Case Study: Healing and Autonomy

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Case Study: Healing and Autonomy

Mike and Joanne are the parents of James and Samuel, identical twins born 8 years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’s condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve. Case Study: Healing and Autonomy

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The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet, Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.

Two days later the family returned and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James’s kidneys had deteriorated such that his dialysis was now not a temporary matter and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.

James’s nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’s brother Samuel.

Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? Mike reasons, “This time around it is a matter of life and death. What could require greater faith than that?”

 

Case Study: Fetal Abnormality

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Case Study: Fetal Abnormality

Case Study: Fetal Abnormality

Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant. Case Study: Fetal Abnormality

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Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted, and it is determined that the fetus has a rare condition in which it has not developed any arms and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome.

Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud.

Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears.

Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place and urges Jessica to think of her responsibility as a mother.

Organizational Performance Management Table

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Organizational Performance Management Table

Organizational Performance Management Table

Choose a health care organization and research it to complete this table, and then share it with your learning team as you collaborate to complete your presentation. Include your tables as appendices in your presentation.

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  1. Provide a name of or link to a specific health care organization. Summarize the key products or services provided by the organization and identify the primary customers it serves. Organizational Performance Management Table
Organization Overview
 
  1. Outline the overall content of the major regulations, accreditation requirements, and other standards that affect the organization. Provide the title, section, parts, or subparts, or the numbering system, etc. of the specific regulations or accreditation requirements. Responses should be at least 100 words.

For example: Use of electronic signatures in electronic medical records is equivalent to handwritten signatures on paper; FDA regulation; Title 21 CFR Part 11, Subpart C, § 11.200 Electronic Signature

Organization Regulations, Accreditation, and Standards
 
  1. Highlight the effect the organization’s regulations, accreditation requirements, and other standards have on risk management functions and activities. Responses should be at least 100 words.
Effects on Risk Management
 
  1. Identify specific components of performance-management systems—policies and procedures, self-audits, benchmarking, complaint management, corrective or preventive action, education and training, communication, and other mechanisms—to be used by the organization. Responses should be at least 100 words.
Organizational Performance Management Systems
 
  1. Provide several links to relevant sources that will be useful as your learning team completes the paper.
Additional Links
 

 

Week 2 Theological and Biblical Readings

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Week 2 Theological and Biblical Readings

Week 2 Theological and Biblical Readings

All-Knowing- Dan 2:20-22, 1Ch 28:9

NIV  Daniel 2:14-23

When Arioch, the commander of the king’s guard, had gone out to put to death the wise men of Babylon, Daniel spoke to him with wisdom and tact. 15 He asked the king’s officer, “Why did the king issue such a harsh decree?” Arioch then explained the matter to Daniel. 16 At this, Daniel went in to the king and asked for time, so that he might interpret the dream for him. Week 2 Theological and Biblical Readings

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17 ¶ Then Daniel returned to his house and explained the matter to his friends Hananiah, Mishael and Azariah. 18 He urged them to plead for mercy from the God of heaven concerning this mystery, so that he and his friends might not be executed with the rest of the wise men of Babylon. 19 During the night the mystery was revealed to Daniel in a vision. Then Daniel praised the God of heaven 20 and said: “Praise be to the name of God for ever and ever; wisdom and power are his. 21 He changes times and seasons; he sets up kings and deposes them. He gives wisdom to the wise and knowledge to the discerning. 22 He reveals deep and hidden things; he knows what lies in darkness, and light dwells with him. 23 I thank and praise you, O God of my fathers: You have given me wisdom and power, you have made known to me what we asked of you, you have made known to us the dream of the king.”

NIV  1 Chronicles 28:9-11

9 ¶ “And you, my son Solomon, acknowledge the God of your father, and serve him with wholehearted devotion and with a willing mind, for the LORD searches every heart and understands every motive behind the thoughts. If you seek him, he will be found by you; but if you forsake him, he will reject you forever. 10 Consider now, for the LORD has chosen you to build a temple as a sanctuary. Be strong and do the work.”

Compassion – Psa 103:13-14, Joh 3:16

NIV  Psalm 103:6-14

The LORD works righteousness and justice for all the oppressed. 7 He made known his ways to Moses, his deeds to the people of Israel: 8 The LORD is compassionate and gracious, slow to anger, abounding in love. 9 He will not always accuse, nor will he harbor his anger forever; 10 he does not treat us as our sins deserve or repay us according to our iniquities. 11 For as high as the heavens are above the earth, so great is his love for those who fear him; 12 as far as the east is from the west, so far has he removed our transgressions from us. 13 As a father has compassion on his children, so the LORD has compassion on those who fear him; 14 for he knows how we are formed, he remembers that we are dust.

 

 

NIV  John 3:16-17

¶ “For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. 17 For God did not send his Son into the world to condemn the world, but to save the world through him.

Faithfulness – Jos 23:14, Deu 7:9; Psa 145:13

NIV  Joshua 23:14-16

¶ “Now I am about to go the way of all the earth. You know with all your heart and soul that not one of all the good promises the LORD your God gave you has failed. Every promise has been fulfilled; not one has failed. 15 But just as every good promise of the LORD your God has come true, so the LORD will bring on you all the evil he has threatened, until he has destroyed you from this good land he has given you. 16 If you violate the covenant of the LORD your God, which he commanded you, and go and serve other gods and bow down to them, the LORD’s anger will burn against you, and you will quickly perish from the good land he has given you.”

 

NIV  Deuteronomy 7:6-9

¶ For you are a people holy to the LORD your God. The LORD your God has chosen you out of all the peoples on the face of the earth to be his people, his treasured possession. 7 The LORD did not set his affection on you and choose you because you were more numerous than other peoples, for you were the fewest of all peoples. 8 But it was because the LORD loved you and kept the oath he swore to your forefathers that he brought you out with a mighty hand and redeemed you from the land of slavery, from the power of Pharaoh king of Egypt. 9 Know therefore that the LORD your God is God; he is the faithful God, keeping his covenant of love to a thousand generations of those who love him and keep his commands.

NIV  Psalm 145:8-13

The LORD is gracious and compassionate, slow to anger and rich in love. 9 The LORD is good to all; he has compassion on all he has made. 10 All you have made will praise you, O LORD; your saints will extol you. 11 They will tell of the glory of your kingdom and speak of your might, 12 so that all men may know of your mighty acts and the glorious splendor of your kingdom. 13 Your kingdom is an everlasting kingdom, and your dominion endures through all generations. The LORD is faithful to all his promises and loving toward all he has made.

Goodness – Psa 25:7-8, Rom 8:28; Jam 1:17

NIV  Psalm 25:4 Show me your ways, O LORD, teach me your paths; 5 guide me in your truth and teach me, for you are God my Savior, and my hope is in you all day long. 6 Remember, O LORD, your great mercy and love, for they are from of old. 7 Remember not the sins of my youth and my rebellious ways; according to your love remember me, for you are good, O LORD. 8 Good and upright is the LORD; therefore he instructs sinners in his ways. 9 He guides the humble in what is right and teaches them his way.

10 All the ways of the LORD are loving and faithful for those who keep the demands of his covenant. 11 For the sake of your name, O LORD, forgive my iniquity, though it is great.

NIV  Romans 8:26-30

¶ In the same way, the Spirit helps us in our weakness. We do not know what we ought to pray for, but the Spirit himself intercedes for us with groans that words cannot express.   27 And he who searches our hearts knows the mind of the Spirit, because the Spirit intercedes for the saints in accordance with God’s will.

28 ¶ And we know that in all things God works for the good of those who love him, who have been called according to his purpose. 29 For those God foreknew he also predestined to be conformed to the likeness of his Son, that he might be the firstborn among many brothers. 30 And those he predestined, he also called; those he called, he also justified; those he justified, he also glorified.

NIV  James 1:17-18

Every good and perfect gift is from above, coming down from the Father of the heavenly lights, who does not change like shifting shadows. 18 He chose to give us birth through the word of truth, that we might be a kind of firstfruits of all he created.

Grace and Mercy – Psa 25:6-7, Eph 2:4-8

NIV  Psalm 25:4-11

Show me your ways, O LORD, teach me your paths; 5 guide me in your truth and teach me, for you are God my Savior, and my hope is in you all day long. 6 Remember, O LORD, your great mercy and love, for they are from of old. 7 Remember not the sins of my youth and my rebellious ways; according to your love remember me, for you are good, O LORD. 8 Good and upright is the LORD; therefore he instructs sinners in his ways. 9 He guides the humble in what is right and teaches them his way. 10 All the ways of the LORD are loving and faithful for those who keep the demands of his covenant. 11 For the sake of your name, O LORD, forgive my iniquity, though it is great.

NIV  Ephesians 2:1-10

¶ As for you, you were dead in your transgressions and sins, 2 in which you used to live when you followed the ways of this world and of the ruler of the kingdom of the air, the spirit who is now at work in those who are disobedient. 3 All of us also lived among them at one time, gratifying the cravings of our sinful nature and following its desires and thoughts. Like the rest, we were by nature objects of wrath. 4 But because of his great love for us, God, who is rich in mercy, 5 made us alive with Christ even when we were dead in transgressions–it is by grace you have been saved. 6 And God raised us up with Christ and seated us with him in the heavenly realms in Christ Jesus, 7 in order that in the coming ages he might show the incomparable riches of his grace, expressed in his kindness to us in Christ Jesus. 8 For it is by grace you have been saved, through faith–and this not from yourselves, it is the gift of God– 9 not by works, so that no one can boast.     10 For we are God’s workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do.

Holiness – Isa 6:1-3, I Pet 1:14-16

NIV  Isaiah 6:1-4

¶ In the year that King Uzziah died, I saw the Lord seated on a throne, high and exalted, and the train of his robe filled the temple. 2 Above him were seraphs, each with six wings: With two wings they covered their faces, with two they covered their feet, and with two they were flying. 3 And they were calling to one another: “Holy, holy, holy is the LORD Almighty; the whole earth is full of his glory.” 4 At the sound of their voices the doorposts and thresholds shook and the temple was filled with smoke.

NIV  1 Peter 1:13-16

¶ Therefore, prepare your minds for action; be self-controlled; set your hope fully on the grace to be given you when Jesus Christ is revealed. 14 As obedient children, do not conform to the evil desires you had when you lived in ignorance. 15 But just as he who called you is holy, so be holy in all you do; 16 for it is written: “Be holy, because I am holy.”

Justice – Psa 99:4, Psa 9:7-8, Rev 20:12-13

NIV  Psalm 99:1-5

The LORD reigns, let the nations tremble; he sits enthroned between the cherubim, let the earth shake. 2 Great is the LORD in Zion; he is exalted over all the nations. 3 Let them praise your great and awesome name– he is holy. 4 The King is mighty, he loves justice– you have established equity; in Jacob you have done what is just and right. 5 Exalt the LORD our God and worship at his footstool; he is holy.

NIV  Psalm 9:7-10

The LORD reigns forever; he has established his throne for judgment. 8 He will judge the world in righteousness; he will govern the peoples with justice. 9 The LORD is a refuge for the oppressed, a stronghold in times of trouble. 10 Those who know your name will trust in you, for you, LORD, have never forsaken those who seek you.

NIV  Revelation 20:11-15

¶ Then I saw a great white throne and him who was seated on it. Earth and sky fled from his presence, and there was no place for them. 12 And I saw the dead, great and small, standing before the throne, and books were opened. Another book was opened, which is the book of life. The dead were judged according to what they had done as recorded in the books. 13 The sea gave up the dead that were in it, and death and Hades gave up the dead that were in them, and each person was judged according to what he had done. 14 Then death and Hades were thrown into the lake of fire. The lake of fire is the second death. 15 If anyone’s name was not found written in the book of life, he was thrown into the lake of fire. (Rev 20:11 NIV)

Love – Psa 86:5, Psa 106:1

NIV  Psalm 86:1-10

Hear, O LORD, and answer me, for I am poor and needy. 2 Guard my life, for I am devoted to you. You are my God; save your servant who trusts in you. 3 Have mercy on me, O Lord, for I call to you all day long. 4 Bring joy to your servant, for to you, O Lord, I lift up my soul. 5 You are forgiving and good, O Lord, abounding in love to all who call to you. 6 Hear my prayer, O LORD; listen to my cry for mercy. 7 In the day of my trouble I will call to you, for you will answer me. 8 Among the gods there is none like you, O Lord; no deeds can compare with yours. 9 All the nations you have made will come and worship before you, O Lord; they will bring glory to your name. 10 For you are great and do marvelous deeds; you alone are God.

NIV  Psalm 106:1-3

Praise the LORD. Give thanks to the LORD, for he is good; his love endures forever.

2 Who can proclaim the mighty acts of the LORD or fully declare his praise? 3 Blessed are they who maintain justice, who constantly do what is right.

Power – Jer 10:6, Job 42:2, Mk 10:27, Eph 1:18-21

NIV  Jeremiah 10:6-10

No one is like you, O LORD; you are great, and your name is mighty in power. 7 Who should not revere you, O King of the nations? This is your due. Among all the wise men of the nations and in all their kingdoms, there is no one like you. 8 They are all senseless and foolish; they are taught by worthless wooden idols. 9 Hammered silver is brought from Tarshish and gold from Uphaz. What the craftsman and goldsmith have made is then dressed in blue and purple– all made by skilled workers. 10 But the LORD is the true God; he is the living God, the eternal King. When he is angry, the earth trembles; the nations cannot endure his wrath.

NIV  Job 42:2-6

“I know that you can do all things; no plan of yours can be thwarted. 3 You asked, ‘Who is this that obscures my counsel without knowledge?’ Surely I spoke of things I did not understand, things too wonderful for me to know. 4 “You said, ‘Listen now, and I will speak; I will question you, and you shall answer me.’ 5 My ears had heard of you but now my eyes have seen you. 6 Therefore I despise myself and repent in dust and ashes.”

 

NIV  Mark 10:23-27

¶ Jesus looked around and said to his disciples, “How hard it is for the rich to enter the kingdom of God!” 24 The disciples were amazed at his words. But Jesus said again, “Children, how hard it is to enter the kingdom of God! 25 It is easier for a camel to go through the eye of a needle than for a rich man to enter the kingdom of God.” 26 The disciples were even more amazed, and said to each other, “Who then can be saved?”

27 Jesus looked at them and said, “With man this is impossible, but not with God; all things are possible with God.”

NIV  Ephesians 1:15-23

¶ For this reason, ever since I heard about your faith in the Lord Jesus and your love for all the saints, 16 I have not stopped giving thanks for you, remembering you in my prayers. 17 I keep asking that the God of our Lord Jesus Christ, the glorious Father, may give you the Spirit of wisdom and revelation, so that you may know him better. 18 I pray also that the eyes of your heart may be enlightened in order that you may know the hope to which he has called you, the riches of his glorious inheritance in the saints, 19 and his incomparably great power for us who believe. That power is like the working of his mighty strength, 20 which he exerted in Christ when he raised him from the dead and seated him at his right hand in the heavenly realms, 21 far above all rule and authority, power and dominion, and every title that can be given, not only in the present age but also in the one to come. 22 And God placed all things under his feet and appointed him to be head over everything for the church, 23 which is his body, the fullness of him who fills everything in every way.

Eternal – Psa 90:2, Heb 1:10-12

NIV  Psalm 90:1-2

A prayer of Moses the man of God.

Lord, you have been our dwelling place throughout all generations. 2 Before the mountains were born or you brought forth the earth and the world, from everlasting to everlasting you are God.

 

NIV  Hebrews 1:10-12

He also says, “In the beginning, O Lord, you laid the foundations of the earth, and the heavens are the work of your hands. 11 They will perish, but you remain; they will all wear out like a garment. 12 You will roll them up like a robe; like a garment they will be changed. But you remain the same, and your years will never end.”

 

 

 

 

Unchangeableness – Mal 3:6, Num 23:19, Ja 1:17, Heb 13:8

NIV  Malachi 3:1-6

¶ “See, I will send my messenger, who will prepare the way before me. Then suddenly the Lord you are seeking will come to his temple; the messenger of the covenant, whom you desire, will come,” says the LORD Almighty. 2 ¶ But who can endure the day of his coming? Who can stand when he appears? For he will be like a refiner’s fire or a launderer’s soap. 3 He will sit as a refiner and purifier of silver; he will purify the Levites and refine them like gold and silver. Then the LORD will have men who will bring offerings in righteousness, 4 and the offerings of Judah and Jerusalem will be acceptable to the LORD, as in days gone by, as in former years.

 

5 ¶ “So I will come near to you for judgment. I will be quick to testify against sorcerers, adulterers and perjurers, against those who defraud laborers of their wages, who oppress the widows and the fatherless, and deprive aliens of justice, but do not fear me,” says the LORD Almighty.

 

6 ¶ “I the LORD do not change. So you, O descendants of Jacob, are not destroyed.

 

NIV  Numbers 23:19

God is not a man, that he should lie, nor a son of man, that he should change his mind. Does he speak and then not act? Does he promise and not fulfill?

 

NIV  James 1:17-18

Every good and perfect gift is from above, coming down from the Father of the heavenly lights, who does not change like shifting shadows. 18 He chose to give us birth through the word of truth, that we might be a kind of firstfruits of all he created.

 

NIV  Hebrews 13:7-8

¶ Remember your leaders, who spoke the word of God to you. Consider the outcome of their way of life and imitate their faith. 8 Jesus Christ is the same yesterday and today and forever.

 

Present everywhere = Ps 139:7-12, Jer 23:23-24, Psa 34:18, Psa 145:18.

NIV  Psalm 139:7-12

Where can I go from your Spirit? Where can I flee from your presence? 8 If I go up to the heavens, you are there; if I make my bed in the depths, you are there. 9 If I rise on the wings of the dawn, if I settle on the far side of the sea, 10 even there your hand will guide me, your right hand will hold me fast. 11 If I say, “Surely the darkness will hide me and the light become night around me,” 12 even the darkness will not be dark to you; the night will shine like the day, for darkness is as light to you.

 

 

 

NIV  Jeremiah 23:23-24

¶ “Am I only a God nearby,” declares the LORD, “and not a God far away? 24 Can anyone hide in secret places so that I cannot see him?” declares the LORD. “Do not I fill heaven and earth?” declares the LORD.

 

NIV  Psalm 34:15-18

The eyes of the LORD are on the righteous and his ears are attentive to their cry; 16 the face of the LORD is against those who do evil, to cut off the memory of them from the earth. 17 The righteous cry out, and the LORD hears them; he delivers them from all their troubles. 18 The LORD is close to the brokenhearted and saves those who are crushed in spirit.

 

NIV  Psalm 145:17-21

The LORD is righteous in all his ways and loving toward all he has made. 18 The LORD is near to all who call on him, to all who call on him in truth. 19 He fulfills the desires of those who fear him; he hears their cry and saves them. 20 The LORD watches over all who love him, but all the wicked he will destroy. 21 My mouth will speak in praise of the LORD. Let every creature praise his holy name for ever and ever.

 

The Trinity: Phi 1:2, Tit 2:13, Acts 5:3-4; Mar 1:9-12; Gen 1:26; 2Co13:14

NIV  Philippians 1:1-2

¶ Paul and Timothy, servants of Christ Jesus, To all the saints in Christ Jesus at Philippi, together with the overseers and deacons:

2 ¶ Grace and peace to you from God our Father and the Lord Jesus Christ.

 

NIV  Titus 2:11-14

¶ For the grace of God that brings salvation has appeared to all men. 12 It teaches us to say “No” to ungodliness and worldly passions, and to live self-controlled, upright and godly lives in this present age, 13 while we wait for the blessed hope–the glorious appearing of our great God and Savior, Jesus Christ, 14 who gave himself for us to redeem us from all wickedness and to purify for himself a people that are his very own, eager to do what is good.

 

NIV  Acts 5:1-6

¶ Now a man named Ananias, together with his wife Sapphira, also sold a piece of property. 2 With his wife’s full knowledge he kept back part of the money for himself, but brought the rest and put it at the apostles’ feet. 3 Then Peter said, “Ananias, how is it that Satan has so filled your heart that you have lied to the Holy Spirit and have kept for yourself some of the money you received for the land? 4 Didn’t it belong to you before it was sold? And after it was sold, wasn’t the money at your disposal? What made you think of doing such a thing? You have not lied to men but to God.” 5 When Ananias heard this, he fell down and died. And great fear seized all who heard what had happened. 6 Then the young men came forward, wrapped up his body, and carried him out and buried him.

NIV  Mark 1:9-13

¶ At that time Jesus came from Nazareth in Galilee and was baptized by John in the Jordan. 10 As Jesus was coming up out of the water, he saw heaven being torn open and the Spirit descending on him like a dove. 11 And a voice came from heaven: “You are my Son, whom I love; with you I am well pleased.”

12 ¶ At once the Spirit sent him out into the desert, 13 and he was in the desert forty days, being tempted by Satan. He was with the wild animals, and angels attended him.

NIV  Genesis 1:26-27

¶ Then God said, “Let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth, and over all the creatures that move along the ground.” 27 So God created man in his own image, in the image of God he created him; male and female he created them.

NIV  2 Corinthians 13:14

May the grace of the Lord Jesus Christ, and the love of God, and the fellowship of the Holy Spirit be with you all.

Jesus the Christ (the Messiah ~ “the anointed One” Who was commissioned and sent to earth on a special mission), the Son of God: Joh 1:1-5; Heb 1:13; Luk 1:26-38; Luk 2:1-52; Mat 4:1-11; Heb 4:14-16; Mat 4:23-24; Mat 7:28-29; Mat 13:3, 10-13; the miracles of Jesus (chart http://christianity.about.com/od/biblefactsandlists/a/Miracles-Of-Jesus.htm), Joh 20:30-31

NIV  John 1:1 ¶ In the beginning was the Word, and the Word was with God, and the Word was God. 2 He was with God in the beginning. 3 Through him all things were made; without him nothing was made that has been made. 4 In him was life, and that life was the light of men. 5 The light shines in the darkness, but the darkness has not understood it.

NIV  Hebrews 1:13 To which of the angels did God ever say, “Sit at my right hand until I make your enemies a footstool for your feet”?

NIV  Luke 1:26 ¶ In the sixth month, God sent the angel Gabriel to Nazareth, a town in Galilee, 27 to a virgin pledged to be married to a man named Joseph, a descendant of David. The virgin’s name was Mary. 28 The angel went to her and said, “Greetings, you who are highly favored! The Lord is with you.” 29 Mary was greatly troubled at his words and wondered what kind of greeting this might be. 30 But the angel said to her, “Do not be afraid, Mary, you have found favor with God. 31 You will be with child and give birth to a son, and you are to give him the name Jesus. 32 He will be great and will be called the Son of the Most High. The Lord God will give him the throne of his father David, 33 and he will reign over the house of Jacob forever; his kingdom will never end.” 34 “How will this be,” Mary asked the angel, “since I am a virgin?” 35 The angel answered, “The Holy Spirit will come upon you, and the power of the Most High will overshadow you. So the holy one to be born will be called the Son of God. 36 ¶ Even Elizabeth your relative is going to have a child in her old age, and she who was said to be barren is in her sixth month. 37 For nothing is impossible with God.” 38 “I am the Lord’s servant,” Mary answered. “May it be to me as you have said.” Then the angel left her.

 

NIV  Luke 2:1-52

¶ In those days Caesar Augustus issued a decree that a census should be taken of the entire Roman world. 2 (This was the first census that took place while Quirinius was governor of Syria.) 3 And everyone went to his own town to register. 4 So Joseph also went up from the town of Nazareth in Galilee to Judea, to Bethlehem the town of David, because he belonged to the house and line of David. 5 He went there to register with Mary, who was pledged to be married to him and was expecting a child. 6 While they were there, the time came for the baby to be born, 7 and she gave birth to her firstborn, a son. She wrapped him in cloths and placed him in a manger, because there was no room for them in the inn.

 

8 ¶ And there were shepherds living out in the fields nearby, keeping watch over their flocks at night. 9 An angel of the Lord appeared to them, and the glory of the Lord shone around them, and they were terrified. 10 But the angel said to them, “Do not be afraid. I bring you good news of great joy that will be for all the people. 11 Today in the town of David a Savior has been born to you; he is Christ the Lord. 12 This will be a sign to you: You will find a baby wrapped in cloths and lying in a manger.” 13 Suddenly a great company of the heavenly host appeared with the angel, praising God and saying, 14 “Glory to God in the highest, and on earth peace to men on whom his favor rests.”

 

15 ¶ When the angels had left them and gone into heaven, the shepherds said to one another, “Let’s go to Bethlehem and see this thing that has happened, which the Lord has told us about.” 16 So they hurried off and found Mary and Joseph, and the baby, who was lying in the manger. 17 When they had seen him, they spread the word concerning what had been told them about this child, 18 and all who heard it were amazed at what the shepherds said to them. 19 But Mary treasured up all these things and pondered them in her heart. 20 The shepherds returned, glorifying and praising God for all the things they had heard and seen, which were just as they had been told.

 

21 ¶ On the eighth day, when it was time to circumcise him, he was named Jesus, the name the angel had given him before he had been conceived.

 

22 ¶ When the time of their purification according to the Law of Moses had been completed, Joseph and Mary took him to Jerusalem to present him to the Lord 23 (as it is written in the Law of the Lord, “Every firstborn male is to be consecrated to the Lord”), 24 and to offer a sacrifice in keeping with what is said in the Law of the Lord: “a pair of doves or two young pigeons.” 25 Now there was a man in Jerusalem called Simeon, who was righteous and devout. He was waiting for the consolation of Israel, and the Holy Spirit was upon him. 26 It had been revealed to him by the Holy Spirit that he would not die before he had seen the Lord’s Christ. 27 Moved by the Spirit, he went into the temple courts. When the parents brought in the child Jesus to do for him what the custom of the Law required, 28 Simeon took him in his arms and praised God, saying: 29 “Sovereign Lord, as you have promised, you now dismiss your servant in peace. 30 For my eyes have seen your salvation, 31 which you have prepared in the sight of all people, 32 a light for revelation to the Gentiles and for glory to your people Israel.”

33 ¶ The child’s father and mother marveled at what was said about him. 34 Then Simeon blessed them and said to Mary, his mother: “This child is destined to cause the falling and rising of many in Israel, and to be a sign that will be spoken against, 35 so that the thoughts of many hearts will be revealed. And a sword will pierce your own soul too.”

 

36 ¶ There was also a prophetess, Anna, the daughter of Phanuel, of the tribe of Asher. She was very old; she had lived with her husband seven years after her marriage, 37 and then was a widow until she was eighty-four. She never left the temple but worshiped night and day, fasting and praying. 38 Coming up to them at that very moment, she gave thanks to God and spoke about the child to all who were looking forward to the redemption of Jerusalem.

 

39 ¶ When Joseph and Mary had done everything required by the Law of the Lord, they returned to Galilee to their own town of Nazareth. 40 And the child grew and became strong; he was filled with wisdom, and the grace of God was upon him.

 

41 ¶ Every year his parents went to Jerusalem for the Feast of the Passover. 42 When he was twelve years old, they went up to the Feast, according to the custom. 43 After the Feast was over, while his parents were returning home, the boy Jesus stayed behind in Jerusalem, but they were unaware of it. 44 Thinking he was in their company, they traveled on for a day. Then they began looking for him among their relatives and friends. 45 When they did not find him, they went back to Jerusalem to look for him. 46 After three days they found him in the temple courts, sitting among the teachers, listening to them and asking them questions. 47 Everyone who heard him was amazed at his understanding and his answers. 48 When his parents saw him, they were astonished. His mother said to him, “Son, why have you treated us like this? Your father and I have been anxiously searching for you.” 49 “Why were you searching for me?” he asked. “Didn’t you know I had to be in my Father’s house?” 50 But they did not understand what he was saying to them. 51 Then he went down to Nazareth with them and was obedient to them. But his mother treasured all these things in her heart.

 

52 ¶ And Jesus grew in wisdom and stature, and in favor with God and men.

 

NIV  Matthew 4:1-11

¶ Then Jesus was led by the Spirit into the desert to be tempted by the devil. 2 After fasting forty days and forty nights, he was hungry. 3 The tempter came to him and said, “If you are the Son of God, tell these stones to become bread.” 4 Jesus answered, “It is written: ‘Man does not live on bread alone, but on every word that comes from the mouth of God.’ ” 5 Then the devil took him to the holy city and had him stand on the highest point of the temple. 6 “If you are the Son of God,” he said, “throw yourself down. For it is written: ” ‘He will command his angels concerning you, and they will lift you up in their hands, so that you will not strike your foot against a stone.’ ” 7 Jesus answered him, “It is also written: ‘Do not put the Lord your God to the test.’ ” 8 Again, the devil took him to a very high mountain and showed him all the kingdoms of the world and their splendor. 9 “All this I will give you,” he said, “if you will bow down and worship me.” 10 Jesus said to him, “Away from me, Satan! For it is written: ‘Worship the Lord your God, and serve him only.’ ” 11 Then the devil left him, and angels came and attended him.

 

NIV  Hebrews 4:14-16

¶ Therefore, since we have a great high priest who has gone through the heavens, Jesus the Son of God, let us hold firmly to the faith we profess. 15 For we do not have a high priest who is unable to sympathize with our weaknesses, but we have one who has been tempted in every way, just as we are–yet was without sin. 16 Let us then approach the throne of grace with confidence, so that we may receive mercy and find grace to help us in our time of need.

 

NIV  Matthew 4:23 ¶ Jesus went throughout Galilee, teaching in their synagogues, preaching the good news of the kingdom, and healing every disease and sickness among the people. 24 News about him spread all over Syria, and people brought to him all who were ill with various diseases, those suffering severe pain, the demon-possessed, those having seizures, and the paralyzed, and he healed them.

NIV  Matthew 7:28 ¶ When Jesus had finished saying these things, the crowds were amazed at his teaching, 29 because he taught as one who had authority, and not as their teachers of the law.

NIV  Matthew 13:1-9

¶ That same day Jesus went out of the house and sat by the lake. 2 Such large crowds gathered around him that he got into a boat and sat in it, while all the people stood on the shore. 3 Then he told them many things in parables, saying: “A farmer went out to sow his seed. 4 As he was scattering the seed, some fell along the path, and the birds came and ate it up. 5 Some fell on rocky places, where it did not have much soil. It sprang up quickly, because the soil was shallow. 6 But when the sun came up, the plants were scorched, and they withered because they had no root. 7 Other seed fell among thorns, which grew up and choked the plants. 8 Still other seed fell on good soil, where it produced a crop–a hundred, sixty or thirty times what was sown. 9 He who has ears, let him hear.”

 

NIV  Matthew 13:10-13

¶ The disciples came to him and asked, “Why do you speak to the people in parables?” 11 He replied, “The knowledge of the secrets of the kingdom of heaven has been given to you, but not to them. 12 Whoever has will be given more, and he will have an abundance. Whoever does not have, even what he has will be taken from him. 13 This is why I speak to them in parables: “Though seeing, they do not see; though hearing, they do not hear or understand.

 

NIV  John 20:30-31

¶ Jesus did many other miraculous signs in the presence of his disciples, which are not recorded in this book. 31 But these are written that you may believe that Jesus is the Christ, the Son of God, and that by believing you may have life in his name.

 

The Holy Spirit of God: Gen 1:1-2; 2Co 3:17; Joh 16:7-14; Mat 3:11; Act 1:4-5; Act 2:1-21

 

NIV  Genesis 1:1 ¶ In the beginning God created the heavens and the earth. 2 Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters.

 

NIV  2 Corinthians 3:17-18

Now the Lord is the Spirit, and where the Spirit of the Lord is, there is freedom. 18 And we, who with unveiled faces all reflect the Lord’s glory, are being transformed into his likeness with ever-increasing glory, which comes from the Lord, who is the Spirit.

 

NIV  John 16:7-14

But I tell you the truth: It is for your good that I am going away. Unless I go away, the Counselor will not come to you; but if I go, I will send him to you. 8 When he comes, he will convict the world of guilt in regard to sin and righteousness and judgment: 9 in regard to sin, because men do not believe in me; 10 in regard to righteousness, because I am going to the Father, where you can see me no longer; 11 and in regard to judgment, because the prince of this world now stands condemned. 12 ¶ “I have much more to say to you, more than you can now bear. 13 But when he, the Spirit of truth, comes, he will guide you into all truth. He will not speak on his own; he will speak only what he hears, and he will tell you what is yet to come. 14 He will bring glory to me by taking from what is mine and making it known to you.

 

NIV  Matthew 3:7-12

¶ But when he saw many of the Pharisees and Sadducees coming to where he was baptizing, he said to them: “You brood of vipers! Who warned you to flee from the coming wrath? 8 Produce fruit in keeping with repentance. 9 And do not think you can say to yourselves, ‘We have Abraham as our father.’ I tell you that out of these stones God can raise up children for Abraham. 10 The ax is already at the root of the trees, and every tree that does not produce good fruit will be cut down and thrown into the fire.

 

11 ¶ “I baptize you with water for repentance. But after me will come one who is more powerful than I, whose sandals I am not fit to carry. He will baptize you with the Holy Spirit and with fire. 12 His winnowing fork is in his hand, and he will clear his threshing floor, gathering his wheat into the barn and burning up the chaff with unquenchable fire.”

 

 

NIV  Acts 1:4-5

On one occasion, while he was eating with them, he gave them this command: “Do not leave Jerusalem, but wait for the gift my Father promised, which you have heard me speak about. 5 For John baptized with water, but in a few days you will be baptized with the Holy Spirit.”

 

NIV  Acts 2:1-21

¶ When the day of Pentecost came, they were all together in one place. 2 Suddenly a sound like the blowing of a violent wind came from heaven and filled the whole house where they were sitting. 3 They saw what seemed to be tongues of fire that separated and came to rest on each of them. 4 All of them were filled with the Holy Spirit and began to speak in other tongues as the Spirit enabled them.

 

5 ¶ Now there were staying in Jerusalem God-fearing Jews from every nation under heaven.

6 When they heard this sound, a crowd came together in bewilderment, because each one heard them speaking in his own language. 7 Utterly amazed, they asked: “Are not all these men who are speaking Galileans? 8 Then how is it that each of us hears them in his own native language?

9 Parthians, Medes and Elamites; residents of Mesopotamia, Judea and Cappadocia, Pontus and Asia, 10 Phrygia and Pamphylia, Egypt and the parts of Libya near Cyrene; visitors from Rome 11 (both Jews and converts to Judaism); Cretans and Arabs–we hear them declaring the wonders of God in our own tongues!” 12 Amazed and perplexed, they asked one another, “What does this mean?” 13 Some, however, made fun of them and said, “They have had too much wine. ” Week 2 Theological and Biblical Readings

 

14 ¶ Then Peter stood up with the Eleven, raised his voice and addressed the crowd: “Fellow Jews and all of you who live in Jerusalem, let me explain this to you; listen carefully to what I say.

15 These men are not drunk, as you suppose. It’s only nine in the morning! 16 No, this is what was spoken by the prophet Joel: 17 ” ‘In the last days, God says, I will pour out my Spirit on all people. Your sons and daughters will prophesy, your young men will see visions, your old men will dream dreams. 18 Even on my servants, both men and women, I will pour out my Spirit in those days, and they will prophesy. 19 I will show wonders in the heaven above and signs on the earth below, blood and fire and billows of smoke. 20 The sun will be turned to darkness and the moon to blood before the coming of the great and glorious day of the Lord. 21 And everyone who calls on the name of the Lord will be saved.’

 

 

 

Case Study: End of Life Decisions

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Case Study: End of Life Decisions

Case Study: End of Life Decisions

George is a successful attorney in his mid-fifties. He is also a legal scholar, holding a teaching post at the local university law school in Oregon. George is also actively involved in his teenage son’s basketball league, coaching regularly for their team. Recently, George has experienced muscle weakness and unresponsive muscle coordination. He was forced to seek medical attention after he fell and injured his hip. After an examination at the local hospital following his fall, the attending physician suspected that George may be showing early symptoms for amyotrophic lateral sclerosis (ALS), a degenerative disease affecting the nerve cells in the brain and spinal cord. The week following the initial examination, further testing revealed a positive diagnosis of ALS. Case Study: End of Life Decisions

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ALS is progressive and gradually causes motor neuron deterioration and muscle atrophy to the point of complete muscle control loss. There is currently no cure for ALS, and the median life expectancy is between 3 and 4 years, though it is not uncommon for some to live 10 or more years. The progressive muscle atrophy and deterioration of motor neurons leads to the loss of the ability to speak, move, eat, and breathe. However, sight, touch, hearing, taste, and smell are not affected. Patients will be wheelchair bound and eventually need permanent ventilator support to assist with breathing.

George and his family are devastated by the diagnosis. George knows that treatment options only attempt to slow down the degeneration, but the symptoms will eventually come. He will eventually be wheelchair bound and be unable to move, eat, speak, or even breathe on his own.

In contemplating his future life with ALS, George begins to dread the prospect of losing his mobility and even speech. He imagines his life in complete dependence upon others for basic everyday functions and perceives the possibility of eventually degenerating to the point at which he is a prisoner in his own body. Would he be willing to undergo such torture, such loss of his own dignity and power? George thus begins inquiring about the possibility of voluntary euthanasia.

Nursing homework help

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Nursing homework help

 

NR514-NEED RESPONSES

I need help responding to the attached peers’ post in 150 words each.

Sharla Kurtz 

Translational research is an approach encompassing discoveries, insights, and ideas produced by basic scientific inquiry, later used to address human ailments. It plays a vital role in research, including basic and clinical, by seeking to shift towards the bedside from the bench (Seyhan, 2019). The different aspects of translational research entail identifying targets, pathways, biomarkers, and drugs and formulating and testing human tissue xenograft and animal models. In this view, the approach has found significance when translating fundamental research outcomes by scientists into feasible applications and products. However, these intentions and acts are often challenging to the extent that translational research was labeled “the valley of death.” Nursing homework help

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           The reputation of being a “valley of death,” when describing translational research originated because of the challenges encountered. Translating discoveries into effective treatments is often unsuccessful, costly, and time-consuming (Cure Search, 2020). In this case, a discovery in basic science must be guided by subsequent years of further work prior to it becoming an approved treatment. A notable instance entails the research on cancer, which has taken years to monitor how particular tumors spread and impact the human body. Worse still, it is approximated that the probability of positive outcomes involving translational research is often one percent. To put it into context, it means that out of 5,000 compounds assessed, only five will proceed with Phase I studies (Cure Search, 2020). Thus, the FDA is likely to approve just one or two drugs in the end.

Despite the recent measures to enhance the drug development process, particularly efficiency and safety, the outcomes have been mixed, coupled with high failure rates. These outcomes have been attributed to the inability to move to the therapeutic development process following scientific discoveries. In most instances, the translations are usually lost because most are irrelevant to human ailments (Seyhan, 2019). Other underlying factors further promoting such failure entail a lack of technical expertise, incentives, and funding to progress further with the practices. Ironically, despite the increment in funding for biomedical research by the National Institute of Health (NIH), there has been no rise in novel treatments and cures. Thus, most research has stagnated in the “valley of death.”

Another point to highlight is that developing and approving drugs is often extensive. Seyhan (2019) noted that the duration for a new drug took almost 13 years on average, meaning it could be even more for some drugs. When coupled with the increased costs and risks of failure, those who manage to enter the human trial face the risk of failure. According to the NIH, about 85 percent of research projects are often rejected before testing (Seyhan, 2019). From a financial perspective, it is a high number, resulting in huge losses. The field lacks enough funding and rarely attracts investors besides big pharmaceutical entities and national governments.

Overall, the assignment impacted my thoughts in a more in-depth manner concerning the subject of discussion. I got the opportunity to learn the challenges of translation research, considering that I had less insight into the manifestation of such outcomes. For example, I never understood why some projects have dragged on for more than a decade, including research on ailments, mainly cancer and HIV/AIDS. However, I learned that the process is an organic and reiterative approach requiring constant feedback involving several disciplines to guarantee success. In this regard, translational research embodies many loosely integrated practices touching on the biotech industry, pharmaceutical, and academic sectors.  

References

Cure Search. (2020, November 3). What is translational research? Explaining the “Valley of Death’.” Cure Search for Children’s Cancer. https://curesearch.org/what-is-translational-research-explaining-the-valley-of-death/

Seyhan, A. A. (2019). Lost in translation: The Valley of death across preclinical and clinical divide – identification of problems and overcoming obstacles. Translational Medicine Communications, 4(1).

.

Louann Robinson 

Why is translational research referred to as “the valley of death?” According to Wolfe et al. (2013), it is a “metaphorical depths to which promising science and technology too often plunge, never to emerge and reach their full potential” (p.138). When considering the academic gymnastics, funding, intellectual property issues, rules, procedures, and technology requirements, sound research and development ideas often fall by the wayside, or shall I say, “the valley of death?” (Wolfe et al., 2013).

Klitsie et al. (2019) explain the phenomenon by stating, “too often these concepts remain in the prototype stage: they are never implemented and fall into what is popularly termed the Valley of Death” (p.28).

Health care professionals and organizations need to be able to reach their diverse patient populations to advance patient outcomes effectively. According to Horvat et al. (2014), cultural competence enables providers to tailor health care needs specific to patients with diverse values, beliefs, and social, cultural, and linguistic needs.

All of this is so important because for researchers to address the needs of our underserved minority patient populations, we must first understand our audience. The best intentions and buckets full of money will not reach patients and change outcomes because the message is misunderstood. A great way to reach a minority population is to work with community leaders; this approach provides context and builds relationships and trust.

This assignment has taught me that the most effective way to improve patient care outcomes and compliance is through balancing priorities and effective communication. The patient must understand what I am saying and establish their priority goals; otherwise, what is the point? (see Appendix).

References

Hospital for Special Surgery. (2020, October 23). How to Improve Communications Among Your Healthcare Team. Retrieved May 2, 2022, from https://www.hss.edu/conditions_health-literacy-tips-improve-communication-with-healthcare-team.asp

Horvat,  L., Horey,  D., Romios,  P., & Kis‐Rigo,  J. (2014).  Cultural competence education for     health professionals. Cochrane Database of Systematic Reviews. 2014(5), John Wiley & Sons, LTD.

Klitsie, J. B., Price, R. A., & de Lille, C. S. H. (2019). Overcoming the Valley of Death: A Design Innovation Perspective. Design Management Journal, 14(1), 28–41. https://doi.org/10.1111/dmj.12052

Wolfe, A. K., Bjornstad, D. J., Shumpert, B. L., Wang, S. A., Lenhardt, W. C., & Campa, M. F. (2013). Insiders’ Views of the Valley of Death: Behavioral and Institutional Perspectives. BioScience, 64(2), 138–144. https://doi.org/10.1093/biosci/bit015

                     Appendix

Considerations between patient and provider for improved patient-centered care outcomes (HSS, 2020).

 

 

Carolyn Gaeckle 

Translational research is understood to be the connection between the “bench”, or where research is actually being done, and the patient “bedside”. Translational research is the joining of research and direct patient intervention, or “that harnesses knowledge from basic scientific research into clinical research to create novel treatments and treatment options devices, medical procedures, preventions, and diagnostics essentially forming a bridge between basic research and clinical research” (Seyhan, 2019). Translational research is also sometimes referred to as “the valley of death”, and this may be for a variety of reasons. Between basic science and clinical science lies translational science, where, without proper resources and steps taken, ideas come to die. “To cross the “Valley of Death”, several key requirements must be in place to move these discoveries into new treatments, diagnostics and preventions” (Seyhan, 2019). Some of these requirements include funding and reproducibility. A study could show great promise, but if it lacks reproducibility they are going to have trouble. In addition, if they lack funding, scientists won’t have the monetary resources available to continue their research and disseminate their information. “Even with the fascinating observations and creative science, most of the basic scientific discoveries fail to get into the therapeutic development process and often get lost in translation because they are irrelevant to human disease or lack funding, incentives, and technical expertise to advance any further” (Seyhan, 2019). The process to actually move from just research to real intervention is timely, costly, and involves many different factors. Take for example a new medication that is shown to improve symptoms of a serious mental health disorder. “With an estimated cost of $1–2 billion to develop a new drug, development time lines of 15 to 20 years, and a failure rate of approximately 95%, many pharmaceutical companies have been forced to downsize their operations, especially in early drug discovery” (Gamo et al., 2017).

Gamo, N. J., Birknow, M. R., Sullivan, D., Kondo, M. A., Horiuchi, Y., Sakurai, T., Slusher, B. S., & Sawa, A. (2017). Valley of death: A proposal to build a “translational bridge” for the next generation. Neuroscience research, 115, 1–4. https://doi.org/10.1016/j.neures.2016.11.003

Seyhan, A. A. (2019). Lost in translation: the valley of death across preclinical and clinical divide – identification of problems and overcoming obstacles. Translational Medicine Communications, Vol. 4, (18). https://doi.org/10.1186/s41231-019-0050-7

 

Euridice Nobre 

Translational research is the transformation of basic scientific research into clinical research to develop new treatments, medical procedures, prevention, and diagnostics that improve health (Woolf, 2008). The “valley of death” is the process from basic research to clinical practice or novel therapeutics. This phase of translational research, “Valley of Death,” can be time consuming, costly, and unsuccessful at times (Meslin et al., 2013).

There are “five hills and four translational valleys from discovery to population health” (Meslin et al., 2013), i.e.,T0 basic science research explicates cellular mechanisms, their relationship to disease and identify therapeutic targets and development of treatment procedures; T1 translation to human aims to determine proof of safety, mechanism, and concept; T2 translation to patients is the tryout required for efficacy of the therapeutic agent in patients representing the relevant disease; T3 translation to practice this phase serve to enhance the therapeutic use of a therapeutic agent in clinical practice. Lastly, is the T4 translation to community, which its objective is to identify use and cost effectiveness of the medication, treatment, or prevention in relation to others currently in use (Seyhan, 2019).

In accordance with Meslin et al., (2013), moving from T0 to T4 implicates going through a diverse collection of organizations and institutional players – government, private sector, and lobbyists among them. Furthermore, challenges such as ambiguous regulation, unnecessary bureaucracy, lack of commercial incentives to innovate, and perhaps, few opportunities to revise legislation or to change habits or practices in the light of new knowledge could prevent translational science to works to its potential. Mesling et al. (2013) suggested that scientific innovation involves social and legal controversies and only “giving attention to bridging science policy’s valley of death as we do to biomedical research translational process, prospects can be favorable for the effective translation of science into collective benefit” (p.8).

This assignment impacted my thoughts on this subject as I learned that the existing gap between what is found in the lab and the actual application of evidence-based practice to helping people is associated with poor outcomes such as obesity, healthcare-acquired infections, and injurious falls (Titler, 2018). Some barriers preventing research findings from being translated into clinal practice include lack of facilities to conduct clinical research, an inadequately trained workforce, and funding (Fudge et al., 2016).

 

References

Fudge, N., Sadler, E., Fisher, H. R., Maher, J., Wolfe, C. D. A., & McKevitt, C. (2016). Optimizing translational research opportunities: A systematic review and narrative synthesis of basic and clinician scientists’ perspectives of factors which enable or hinder translational research. Plos One, 11(8). https://web-p-ebscohost-com.library.norwich.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=831a4673-3cda-4c9c-9463-8c51aa81b4e9%40redis

Meslin, E. M., Blasimme, A., & Cambon-Thomsen, A. (2013). Mapping the translational science policy ‘valley of death’. Clinical and Translational Medicine, 2(1), 1-8. https://doi.org/10.1186/2001-1326-2-14

Seyhan, A.A. (2019).  Lost in translation: the valley of death across preclinical and clinical divide – Identification of problems and overcoming obstacles. Transl Med Commun 4, 18. https://doi.org/10.1186/s41231-019-0050-7

Titler, M.G. (2018) Translation research in practice: An introduction. OJIN: The Online Journal of Issues in Nursing, 23(2). 10.3912/OJIN.Vol23No02Man01

Woolf, S. H. (2008). The meaning of translational research and why it matters. JAMA: The Journal of the American Medical Association, 299(2), 211-213. https://doi.org/10.1001/jama.2007.26

 

Nursing homework help

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Nursing homework help

Document Format: Margins are 1 in. (2.54 cm) on all sides.

All text in the document should be double-spaced.

The font is 12-point Times New Roman. Other choices are 11-point Arial and 11-point Calibri.

The title page is page 1.

There is no running head for learner assignments. (See Academic Writer: Publication Manual §§ 2.1–2.24 for paper requirements.)

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Abstract

An abstract is useful in professional papers, but not always in learner assignments. In fact, unless you are instructed by your faculty or in the course syllabus, do not expect to use abstracts very often at Capella. If you are submitting for publication, remember to check with the journal or professional organization about their criteria for an abstract. The abstract tells your reader about the article, is brief, and stands alone, so no citations are included. The format for an abstract is a single paragraph (not indented on the first line) that follows the title page and is less than 250 words in length. A structured abstract will have a single paragraph without indentation but having labels (e.g., Objective, Method, Results, and Conclusions) on the same line as the text and bold. For published works, the publishing organization will give you guidance on these. However, for student papers, no abstract is needed unless the faculty request one or the assignment requires it. Remember, no citations.

Keywords: include keywords in the abstract—they should be labeled like this, with the words all in lowercase and separated by commas. Only the first line is indented, like a regular paragraph. No period at the end. Nursing homework help

 

 

APA Style Seventh Edition Paper Template: A Resource for Academic Writing

American Psychological Association (APA) style is one of the most popular methods used to cite sources in the social sciences, but it is not the only one. When writing papers in the programs offered at Capella University, you will likely use APA style. This document serves as an APA style resource for the seventh edition guidelines, containing valuable information that you can use when writing academic papers. For more information on APA style, refer to the Publication Manual of the American Psychological Association, also referred to as the APA manual (American Psychological Association, 2020b).

The first section of this paper shows how an introduction effectively introduces the reader to the topic of the paper. In APA style, an introduction never gets a heading. For example, this section did not begin with a heading titled “Introduction,” unlike the following section, which is titled “Writing an Effective Introduction.” The following section will explain in greater detail a model that can be used to effectively write an introduction in an academic paper. The remaining sections of the paper will continue to address APA style and effective writing concepts, including section headings, organizing information, the conclusion, and the reference list.

Writing an Effective Introduction

An effective introduction often consists of four main components, including (a) the position statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which is general information needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper. This information will help readers understand what will be discussed in the paper. It can also serve as a tool to grab the reader’s attention. Authors may choose to briefly reference sources that will be identified later in the paper as in this example (American Psychological Association, 2020a; American Psychological Association, 2020b). The Writing Center has developed the acronym POETS to help describe the proper writing style for submissions. POETS is the acronym for purpose, organization, evidence, tone, and sentence structure (Capella Writing Center, n.d.). There will be more on this later.

In an introduction, the writer will often present something of interest to capture the reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the reader know what to expect, while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper, including how to write an introduction, how to write effective paragraphs, and how to effectively use APA style.

Level 1 Section Heading Is Centered, Bold, and Title Case

Using section headings can be an effective method of organizing an academic paper. Section headings are not required according to APA style; however, they can significantly improve the quality of a paper by helping both the reader and the author, as will soon be discussed.

Level 2 Section Heading Is Aligned Left, Bold, and Title Case

The heading style recommended by APA consists of five levels (APA, 2020b, pp. 47–48). This document contains multiple levels to demonstrate how headings are structured according to APA style. Immediately before the previous paragraph, a Level 1 section heading was used. That section heading describes how a Level 1 heading should be written, which is centered, bold, and using uppercase and lowercase letters (also referred to as title case). For another example, see the section heading “Writing an Effective Introduction” on page 3 of this document. The heading is centered and bold and uses uppercase and lowercase letters. If used properly, section headings can significantly contribute to the quality of a paper by helping the reader, who wants to understand the information in the document, and the author, who desires to effectively describe it.

Section Heading Purposes

Section Headings Help the Reader.  Section headings serve multiple purposes, including helping the reader understand what is being addressed in each section, maintain an interest in the paper, and choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA style.

Section Headings Help the Author.  Section headings not only help the reader; they also help the author organize the document during the writing process. Section headings can be used to arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged.

Section Headings Can Demonstrate Fine Detail  Short papers and assignments may not require or need a Level 5 heading, but these will be indented, bold, italic, and title case and end with a period. Note the text starts on the line at the end of the heading following the period.

How to Write Effective Paragraphs

Capella University’s Writing Center (n.d.) has adopted a new set of writing standards to assist learners in their goals to improve their scholarly writing. It is based on five skills known by the mnemonic POETS. In other words, a well-developed Capella paper will demonstrate the following standards. The paper will have a clear purpose statement, be logically organized, utilize current and appropriate evidence that is properly cited, maintain a scholarly tone, and demonstrate proper grammar and writing mechanics in the sentence structure (Capella Writing Center, n.d.). Academic writing is sometimes considered dry and boring. A learning experience may need that formula to encourage learning in different ways as the learner moves from passive learner to active scholar. This growth, according to Gilmore et al. (2019), requires the writer to not only think but also to write differently.

Bias-Free Language

In the seventh edition of the APA manual, another focus is on eliminating bias in language in order to provide a more inclusive tone in scholarly writing. While long considered a grammar issue, it is acceptable in APA to utilize they as a singular pronoun (APA, 2020b). In fact, there is an entire chapter of the manual dedicated to ways to reduce bias in scholarly writing. It is important to use an appropriate level of specificity in descriptions and use sensitivity with the use of labels. Other sections include guidelines on age, disability, gender, race and ethnicity, sexual orientation, socioeconomic status, and participation in research. Be aware of intersectionality, a term used to describe a person based on their identified multiple identities, interconnectivity, social context, power relations, complexity, social justice, and inequalities that can result in oppression (Cole, 2019; Hopkins, 2017).

Considering Direct Quotations

Another important point to consider is the use of direct quotations in papers. While plagiarism is considered an academic integrity issue, many learners are concerned with issues such as self-plagiarism and unintentional plagiarism, and there are others who may go as far as purchasing papers for submission (Colella & Alahmadi, 2019). As a learner travels along their chosen academic pathway, their writing skills and mechanics are expected to improve. It is imperative that the learner transition from finding information and quoting the author word for word to using the information to support an idea, paraphrase, and then synthesize and express the findings in one’s own words. Having said that, there are situations in which quotations may be appropriate, so it is important to cite them properly. According to the seventh edition of the APA manual, “When quoting directly, always provide the author, year, and page number of the quotation in the in-text citation in either parenthetical or narrative format” (APA, 2020b, p. 270). If there are not page numbers, identify the location in another manner (such as a paragraph number).

Notice that the above quote contains fewer than 40 words. There is a different style for quotes containing 40 words or more. These longer quotes use a block quotation format:

Do not use quotation marks to enclose a block quotation. Start a block quotation on a new line and indent the whole block 0.5 in. from the left margin. If there are additional paragraphs within the quotation, indent the first line of each subsequent paragraph an additional 0.5 in. Double-space the entire block quotation; do not add extra space before or after it. Either (a) cite the source in parentheses after the quotation’s final punctuation or (b) cite the author and year in the narrative before the quotation and place only the page number in parentheses after the quotation’s final punctuation. Do not add a period after the closing parenthesis in either case. (APA, 2020b, p. 272)

Conclusion

A summary and conclusion section, which can also be the discussion section of an APA style paper, is the final opportunity for the author to make a lasting impression on the reader. The author can begin by restating opinions or positions and summarizing the most important points that have been presented in the paper. For example, this paper was written to demonstrate to readers how to effectively use APA style when writing academic papers. Various components of an APA style paper that were discussed or displayed in the form of examples include a title page, introduction section, levels of section headings and their use, the POETS format, bias-free language, in-text citations, a conclusion, and the reference list.

 

 

References

American Psychological Association. (2020a). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://doi.org.apa.org/ethics/code/index.aspx

American Psychological Association. (2020b). Publication manual of the American Psychological Association (7th ed.).

Capella University. (n.d.). Writing Center. https://campus.capella.edu/writing-center/home

Cole, N. L. (2019, October 13). Definition of intersectionality: On the intersecting nature of privileges and oppression. ThoughtCo. https://www.thoughtco.com/intersectionality-definition-3026353

Colella, J., & Alahmadi, H. (2019). Combating plagiarism from a transformation viewpoint. Journal of Transformative Learning, 6(1), 59–67. https://jotl.uco.edu/index.php/jotl/article/view/184

Gilmore, S., Harding, N., Helin, J., & Pullen, A. (2019). Writing differently. Management Learning, 50(1), 3–10. https://doi.org/10.1177/1350507618811027

Hopkins, P. (2017). Social geography I: Intersectionality. Progress in Human Geography, 43(5), 937–947. https://doi.org/10.1177/0309132517743677

 

 

Appendix

Tips for the Reference List

  • Always begin a reference list on a new page. It should be placed before any appendices, figures, or tables and titled References.
  • Set a hanging indent that starts with the second line and is double-spaced. You can look in the Paragraph menu of Microsoft Word for formatting the hanging indent so that you will not have to tab the indent. It gives the text a smoother look that remains consistent, even if you make edits.
  • The reference list is in alphabetical order by the first author’s last name. A reference list only contains sources that are cited in the body of the paper, and all sources cited in the body of the paper must be included in the reference list. If you did not cite it, do not list it.
  • The reference list above contains an example of how to cite a source when two documents are written in the same year by the same author.
    • The lowercase letters are used after the date to differentiate the sources. The “a” reflects the alphabetical order in the reference list—not whether it appeared first in the text.
    • The year is also displayed using this method for the corresponding in-text citations, as in the following sentence: The author of the first citation (American Psychological Association, 2020b) is also the publisher; therefore, the word Author is no longer used in the seventh edition.
  • DOI is the digital object identifier.
    • It can be found on the first page of an article, on the copyright page of a book, in the database record of a work, or by searching Crossref.
    • Even if the book is in print, if there is a DOI, use it.
    • Always use the hyperlink format for a DOI—it will always start with https://doi.org/ and will be followed by a number. If the DOI is not in this format, convert it. Do not alter this format, and do not add a final period.
    • There is a short DOI service at http://shortdoi.org/.
  • URL is the uniform resource locator.
    • If there is no DOI, the URL should be used in the reference.
    • Copy and paste the URL directly into your list.
    • Do not add a period at the end.
    • Do use “Retrieved from” before a URL.
  • The Colella and Alahmadi reference is an example of how to cite a source using a URL. Please note that you will not use the Capella link that is often provided in the courseroom. If the URL contains a database title, such as EBSCO or ProQuest, or the name Capella, do not use that in your citation as it will only work for Capella learners and faculty.
  • For examples and further information on references go to:
    • Academic Writer: Sample References.
    • Academic Writer: Reference List.

 

APA Style: Sample Papers shows the title page for a student paper.

 

 

See Academic Writer: Publication Manual §§ 2.9–2.10 (p. 38 in the APA manual) for more information on abstracts.

 

New in APA seventh style—this heading is a regular Level 1 and should be bold.

 

Another important resource for Capella learners is Academic Writer.

 

See also Academic Writer: Introduction.

 

Level 1 section heading

 

This is the format for a complex list within a sentence. The items begin with lowercase letters and are separated by appropriate punctuation.

 

Related items can also be set off from the text and presented as numbered or bulleted lists. For more information on lists, see Academic Writer: Lists.

 

When you have two sources with the same author and date, use a lowercase a, b, c, after the year and alphabetize the sources in the reference list according to the title. For the same author but no date, use n.d.-a and n.d.-b as the date. See Academic Writer: Alphabetizing the Reference List for more information.

 

Something new in APA seventh style—all headings are double-spaced, bold, and written in title case. See Academic Writer: Heading Levels.

 

In POETS, this is the O for organization. See Writing Center: Organization.

 

This is a Level 3 heading. Notice it is aligned left, bold, italic, and title case. The paragraph begins on a new line. See Academic Writer: Heading Levels.

 

This is a Level 4 heading—it is indented, bold, and title case. The heading ends in a period, and the text begins on the same line as the heading.

 

Level 4 heading

 

Level 5 heading

 

The Writing at Capella multimedia presentation will help you understand the POETS model.

 

Notice the et al. here—this article has four authors. In APA seventh style, any source with three or more authors will use et al. for every citation, eliminating the need to remember when this appropriate. For more information, see Academic Writer: Citing References in Text.

 

See Academic Writer: Intersectionality for the guidelines.

 

Note the two citations—in a single set of parentheses and separated by a semicolon. The citations are listed alphabetically.

 

Notice the quotation marks around the quoted text and the placement of the punctuation after the parenthetical citation. See Academic Writer: Quotation Marks for more on the use of quotation marks.

 

Notice there is no period after this citation in a block quote—it looks odd, but it is APA style. See Academic Writer: Quotation Marks.

 

Remember all headings are bold.

 

This is something new in APA seventh style—you no longer need the location of the publisher for print books. Also note that if the author is the publisher, it is only listed as the author. This guideline is found on page 324 of the APA manual.

 

See Academic Writer: Publication Manual § 2.14 for more on appendices.

Emerging (EM) Country Project Written Part

/in /by

Emerging (EM) Country Project Written Part

Emerging (EM) Country Project

Written Part

 

 

This project is composed of five parts:

 

PART I: Executive Summary

PART II: Political/legal/sociological/cultural makeup of the EM country

PART III: Economic environment of the EM country

PART IV: Opportunities/risks and trends in the EM country

PART V: Entry mode and strategies for the EM country

 

 

PART I: Executive Summary

 

An one and a half to two-page summary of the major points of discussed in parts in the paper. Organize well. Logic is key. No bullets, instead verbalize! The purpose of an executive summary is to give the reader a brief glance at the critical points of your report. It must contain and concisely summarize the key findings of each section. It should be written Last after you have completed with report. Emerging (EM) Country Project Written Part

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PART II: Political/legal/sociological/cultural makeup of the EM country

 

Political/legal/sociological/cultural analysis: The data suggested in this analysis includes information that helps the firm make market-planning decisions. However, its application extends beyond product and market analysis to being an important source of information for someone interested in understanding business customs and other important cultural features of the country.

 

The information in this analysis must be more than a collection of facts. In preparing this material, you should attempt to interpret the meaning of cultural information.

 

  1. Brief discussion of the country’s relevant history

 

  1. Geographical setting
  2. a) Location
  3. b) Climate
  4. c) topography

 

III.        Social institutions

  1. a) Family
  2. The nuclear family
  3. The extended family

iii.        Dynamics of the family

  1. Parental roles
  2. Marriage and courtship
  3. b) Education
  4. The role of education in society
  5. Primary education (quality, levels of development, etc.)
  6. Secondary education (quality, levels of development, etc.)
  7. Higher education (quality, levels of development, etc.)
  8. Literacy rates
  9. c) Political System
  10. Political structure
  11. Political Parties

iii.        Stability of government

  1. Special taxes
  2. Role of local government
  3. d) Legal System
  4. Organization of the judiciary system
  5. Code, common, socialist, or Islamic-law country?

iii.        Participation in patents, trademarks and other conventions

  1. e) Organizations
  2. Group behavior
  3. Social classes

iii.        Clubs, other organizations

  1. Race, ethnicity and subcultures
  2. Business customs and practices

 

  1. Religion and aesthetics
  2. a) Religion and other belief systems
  3. Orthodox doctrines and structures
  4. Relationship with the people

iii.        Which religions are prominent?

  1. Membership of each religion Any powerful or influential cults?
  2. b) Aesthetics
  3. Visual arts (fine arts, plastics, graphics, public arts, colors etc.)
  4. Music

iii.        Drama, ballet, and other performing arts

  1. Folklore and relevant symbols

 

  1. Living conditions
  2. a) Diet and nutrition
  3. Meat and vegetable consumption rates
  4. Typical meals

iii.        Malnutrition rates

  1. Foods available
  2. b) Housing
  3. Types of housing available
  4. Do most people own or rent?

iii.        Do most people live in one-family dwellings or with other families?

  1. c) Clothing
  2. National dress
  3. Types of clothing worn at work
  4. d) Recreation, sports, and other leisure activities
  5. Types available and in demand
  6. Percentage of income spent on such activities
  7. e) Social security
  8. f) Health Care

 

  1. Language
  2. a) Official language(s)
  3. b) Spoken versus written language(s)
  4. c) Dialects

 

 

PART III: Economic environment of the EM country

 

There are two broad categories of information: general economic data that serve as a basis for an evaluation of the economic soundness of a country and information on channels of distribution and media availability. The guideline focuses only on broad categories of data and must be adapted to the particular company and its product needs.

 

  1. Introduction

 

  1. Population
  2. a) Total
  3. Growth rates
  4. Number of live births

iii.        Birth rates

  1. b) Distribution of population
  2. Age
  3. Sex

iii.     Geographic areas (urban suburban, rural density and concentration)

  1. Migration rates and patterns
  2. Ethnic groups

 

III.        Economic statistics and activity

  1. c) Gross national product (GNP or GDP)
  2. Total
  3. Rate of growth (Real GNP or GDP)
  4. GDP per capita, PPP
  5. Average family income
  6. d) Distribution of wealth
  7. Income classes
  8. Proportion of the population in each class

iii.        Is the distribution distorted?

  1. e) Minerals and resources
  2. f) Surface transportation
  3. Mode
  4. Availability

iii.        Usage rates

  1. Ports
  2. g) Communication systems
  3. Types
  4. Availability

iii.        Usage rates

  1. h) Working conditions
  2. Employer-Employee relations
  3. Employee participation

iii.        Salaries and benefits

  1. i) Principal industries
  2. What proportion of the GNP does each industry contribute?
  3. Ratio of private to publicly owned industries
  4. j) Foreign Investment
  5. Opportunities?
  6. Which industries?
  7. k) International trade statistics
  8. Major exports
  9. Dollar value
  10. Trends
  11.          Major imports
  12. Dollar value
  13. Trends

iii.        Balance-of-payments situation

  1. Surplus or deficit?
  2. Recent trends
  3. Exchange rates
  4. Single or multiple exchange rates?
  5. Current rate of exchange
  6. Trends
  7. l) Trade restrictions
  8. Embargoes
  9. Quotas

iii.        Import taxes

  1. Tariffs
  2. Licensing
  3. Customs duties
  4. m) Extent of economic activity not included in cash income activities
  5. Counter trades
  6. Products generally offered for counter trading
  7. Types of counter trades requested (i.e. barter, counter purchase, etc.)
  8.          Foreign aid received
  9. n) Labor force
  10. Size
  11. Unemployment rates
  12. o) Inflation rates

 

  1. Developments in science and technology
  2. a) Current technology available (computers, machinery, tools etc.)
  3. b) Percentage of GNP invested in research and development
  4. c) Technological skills of the labor force and general population

 

  1. Channels of distribution (macro analysis)

This section reports data on all channel middlemen available within the market. Select a specific channel as part of your distribution strategy for your marketing plan

  1. a) Retailers
  2. Number of retailers
  3. Typical size of retail outlets

iii.        Customary markup for various classes of goods

  1. Methods of operation (cash/credit)
  2. Scale of operation (large/small)
  3. Role of chain stores, department stores specialty shops
  4. b) Wholesale middlemen
  5. number and size
  6. Customary markup for various classes of goods

iii.        Method of operation (cash/credit)

  1. c) Import/Export agents
  2. d) Warehousing
  3. e) Penetration of urban and rural markets

 

  1. Media

 

This section reports data on all media available within the country or market. Select specific media as part of the promotional mix and strategy for your marketing plan.

  1. a) Availability of media
  2. b) Costs
  3. Television
  4. Radio

iii.        Print

  1. Other media (cinema, outdoor etc.)
  2. c) Agency assistance
  3. d) Coverage of various media
  4. e) Percentage of population reached by each of the media

 

 

PART IV: Opportunities/risks and trends in the EM country

 

Company objectives may vary from market to market and from time to time; the structure of international markets also changes periodically and from country to country; and the competitive, governmental, and economic parameters affecting market planning are in a constant state of flux. These variations require international executives to be especially flexible and creative in their approach to strategic planning.

 

  1. Introduction

 

  1. The Product
  2. a) Evaluate the product as an innovation as it is perceive by the intended market.
  3. Relative advantage
  4. Compatibility

iii.        Complexity

  1. Trialability
  2. Observability
  3. b) Major problems and resistance to product acceptance based on the preceding evaluation

 

III.        The Market

  1. a) Describe the market(s) in which the product is to be sold
  2. Geographical region(s)
  3. Forms of transportation and communication available in that (those) region(s)

iii.        Consumer buying habits

  1. Product-use patterns
  2. Product feature preferences
  3. Shopping habits
  4. Distribution of the product
  5. typical retail outlets
  6. Product sales by other middlemen
  7. Advertising and promotion
  8. Advertising media usually used to reach your target market(s)
  9. Sales promotions customarily used (sampling, coupons, etc.)
  10. Pricing strategy
  11. Customary markup
  12. Types of discounts available

 

  1. b) Compare and contrast your product and the competition’s product(s).
  2. Top regional and local EMF’s as competitors
  3. Strengths/weaknesses
  4. Short/long-term threats
  5. Competitor’s product(s)
  6. Brand name
  7. Features
  8. Package
  9. Competitors’ prices
  10. Competitors’ promotion and advertising methods
  11. Competitors’ distribution channels
  12. c) Market size
  13. Estimated industry sales for the planning year
  14. Estimated sales for your company for the planning year
  15. d) Government participation in the marketplace
  16. Agencies that can help you.
  17. Regulations you must follow

 

 

PART V: Entry mode and strategies for the EM country

 

  1. Objectives for market entry
  2. a) Market-seeking motive
  3. Attaining economy of scale
  4. Product portfolio expansion
  5. b) Efficiency-seeking motive
  6. Local production/local market

1)         Labor-intensive production

2)         Knowledge-intensive production

  1. c) Resource-seeking motive
  2. Securing raw materials
  3. Low cost production inputs
  4. d) Factors affecting entry method
  5. Transfer of experience
  6. Uniform global image

iii.        Control and coordination

  1. Cost of entry
  2. Cultural affinity or lack thereof
  3. Timing of entry
  4. First-mover advantage
  5. Latecomer advantage

 

  1. Entry Mode
  2. a) Trade-based entry mode
  3. Exporting
  4. Indirect exporting

iii.        Bidding for global tenders

  1. Outsourcing
  2. b) Contractual entry mode
  3. Licensing
  4. Type of licensing (field of use)
  5. Cross-licensing
  6. Franchising

iii.        Technology transfer

  1. Management contracts
  2. Contract manufacturing or subcontracting
  3. Turnkey projects

vii.       Strategic alliance

  1. c) Investment entry mode
  2. Marketing subsidiary
  3. Joint venture

iii.        Wholly-owned subsidiary

  1. Acquisition
  2. Greenfield investment

 

 

Appendices – References

If you have any Appendices, please make sure that you have a Table of Content for the Appendices. Each Appendix should start on a separate page with the title and number on the top of the page.

 

When referencing sources you can use the MLA or the APA approach. Either approach is okay as long as you are consistent throughout the entire paper. Just listing a web URL is not acceptable!

 

One easy way to do: put the author’s name and date after the citation (author name, 2011) and then in the list of References, at the end of the paper, list the actual reference with all the necessary information.

Nursing homework help

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Nursing homework help

 

The purpose of this assignment is to create a project charter with a work breakdown structure. Select one case study in Chapter 8 of the textbook from the following options: Case Study: Nurse Manager or Case Study: Informatics Nurse Specialist (INS).  The case study you select in this topic will be used throughout the course to complete the assignments in Topics 3-7.

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Review Figure 3.2 “Project Charter Content” from Chapter 3 in the textbook. Use this as a model to complete the “Project Charter Template” located in the topic Resources folder. You will complete the template as if you are the project manager. The project charter will serve as a statement of work for the case study you selected in Chapter 8 of the textbook.

 

Case model I will use -Nurse Manager

Ruth S., a newly graduated MSN, is the nurse manager who reports to Becky and as a new nurse manager is required to learn how to plan and schedule staff to adequately cover a dynamic and frequently changing work environment. She has also been asked to manage the budget for the unit, something she will need to learn, as she has not done that before. Ruth has had an introduction to the basic skills in her master’s program but not to the extent she will need to perform her role functions well.There are other competencies she will need to learn as a manager and, just as her predecessor, will take the same two PM courses at the university where she will develop skills such as developing communication plans, learning how to communicate with organizational leadership through report writing, and attending meetings where she will learn more about the group process (Chapter 4, Planning: Project Management—Phase 2). She will learn to develop change management plans and by doing so will learn how to utilize the change process to become more knowledgeable in team building and managing conflict, as well as provide resolutions and manage resources; she became more computer literate as well (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2).Ruth is not well versed in finance so Becky, who promoted her, initially will take on this task until Ruth becomes more conformable with the process (Chapter 4, Planning: Project Management—Phase 2). With oversight from Becky, Ruth will need to review and validate how to assign tasks, as well as delegate, deal with conflict, and assess and prioritize timelines (Chapter 4, Planning: Project Management—Phase 2). Becky also suggested that Ruth work with other peers who have expertise in data collection and analysis, understand how to collect data, analyze and prepare reports for the CNO and NE, define the metrics that leadership will require, and review outcomes (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2). Ruth will learn how to do other tasks as she takes the courses in project management. Other tasks include the ability to:■Develop objectives for both short- and long-term goals (Chapter 4, Planning: Project Management—Phase 2)■Develop and plan “a” and “b” options (Chapter 4, Planning: Project Management—Phase 2)■Take action and know when to delegate (Chapter 5, Implementation/Execution—Phase 3)■Define what processes need to be in place (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2)■Determine how to monitor and control (Chapter 6, Monitoring and Controlling: Project Management—Phase 4)■Define the different types of project closing (Chapter 7, Closing the Project—Phase 5)■Develop, utilize all tools developed, and successfully close a project (Chapter 7, Closing the Project—Phase 5)Ruth has also been told that the ABC Medical Center will be implementing a new system to document and track nursing standards. She will need to work with IT to implement the system and ensure the system has implementation of standards in place, including a method for documenting employees exceeding or failing to meet standards (Chapter 4, Planning: Project Management—Phase 2, and Chapter 5, Implementation/Execution—Phase 3).Ruth realizes that she will be very busy at least for her first 6 months in the new job and works with Becky to establish a timeline for all of the new tasks including her schoolwork (Chapter 4, Planning: Project Management—Phase 2).

Rubric

The Project Charter Template is present and includes substantial relevant details

A summary of the steps involved in initiating and designing a project is present and thorough.

Influence of Authority Gradients on Team Selection and Formulation

An explanation of how authority gradients influence teamwork and patient safety is present and thorough.

A description of two strategies for identifying and managing overlap in team member roles and accountabilities is present and thorough.

One benefit and one challenge for each researched strategy is present and thorough.

 

 

 

Project Charter Template

Part 1: A project charter is an essential element in the design phase of project management. The project charter serves as a framework and outlines key details of the project. Ultimately, the project charter will give authority to the project manager once key stakeholders and leadership sign off. Complete the template below based on the running case study in the Class Resources.

 

Project Title:
Project Start Date:                                 Projected Finish Date:
Project Manager: (include name and e-mail)

 
Background/Need/Justification:

 
Project Objective(s):

 
Applicable Industry Standards:

 
Budget Information:

 

 
Deliverables:

 

 

 
Risks and/or Potential Issues:

 

 

 

 

 
Project Timeline:
Key milestones Team Member Responsible Planned Target Date Actual Date
       
       
       
       
       
Project Team: Roles and Responsibilities:
Position Position Position Position
       
       
       
       
       
Approval/Review Committee:
Name and Signature Role Position Contact Information
       
       
       
       
       

 

Part 2: In 500-750 words, address the following:

  1. Summarize the steps involved in initiating and designing a project in a health care setting.

 

  1. Describe the influence of authority gradients on team selection and formulation. What is unique about this relative to health care quality and safety?

 

  1. Explain how authority gradients influence team work and patient safety in a health care setting.

 

  1. Research and describe two strategies for identifying and managing overlap in team member roles and accountabilities in a health care setting.

 

  1. Describe one benefit and one challenge for each researched strategy.

 

 

References

This assignment requires one or two scholarly resources. Cite these references below.

Leadership Journal Template

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Leadership Journal Template

Leadership Journal Template

Name:

Weeks Covering: 16 weeks

Preceptor/Mentor:

Clinical/Practicum Site: SFMC

Hours Worked (past two weeks):_36__

Total Hours: __36__/150 total of all hours worked up to this point

Practicum Activities Reflection:

I selected the wound care department as the focus of my practicum because there is a significant communication problem to be resolved. It has been discovered that the department scored poorly with patients in regard to communication. My first activity was to observe the scorecards collected from patients during the last three months at their discharge or from outpatient services. Communication is an essential tool between doctors, nurses, and patients so I had to find the reason for poor communication and the solutions needed to resolve them. It was also discovered that the communication scores dropped after the hospital went through a change of ownership. Leadership Journal Template

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The scorecards revealed that the patients were not satisfied with the care, and they complained that the doctors and nurses do not come to ask about their well-being and do not discuss their issues with them. My second activity was communicating with the directors, nurses, and the other hospital staff to know how they communicate with the patients. The patients do not need wound care treatment only, but they require the proper care overall. If the proper care is not given to the patients, the patient flow will decrease in the coming months. The patient satisfaction level is directly related to the number of patients and the department’s reputation. The surveys will continue to be collected throughout the practicum because I want to know the effect of ownership change and staff behavior toward the patients. The ownership change might also affect the staff behavior with the patients. The last three months were proved to be critical for the patients because it was found that there were soar comments about the hospital administration.

I observed that leadership styles are essential in the improvement of communication. Communication with the patients is essential because it brings value to the treatment, and the patient’s satisfaction will be enhanced. I will continue the survey of the patients to know the other impacts. I expect that these activities will help me improve the communication process, and the patients will feel better.

Application of Leadership:

            Professional responsibility and power, authenticity, integrity, and emotional intelligence are key factors of multiple leadership styles. During the observation and involvement of the preceptor activities, I felt that these factors were neglected. There was no element of emotional intelligence and authenticity in the leadership styles. During conversation with my preceptor, I realized that she favored the authoritarian leadership style with the patients and department staff. For authoritative leadership to be effective, team members must be given a clear goal to work toward and instructions for getting there. (Alqatawenh, 2018).

Various leadership styles can be implemented in the hospital, especially in the wound care department. The leadership styles are not easily changed altogether, but certain elements can be inserted into them. The first element that should be inserted in the leadership style is professional integrity. Professional integrity means that the patients should discuss the processes with the doctors, and the doctors/preceptors/nurses should give proper time to all the patients.

Professional integrity is one of the essential elements that should be inserted into the leadership styles. The next element that I would like to insert into the leadership styles is authenticity during the treatment. Authenticity in leadership means that all leaders must know their duties and responsibilities. The duty is not merely to admit the patients to the hospital and discharge them. The responsibilities include several factors like the care of patients and the proper administration of wound care treatments. The staff should discuss a patient’s condition with the family and encourage them to be involved in the care. All these elements are necessary for a patient, and if these elements are not provided there will be negative comments on the scorecard (Adi, 2019).

Last but not least, the leadership in hospital management or nursing involves protecting ethical principles. If the practices include ethics, the patients are satisfied; if there is a lack of implementation of the ethical tenets, the complaints will be increased. The principles include autonomy, beneficence, and justice. The leaders should think of these principles, and when the roots of problems and solutions are observed, they will meet a single factor known as communication. The patients have severe complaints about the lack of effective communication that should be resolved (DeConinck, 2018).

Practicum Project Preparation:

I have strong ideas about the project practicum because two essential concepts are involved. These are the leadership styles and the communication improvement. It is already explained that the leadership styles are numerous, and the leaders have to choose the appropriate one. I have planned to present the implementation of transformational and servant leadership within the department. Transformational leadership encourages the employees to learn that they are an essential part of an organization, and they have to work for the betterment of the organization. One of the essential elements that the project has made me learn is that effective leadership is essential in the success of leadership. The project has a massive role in my career because the practical observations are different from the theoretical concepts.

I have read a lot about leadership inefficiency and the lack of implementation of leadership styles. The project has made me learn that the situation exists in reality, and it helps me identify the real problems and solutions. I have learned different leadership styles like transformational and servant leadership, which I expect to implement in my career. Both the leadership styles are essential in the project, and the hospital management should learn them to the maximum extent (Gandolfi, 2018).

Leadership Video Reflection:

Servant leadership is an essential leadership style that many previous leaders observed in the past. The video was quite informational because it provided the lessons regarding servant leaders and the characteristics that should be present. The first thing that I have learned and am impressed with is that the leaders should understand that they are the servants of the public. They are appointed in the vital position of serving the people instead of giving them the orders. The leaders should learn that there is a differentiation between giving orders and leading the people through serving. The other aspect that I have learned from the servant leadership video is the power of a leader to listen and heal the patients. It is not only about the patients but the employees and customers. If the leader cannot listen to the employees, they do not have the leader’s personality. The leaders should always be concerned about the problems of the public and should resolve them (Nursing, 2016).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Alqatawenh, A. S. (2018). Transformational leadership style and its relationship with change management. Verslas: teorija ir praktika, 19(1), 17-24. https://www.ceeol.com/search/article-detail?id=772622.

DeConinck, J. B., Moss, H. K., & Deconinck, M. B. (2018). The relationship between servant leadership perceived organizational support, performance, and turnover among business-to-business salespeople. Global J Management and Marketing, 2(1), 38-52. https://www.igbr.org/wp-content/Journals/2018/GJMM_Vol_2_No_1_2018.pdf

Gandolfi, F., & Stone, S. (2018). Leadership, leadership styles, and servant leadership. Journal of Management Research, 18(4), 261-269. https://www.researchgate.net/publication/340940468_Leadership_Leadership_Styles_and_Servant_Leadership

Adi, K. R. (2019, October). Transformational leadership and team performance: the role of innovation in Indonesia property agent industry. In 2018 International Conference on Islamic Economics and Business (ICONIES 2018) (pp. 334-338). Atlantis Press. https://doi.org/10.2991/iconies-18.2019.67

Nursing, A. G.-. (2016, October 10). Servant Leadership – The Issue Of Power [cc] [Video]. YouTube. https://www.youtube.com/watch?v=Z8yMNFMp0k8&feature=youtu.be