with partial telemedicine deployment (ﬁve of the 17 hospitals) would be most cost-effective with comparable eligibility and treatment times. Conclusions: Given the potential societal beneﬁts, continued efforts to deploy telemedicine appear warranted. Aligning the incentives between those who would have to fund the up-front technology investments and those who will beneﬁt over time from reduced ongoing health care expenses will be necessary to fully realize the beneﬁts of telemedicine for stroke care. Walden University DDHA 8800 Simulation of Telemedicine Technologies. Walden University DDHA 8800 Simulation of Telemedicine Technologies

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ACADEMIC EMERGENCY MEDICINE

2016;23:55–62 © 2015 by the Society for Academic Emergency Medicine A ppropriate treatment of ischemic stroke requires temporal urgency. Every 15-minute reduction in delay to treatment with recombinant tissue plasminogen activator (rt-PA) results in increased odds (odds ratio [OR] = 1.04; 95% conﬁdence interval [CI] = 1.03 to 1.05; p < 0.001) of the patient being independent at hospital discharge.1,2 Despite this urgency, many patients do not get proper stroke care in a timely manner. At presumably highly motivated centers that participate in the American Stroke Association (ASA)’s “Get with the Guidelines” quality initiative, only half of all rt-PA–treated patients received treatment From the Lindner College of Business (ET, CMF), the Department of Emergency Medicine (ET, CMF, CJL, OA), the Department of Neurology and Rehabilitation Medicine (CJM, DKa, DKl), and the Department of Neurosurgery (OA), University of Cincinnati, Cincinnati, OH; Cincinnati Children’s Hospital Medical Center (CMF), Cincinnati, OH; and the University of Cincinnati Neuroscience Institute (DKa, DKl, OA), Cincinnati, OH. Received April 20, 2015; revision received July 27, 2015; accepted August 5, 2015. Dr. Kliendorfer was supported in part by an NIH-R01 grant. NINDS R01NS30678 was the source of primary data set that constituted the basis of the Monte Carlo simulation.

NINDS had no control over the content or publication of this work. The authors have no potential conﬂicts to disclose. Supervising Editor: Peter Panagos, MD. Address for correspondence and reprints: Opeolu Adeoye, MD, MS; e-mail: Opeolu.Adeoye@uc.edu. © 2015 by the Society for Academic Emergency Medicine doi: 10.1111/acem.12839 ISSN 1069-6563 PII ISSN 1069-6563583 55 55 56 within the recommended 60 minutes from hospital arrival after a quality improvement intervention; just 26.5% achieved this goal preintervention.3 One approach to increasing the responsiveness of medical centers to stroke patients is to organize regional stroke teams offering clinical and technical support. In the Greater Cincinnati area, the stroke team has a stroke physician on call 24/7. Once notiﬁed of a potential candidate for treatment, the on-call physician typically travels to the hospital where the patient is located in order to provide care, while other clinical and diagnostic work-up proceeds. Although travel time from the stroke physician’s location to the patient’s bedside occurs in parallel with diagnostic and imaging work, long travel times have the potential to delay care. To provide treatment more rapidly, health care providers are turning to advanced telemedicine technologies. Telestroke provides stroke team physicians with enhanced communication with remote patients by providing a two-way, audio-visual connection with integrated electronic medical information, scans, and tests results, as well as clinical assessment tools. Telestroke can facilitate timely rt-PA treatment without lowering the quality of care.4

However, the technology can be expensive, and deploying it at all care sites may not be ﬁnancially viable, despite evidence that telestroke can be cost-effective in the long term.6 It seems likely that, under a constrained budget, equipping all hospitals in a region with telestroke units may be cost-prohibitive. Therefore, perhaps the farthest hospitals in a region, with the longest stroke physician travel times, should be the ﬁrst locations to receive telestroke units. The travel distance to and, hence, time to treatment for patients at, sites without telemedicine will be affected by where the stroke physician is located when the call is received. It might be assumed that, if the stroke physician is located centrally, travel time is reduced across sites. Whether this holds true given the distribution of where stroke patients are treated is unknown. Torabi et al. • STROKE TEAM USE OF TELEMEDICINE We hypothesized that deploying telemedicine at a subset of ﬁve outlying hospitals in our region could be more cost-effective than deploying telemedicine at all hospitals in the region. We also hypothesized that the proportion of patients who could receive treatment within 3 hours would be increased. Finally, we expected that onset-to-treatment (OTT) time would be reduced when the stroke physician was centrally located compared to when the stroke physician was not centrally located. Walden University DDHA 8800 Simulation of Telemedicine Technologies

METHODS

Study Design This was a computer simulation study using Monte Carlo methodology. The study was funded in part by an unrestricted investigator initiated grant from Genentech, Inc. Genentech played no role in design, data acquisition, simulations, or drafting/revision of the manuscript. Since only previously deidentiﬁed data and simulation techniques were used, the study was deemed non–human subjects research by the University of Cincinnati Institutional Review Board. Study Protocol A high-level process map of the stroke care process from stroke onset to rt-PA treatment was ﬁrst developed (Figure 1). A Monte Carlo simulation of the stroke-team care-delivery system was then constructed based on a primary data set of 121 ischemic stroke patients who were residents of the Greater Cincinnati/ Northern Kentucky Region during 2005, had a conﬁrmed symptom onset time, presented within 4.5 hours of onset to a local study ED, and had no contraindications to receiving rt-PA. This region, which is representative of the United States in terms of age distribution, racial composition, level of education, and median household income, includes 17 acute care hospitals, all served by a single, highly experienced stroke team that Figure 1. High-level process map from stroke onset to rt-PA administration. Source: Authors’ depiction of normative ischemic stroke care process. Notes: Sizes of activity blocks are not scaled to represent time durations. rt-PA = recombinant tissue plasminogen activator.

ACADEMIC EMERGENCY MEDICINE • January 2016, Vol. 23, No. 1 • www.aemj.org has offered acute stroke treatment and management for over 20 years. The primary data set was obtained from a population-based, epidemiology study of stroke, the Greater Cincinnati/Northern Kentucky Stroke Study (GCNKSS), which is described in detail previously.6 In brief, study nurses and physicians use comprehensive medical record review methodology to collect detailed clinical information for every hospitalized stroke for all residents of the region. We used these data to construct a model to estimate the effects of different operational policies on time-to-treatment within the population. Speciﬁcally, we modeled OTT time, door-to-needle (DTN) time, and the proportion of eligible patients receiving rt-PA within 3 hours of stroke onset. Process Map. The normative process modeled here starts from the time the patient recognizes the stroke has occurred (the recognition time). The patient then either takes a personal vehicle or calls an ambulance to obtain care. If the latter, a dispatch notice is then sent. An emergency medical services (EMS) team travels to the patient location, prepares the patient for transfer, and transports the patient to a nearby hospital. Walden University DDHA 8800 Simulation of Telemedicine Technologies

The EMS team may or may not prenotify the receiving hospital prior to arrival.5 After the patient arrives at the hospital, whether by ambulance or by personal vehicle, the ED staff perform an initial work-up. If the patient is recognized as a possible stroke patient, ED staff notify the stroke team. In cases where EMS preemptively notiﬁes the hospital, ED staff may notify the stroke team and may facilitate an immediate computed tomography (CT) scan. While the patient may have blood work and a CT scan done, the determination of eligibility and administration of rt-PA begins only when the stroke team physician evaluates the patient. Once the stroke team physician is notiﬁed, he or she can travel to the hospital or set up a telemedicine consultation. For rtPA–eligible patients, the medicine is prepared either at bedside or through the pharmacy (depending on hospital policy); once it is prepared, treatment may commence. Sampled and Simulated Patient Populations. Table 1 summarizes the variables that were extracted from the GCNKSS data set and the statistical expressions that best describe the data. Arena Input Analyzer (Rockwell Automation, Inc., Milwaukee, WI) was employed to ﬁnd the probability density function that ﬁts the empirical data best for each variable. Walden University DDHA 8800 Simulation of Telemedicine Technologies

In cases where we did not have data, we relied on expert opinion to estimate minima, maxima, and modes of the variables of interest and then built triangular distributions for those variables (identiﬁed by asterisks in Table 1). An essential element of this analysis is identifying the location and travel times for both patients and stroke team physicians. For travel-time calculations, ArcGIS (ESRI, Redlands, CA) was used to randomly generate hypothetical patient locations throughout the ﬁve counties of Hamilton and Clermont in southwest Ohio and Kenton, Boone, and Campbell in northern Kentucky. One-hundred random locations within each of the 92 standard zip codes were generated and identiﬁed by latitude and longitude and the nearest street address. 57 Table 1 Process Variables and Their Best-fit Probability Density Functions Variable Probability Distribution Recognition time duration % Calling an ambulance Call ambulance duration EMS patient prep time duration Patient handover duration EMS prenotification rate5 Workup duration Duration from CT order to reading Bedside prep duration* Pharmacy prep duration* Additional tests and evaluations* Telemedicine set-up time duration* Delay in calling stroke team after patient arrival* Probability of stroke team at base hospital* ED triage time duration* Weibull (24.6, 0.479) 88% (deterministic) Gamma (1.41, 1.41)–0.5 Weibull (15, 2.09) Gamma (4.31, 1.45) 73% (deterministic) Weibull (18.4, 0.85) Gamma (10, 1.78) Triangular (2, 5, 8) Triangular (5, 10, 15) Triangular (2, 5, 8) Triangular (2, 5, 8) Uniform (5, 15) 0.42 (10 hours/day) Triangular (15, 30, 45) *Probability distributions per expert estimates (no * indicates distribution is based on 2005 GCNKSS data6).

CT = computed tomography; EMS = emergency medical services; GCNKSS = Greater Cincinnati/Northern Kentucky Stroke Study. We note that 12 of the Ohio zip codes and ﬁve of the Kentucky zip codes cross the boundaries of our ﬁvecounty region into adjacent counties. The goal of the GCNKSS is to determine population-based incidence of stroke; therefore, it does not include cases from the adjacent counties. Its stroke team, however, is consulted for all potential cases of stroke that present to the region’s hospitals, irrespective of a patient’s residence. Therefore, we included the entire areas of these zip codes for the simulation. Three additional Ohio zip codes that are primarily associated with adjacent counties and have less than 2% of their populations in Hamilton or Clermont counties were not included in the simulation. Figure 2 shows the map of the geographic sampling frame and the 9,200 simulated patient locations. This pool of 9,200 locations was then used as a sampling frame for both patients and physician locations, with physicians’ locations limited to those zip codes in which they live and work. The Google Maps application program interface was used to generate estimated travel durations for each of the patient and stroke physicians going to each hospital; code was written using Visual Basic for Applications to generate batch routing within Microsoft Excel.

Travel time estimates were based on early afternoon weekday trafﬁc densities, representative of “typical” travel times. This decreases the potential for extreme outliers due to rush hour. Monte Carlo Simulation. We examined two factors of interest. The ﬁrst factor was telemedicine availability at various hospitals. Three different deployment policies were compared: 1) no telemedicine in the region; 2) telemedicine in all hospitals throughout the region; 3) telemedicine only in outer-ring hospitals. The second factor was the location of stroke team physicians while on call. We considered two policies: 58 Torabi et al. • STROKE TEAM USE OF TELEMEDICINE Figure 2. Seventeen hospital locations and 9,200 randomly generated patient locations in the Greater Cincinnati/Northern Kentucky regional sampling frame. Source: Authors’ data, generated using ArcGIS software. Notes: Hospital locations and zip code boundaries accurate as of October 31, 2014. 1) stroke team physicians were based in their home zip code and 2) stroke team physicians were located within a 15-minute driving radius of the center of the region. Full-factorial combination of these policies resulted in six distinct scenarios. The performance of each scenario was estimated using a Monte Carlo computer simulation model. The desired margin of error for comparing sample proportions was 0.01, requiring 7,000 simulated observations per scenario. Walden University DDHA 8800 Simulation of Telemedicine Technologies

To ensure reliable analysis of results, variance reduction was used to decrease statistical “noise” (unexplained variance) in the output measure of performance. This noise reduction helps in better capturing the effect of the two operational factors (telemedicine policy and physician location policy). The Monte Carlo simulation of the care process was modeled in Microsoft Excel and the Common Random Generation method was used for variance reduction.7 Below is a brief overview of one replication of the simulation model; the process was repeated for each patient until the desired number of replications was achieved for each scenario. Note that all of these steps can be found in the process map shown in Figure 1. All time durations were generated using the expressions shown in Table 1. The model was veriﬁed and validated against the 2005 GCNKSS data6 and expert opinion. Stroke Onset (Time 0): 1. Generate a patient location. Generate a uniform random number and look up corresponding location in the sampling data set. 2. Generate recognition duration. This is the amount of time between onset and the patient recognizing he requires medical attention. 3. Determine destination hospital. This was randomly selected from the three closest hospitals, where the chance of being selected was weighted based on proximity to the patient’s recognition location. 4. Generate traveling mode: personal vehicle or ambulance. We assumed all patients traveled directly to a hospital and did not seek care elsewhere ﬁrst. 5. Generate travel time from patient location to destination hospital. If patient travels by ambulance, follow steps 6–10: 6. Generate “call ambulance” time. 7. Indicate ambulance-to-patient travel time assuming ambulance originates from destination hospital. 8. Generate EMS on-scene time. 9. Generate EMS prenotiﬁcation:8 Yes/No; if yes, initial work-up duration, door-to-imaging time, and timeto-stroke team notiﬁcation were adjusted to reﬂect ACADEMIC EMERGENCY MEDICINE • January 2016, Vol. 23, No. 1 • www.aemj.org the reduced times resulting from the EMS prenotiﬁcation.

Identify patient-to-hospital travel time. ED Arrival/Triage: 10. If patient is arriving by ambulance, generate patient-handover duration. 11. If patient is arriving by personal vehicle, generate triage delay. 12. Generate initial work-up time. 13. Generate the time stamp for when ED staff at destination hospital calls stroke team. 14. Generate location of stroke team physician according to the scenario policy. 15. Generate mode by which stroke team provides care: telemedicine or traveling to patient’s bedside. If traveling, look up travel time from stroke team location to destination hospital. If using telemedicine, generate telemedicine set-up duration. 16. Generate CT duration: time from CT order to when preliminary results are available. Stroke Team Care Begins: 17. Generate duration for ﬁnal tests and evaluation. 18. Generate rt-PA preparation time; either bedside preparation or pharmacy preparation, per each hospital’s policy. 19. Collect time of treatment for patient; calculate the OTT time and DTN time. 20. Repeat steps 1 to 19 for n patients, where n is the number of replications needed to achieve target margins of error on output measures of performance (in our case, 7,000 patients per scenario). Return-on-investment Analysis. The ﬁnal component of our analysis was to roughly estimate the economic return, in terms of payback period, for a region should it decide to deploy telemedicine at some or all hospitals in the region. We considered two scenarios consistent with the prior model assumptions: 1) partial deployment, where only the outermost ﬁve hospitals receive telemedicine, and 2) full deployment, where all hospitals in the region receive telemedicine. Walden University DDHA 8800 Simulation of Telemedicine Technologies

Recent cost-effectiveness studies estimate that treatment with rt-PA within 59 3 hours of stroke onset results in an average lifetime societal savings of $25,000 per patient.9 Combining that ﬁgure with our model’s output and a range of telemedicine costs from $1,000 per location to $50,000 per location yielded overall payback curves that indicate how long it is likely to take to recoup the cost of the telemedicine in terms of reductions in stroke-related morbidity and mortality. All technology costs were assumed to occur up front … Walden University DDHA 8800 Simulation of Telemedicine Technologies

Walden H1N 1 Strategic and Contingency Planning assignment

May 25, 2022/in Nursing Homework Help /by Naomi Nas

Walden H1N 1 Strategic and Contingency Planning assignment

ontingency planning prepares an organization to respond in the best possible manner to an unexpected crisis or emergency. It is based on strategic planning and management decisions made in advance that will determine how resources, communications, and logistics will be handled when such circumstances might arise. Contingency planning is often a vital part of an organization’s risk management policy, especially when exceptional circumstances, even if unlikely, could bring about catastrophic results. Walden H1N 1 Strategic and Contingency Planning assignment

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In this week’s Discussion, imagine you are a leader in your organization, or an organization with which you are familiar, facing a worldwide pandemic as presented in the H1N1 case study. Review your organization’s strategic plans or contingency plans, if available, as well as the Learning Resources for this week.

Post an explanation of the threat and risk to your organization in terms of this H1N1 pandemic. Describe your vulnerabilities and what might be the impacts to your organization and stakeholders if services are disrupted. As a leader, explain how you might use strategic planning and contingency planning processes to prepare for such a crisis in the future.

READINGS

Brattberg, E. (2012). Coordinating for contingencies: Taking stock of post-9/11 homeland security reforms. Journal of Contingencies and Crisis Management, 20(2), 77–89.Retrieved from the Walden University Library databases. Walden H1N 1 Strategic and Contingency Planning assignment
Centers for Disease Control and Prevention. (2008). CDC unified process practices guide: Contingency planning. Retrieved from http://www2.cdc.gov/cdcup/library/practices_guides/CDC_UP_Contingency_Planning_Practices_Guide.pdf
Eriksson, K., & McConnell, A. (2011). Contingency planning for crisis management: Recipe for success or political fantasy? Policy and Society, 30(2), 89-99.Retrieved from the Walden University Library databases.
McConnell, A., & Drennan, L. (2006). Mission impossible? Planning and preparing for crisis. Journal of Contingencies and Crisis Management, 14(2), 59–70.Retrieved from the Walden University Library databases.
Ötker-Robe, I. (2014). Global risks and collective action failures: What can the international community do? (IMF Working Paper No. 14/195). Retrieved from http://www.imf.org/external/pubs/ft/wp/2014/wp14195.pdf

Optional Resources

Honigsbaum, M. (Writer), & Blower, P. (Animator). (2014). How pandemics spread – Mark Honigsbaum [Video file]. Retrieved from http://ed.ted.com/lessons/how-pandemics-spread

State pandemic flu plans are available at:

Centers for Disease Control and Prevention. (2015). Ebola (Ebola virus disease). Retrieved from http://www.cdc.gov/vhf/ebola/
State pandemic plans. (n.d.). Retrieved September 18, 2015, from http://www.flu.gov/planning-preparedness/states/stateplans.html

More resources on pandemic planning:

Council for Advancement and Support of Education. (n.d.). Publications & products. Retrieved September 18, 2015, from http://www.case.org/Publications_and_Products/Pandemic_Planning_for_Institutions.html
World Health Organization. (2011). Comparative analysis of national pandemic influenza preparedness plans. Retrieved . Walden H1N 1 Strategic and Contingency Planning assignment

Health Conditions and Implications for Women Discussion paper

May 25, 2022/in Nursing Homework Help /by Naomi Nas

Health Conditions and Implications for Women Discussion paper

Some health issues, including heart disease, depression, and autoimmune disease, present more frequently in women than in men. Others, including ovarian cancer and pregnancy issues, are obviously exclusive to the female population. Nurse practitioners focused on women’s healthcare become well-versed in these health issues and apply their expertise to helping to screen for and offer care for patients with these conditions. Health Conditions and Implications for Women Discussion paper

Photo Credit: rocketclips – stock.adobe.com

For this Discussion, you will select a specific women’s health issue. You will research this issue, and share common symptoms, recommended diagnostic tests, and common treatments.

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To prepare:

Review the Learning Resources for this week and consider the different types of women’s health issues.
Choose a women’s health issue from the following list and once you have selected an issue, search the Walden Library and/or the Internet regarding the health issue symptoms, diagnostic tests, and common treatments:
- Osteoporosis
- Bladder Issues
- Pre-diabetes
- Thyroid
- Hypertension
- Seizure Disorders
- Psychiatric Disorders

Based on the issue you chose, post a description of the issue you chose and your explanation of common symptoms, recommended diagnostic tests, and common treatments. Be specific and provide examples. Use the evidence from your search of the literature to support your explanation of the woman’s health issue you chose. Health Conditions and Implications for Women Discussion paper

To prepare:

Review the Learning Resources for this week and consider the different types of women’s health issues.
Choose a women’s health issue from the following list and once you have selected an issue, search the Walden Library and/or the Internet regarding the health issue symptoms, diagnostic tests, and common treatments:
- Osteoporosis
- Bladder Issues
- Pre-diabetes
- Thyroid
- Hypertension
- Seizure Disorders
- Psychiatric Disorders

Health Care Management and Health Information Technology paper

May 25, 2022/in Nursing Homework Help /by Naomi Nas

Health Care Management and Health Information Technology paper

Discussion 13- Describe the various skills and competencies needed by healthcare managers to effectively lead HCOs. What responsibilities do HCOs have in promoting health and in providing quality care? Use your text or another outside resource to support your response. You must cite at minimum one source at the end of your initial posting.

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Remember to include an open-ended question at the end of your post to further engage the class in discussion.

Discussion 14- Describe Health Information Technology (HIT). Explain government’s role in HIT. How does HIT impact healthcare and what are the challenges to implementing it in the future? Additionally, what are the positive and negative aspects of EHR? Use your text or another outside resource to support your response. You must cite at minimum one source at the end of your initial posting.

Remember to include an open-ended question at the end of your post to further engage the class in discussion.

Discussion 14a- Consider the benefits offered by your current employer, or a past employer, and relate those to the benefits described in Chapter 8. How well were your benefits explained when you had a question or if you had an orientation? If you could tell your human resources manager three things that would improve the way in which employees are educated regarding those benefits, what would you recommend? (Remember, even if you think you work for an organization that “doesn’t give you benefits,” there are benefits the government requires your employer to provide.) Health Care Management and Health Information Technology paper

Herzing University Proposal for Accredited Health Plans Paper

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Rubric

Cause Analysis and Safety Improvement Plan

NR226 Fundamentals – Patient Care

Purpose

Preparing the assignment

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Nursing homework help

NURS 6053 WU Wk 5 Systems Leadership Question

Learning Objectives

Students will:

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Liberal Education for Baccalaureate Generalist Nursing Practice

Walden University DDHA 8800 Simulation of Telemedicine Technologies

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ORIGINAL CONTRIBUTION

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ACADEMIC EMERGENCY MEDICINE

METHODS

Walden H1N 1 Strategic and Contingency Planning assignment

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READINGS

Optional Resources

Health Conditions and Implications for Women Discussion paper

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Health Care Management and Health Information Technology paper

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