Nursing homework help

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Nursing homework help

 

Poster Title – USU Logo
Your name
 
Significance/Background: Briefly describe the problem you have identified.  Include current statistics, relevant to the problem, peer reviewed articles supporting the problem. Explain if this problem has been occurring  at your clinical setting

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PICO-t: Describe problem, population, intervention, comparison, and expected outcomes and time that you would like to measure the results post intervention. Expand on your answer using support from evidence. Nursing homework help
 
Aims of the Study – What are you planning to achieve with your study, short term and long term goals.
 
Design/Methods: Your peer reviewed articles support the design and methodology of your project
 
Proposed Interventions
How would you determine the effectiveness of the proposed interventions/treatments with the identified capstone problem? 

 
Expected Results/Outcomes
Specify the expected outcomes that will result from the interventions that you will implement to solve the problem. The results or outcomes should be supported with the evidence based information from the peer reviewed articles that you have read

 
Anticipated Conclusions
Include what you have learned in the implementation of this project and will your project benefit your clinical setting/population

 
Potential Implications to Practice
The effect of your capstone project to the nursing profession and practice and humanities
References and contact information
 
Acknowledgement(s)
 

 

 

 

Template below (page 2)

 

 

 

Template for Poster

 

Create your poster using either PowerPoint or Google Slides. Below is an example of how to format your poster. In week 8, you will be required to add your poster to your final oral presentation. You can create this slide, or use the template below:

 

To download the template for your own editing use, you can do the following (you must be logged into your USU email account when accessing this document):

 

Click here to open the Google slide template: Google Slide Poster Template

 

Using Google Slides

If you want to use Google Slides to create your poster, open the template above. Click on File on the top menu bar, then click “Make a Copy”. Rename your copy then click Ok. To submit your poster, download your slide as a PowerPoint, then upload to the assignment submission drop box.

 

To convert to PowerPoint for submission: Click on File, then click “Download As”, then click “Microsoft PowerPoint.” This will open the slide in PowerPoint.

 

 

 

 

 

Nursing homework help

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Nursing homework help

 

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

 

PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

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PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

Introduction

You are at the halfway point of your practicum and have now received feedback via your midterm clinical evaluation. Consider this feedback, as well as the goals you set for yourself at the beginning of the quarter, and benchmark your progress thus far. Which goals are on track, behind, or already achieved? What steps do you need to take to attain the rest of your goals? Are there new goals you would like to consider? PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

This week, as you progress in your clinical practicum, you continue to use Meditrek to record your time and patient encounters.

Learning Objectives

Students will:

  • Describe clinical hours and patient encounters

Learning Resources

Required Readings (click to expand/reduce)

 

Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.

  • Chapter 29, “Assessing Eating Disorders and Somatic Symptom Disorder”

Emergency Care Research Institute. (2020). Bulimia guide: Guidelines and position statements related to eating disorders. https://bulimiaguide.org/guidelines-and-position-statements/

Fritz, G., Rockney, R., & Work Group on Quality Issues. (2004). Practice parameter for the assessment and treatment of children and adolescents with enuresis. Journal of American Child and Adolescent Psychiatry, 43(12), 1540–1550. https://doi.org/10.1097/01.chi.0000142196.41215.cc
Note: Review for historical context only.

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Lock, J., La Via, M. C., & American Academy of Child and Adolescent Psychiatry Committee on Quality Issues. (2015). Practice parameter for the assessment and treatment of children and adolescents with eating disorders. Journal of American Child and Adolescent Psychiatry, 54(5), 412–425. https://doi.org/10.1016/j.jaac.2015.01.018

Meditrek

https://edu.meditrek.com/Default.html
Note: Use this link to log into Meditrek to report your clinical hours and patient encounters.

 

Stern, T. A., Fava, M., Wilens, T. E., & Rosenbaum, J. F. (2016). Massachusetts General Hospital psychopharmacology and neurotherapeutics. Elsevier.

  • Chapter 13, “Natural Medications in Psychiatry” (pp. 145–146 only)

Assignment: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log
For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion in order to be counted.
You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 576 hours of supervised clinical experience (144 hours in each practicum course). Students with catalog years beginning Spring 2018 must complete a minimum of 640 hours of supervised clinical experience (160 hours in each practicum course). PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

Each log entry must be linked with an individual practicum Learning Objective or a graduate Program Objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

  • Dates
  • Course
  • Clinical Faculty
  • Preceptor
  • Total Time (for the day)
  • Notes/Comments (including the objective to which the log entry is aligned)

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 encounters with patients by the end of this practicum (40 children/adolescents and 40 adult/older adult).

The patient log must include the following:

  • Date
  • Course
  • Clinical Faculty
  • Preceptor
  • Patient Number
  • Client Information
  • Visit Information
  • Practice Management
  • Diagnosis
  • Treatment Plan and Notes: You must include a brief summary/synopsis of the patient visit. This does not need to be a SOAP note, however the note needs to be sufficient to remember your patient encounter.

By Day 7 of Week 6

Record your clinical hours and patient encounters in Meditrek.

What’s Coming Up in Week 7?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will continue your clinical hour and patient logs in Meditrek. You will review resource selections that support the assessment, diagnosis, and treatment of patients with neurocognitive and neurodevelopmental disorders. You will also complete a Focused SOAP Note and case presentation on a patient from your practicum site. PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

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NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

Week 10: Psychotherapy With Personality Disorders

Since personality represents who someone is at the deepest level, it is understandable that many people with personality disorders resist the idea that they have maladaptive patterns of personality traits. Even when clients acknowledge that their personality issues are at the heart of their interpersonal problems, they often find it difficult to change. As a PMHNP, how do you overcome this challenge and effectively counsel these clients?

This week, you examine psychotherapeutic approaches for treating clients with personality disorders. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment Learning Objectives

Students will:

  • Recommend therapeutic approaches for treating clients with personality disorders
  • Recommend strategies to support the therapeutic relationship in individual, family, and group modalities of therapy

Learning Resources

Required Readings (click to expand/reduce) 

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.)

  • For reference as needed

Paris, J. (2015). Psychotherapies. In A concise guide to personality disorders (pp. 119–135). American Psychological Association.

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

  • Chapter 18, “Dialectical Behavior Therapy for Complex Trauma” NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment
Required Media (click to expand/reduce) 

Symptom Media. (2020). Antisocial personality disorder ASPD online CNE CEU courses for nurses [Video]. YouTube. https://www.youtube.com/watch?v=ewBFri65Quw

Symptom Media. (2020). Histrionic disorder NP mental health continuing education [Video]. YouTube. https://www.youtube.com/watch?v=GJVRGofeV-w

Symptom Media. (2020). Narcissistic personality disorder online LPN CE credit CEU unit classes [Video]. YouTube. https://www.youtube.com/watch?v=knfVjj3P9es

Assignment: Therapy for Clients With Personality Disorders

Individuals with personality disorders often find it difficult to overcome the enduring patterns of thought and behavior that they have thus far experienced and functioned with in daily life. Even when patients are aware that personality-related issues are causing significant distress and functional impairment and are open to counseling, treatment can be challenging for both the patient and the therapist. For this Assignment, you examine specific personality disorders and consider therapeutic approaches you might use with clients.

Photo Credit: Getty Images/Blend Images

To prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide about treating clients with personality disorders.
  • Select one of the personality disorders from the DSM-5 (e.g., paranoid, antisocial, narcissistic). Then, select a therapy modality (individual, family, or group) that you might use to treat a client with the disorder you selected.

The Assignment:

Succinctly, in 1–2 pages, address the following:

  • Briefly describe the personality disorder you selected, including the DSM-5 diagnostic criteria.
  • Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.
  • Next, briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

Support your response with specific examples from this week’s Learning Resources and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

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By Day 7

Submit your Assignment. Also attach and submit PDFs of the sources you used.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 10 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To Participate in this Assignment:

Week 10 Assignment

Rubric Detail – NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

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

Name: NRNP_6645_Week10_Assignment_Rubric

Excellent 

90%–100%

 Good 

80%–89%

 Fair 

70%–79%

 Poor 

0%–69%
Succinctly, in 1–2 pages, address the following: • Briefly describe the personality disorder you selected, including the DSM-5 diagnostic criteria.
14 (14%) – 15 (15%)
The response includes an accurate and concise description of the personality disorder, including the DSM-5 diagnostic criteria.
12 (12%) – 13 (13%)
The response includes an accurate description of the personality disorder, including the DSM-5 diagnostic criteria.
11 (11%) – 11 (11%)
The response includes a somewhat vague or inaccurate description of the personality disorder, including the DSM-5 diagnostic criteria.
0 (0%) – 10 (10%)
The response includes a vague or inaccurate description of the personality disorder, including the DSM-5 diagnostic criteria.
• Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.
23 (23%) – 25 (25%)

The response includes an accurate and concise explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder.

The response includes a concise explanation of why the approach and modality were selected, with strong justification for why they are appropriate for the disorder. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment
20 (20%) – 22 (22%)

The response includes an accurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder.

The response includes an explanation of why the approach and modality were selected, with adequate justification for why they are appropriate for the disorder. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment
18 (18%) – 19 (19%)

The response includes a somewhat vague or inaccurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder.

The response includes a vague or inaccurate explanation of why the approach and modality were selected, with a somewhat vague or inaccurate justification for why they are appropriate for the disorder.
0 (0%) – 17 (17%)

The response includes a vague or inaccurate explanation of a therapeutic approach and a modality that could be used to treat a client presenting with this disorder. Or, response is missing.

The response includes a vague or inaccurate explanation of why the approach and modality were selected, with poor justification for why they are appropriate for the disorder. Or, response is missing.
• Briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.
27 (27%) – 30 (30%)

The response includes an accurate and concise explanation of the therapeutic relationship in psychiatry.

The response clearly and concisely explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.
24 (24%) – 26 (26%)

The response includes an accurate explanation of the therapeutic relationship in psychiatry.

The response adequately explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.
21 (21%) – 23 (23%)

The response includes a somewhat vague or incomplete explanation of the therapeutic relationship in psychiatry.

The response provides a somewhat vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.
0 (0%) – 20 (20%)

The response includes a vague and inaccurate explanation of the therapeutic relationship in psychiatry. Or, response is missing.

The response provides a vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions. Or, response is missing.
·   Support your approach with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. PDFs are attached.
14 (14%) – 15 (15%)
The response is supported by specific examples from this week’s media and at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached.
12 (12%) – 13 (13%)
The response is supported by examples from this week’s media and three peer-reviewed, evidence-based sources from the literature that provide appropriate support for the rationale provided. PDFs are attached.
11 (11%) – 11 (11%)
The response is supported by examples from this week’s media and two or three peer-reviewed, evidence-based sources from the literature. Examples and resources selected may provide only weak support for the rationale provided. PDFs may not be attached.
0 (0%) – 10 (10%)
The response is supported by vague or inaccurate examples from the week’s media and/or evidence from the literature, or is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.
4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains 1 or 2 grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains 3 or 4 grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains 1 or 2 APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains 3 or 4 APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment
Total Points: 100

Name: NRNP_6645_Week10_Assignment_Rubric

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. Nursing homework help

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

Full Title of Your Paper

 

Learner’s Full Name (no credentials)

School of Nursing and Health Sciences, Capella University

Course Number: Course Name

Instructor’s Name

Month, Year 

 

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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.

 

 

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

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Emerging (EM) Country Project Written Part

Emerging (EM) Country Project

Written Part

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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 Emerging (EM) Country Project Written Part

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.

 

 

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.

A Comparative Analysis

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A Comparative Analysis

Assessment 1 Instructions: Evolution of the Hospital Industry: A Comparative Analysis

Top of Form

Bottom of Form

  • PRINT
  • Write a 3 page paper about the similarities and differences in hospital care from the 1800s, 1960s, and today, plus your analysis conclusions. Include a research table in the appendix of your paper. A Comparative Analysis

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Izabella is a health care historian. She has been hired by the Philadelphia Medical Society to research and develop a storyboard of hospital care quality from the first hospital to today’s hospitals. The storyboard will cover the evolution of the hospital environment, staff education, level of care, and how hospital services were paid for.

Izabella’s storyboard begins with the fact that hospitals had humble beginnings in the United States. The first hospital in America was founded in Philadelphia in 1751! Its mission was “to care for the sick-poor and insane who were wandering the streets” of Philadelphia (Penn Medicine, n.d., para. 1). Having a historical perspective on health care changes and trends is critical to understanding how to improve health care today and in the future. What kind of medical care might a patient have received in the first 18th-century hospital?

As a health care administrator, you will often do research on a topic to provide background information for decision making, committee work, or creating policies. It is often best practice to use a comparison table to lay out and visualize your research notations.

Reference

Penn Medicine. (n.d.). History of Pennsylvania Hospital. http://www.uphs.upenn.edu/paharc/features/creation.html

Scenario

Imagine you are a patient with a serious illness in a hospital in the 1800s, in the 1960s, and today. Think about the room configurations, the skills of the nurses and other staff, the level and type of care, and how you would pay for the care, both now and in the previous centuries.

Instructions

Write a 3 page paper about the similarities and differences in hospital care from the different time periods (1800s, 1960s, and today), as well as the conclusions you drew from your analysis. Include a research table in the appendix of your paper.  

Complete the following:

  1. The textbook is suggested as the most efficient resource for this assessment, or use at least two other resources from those provided for this assessment. You may also use resources you find on your own from the History of Health Care Researchtab in the Health Care Administration Undergraduate Library Research Guide to research how the hospital industry has evolved in terms of hospital environment, medical staff education, level of care in hospitals, and payment systems.
    • You will need to reference a total of three scholarly sources in your paper.
    • Be sure to cite these references within the body of your paper correctly using APA-style citations.
  2. Complete the Comparative Analysis Table: Hospital Care Evolution, located in the appendix of the Comparative Analysis Template [DOCX].
    • Provide two descriptive changes for each time period under each of the headings. 
    • Add bullet points to each cell in the table to document the descriptive changes that you have found for each topic.
    • Document the source where you found the information for each cell in the table, using APA-style citations.
  3. Refer to the Comparative Analysis Assessment Exemplar [PDF]for an example of how to translate the information from the table into a written paper.
    • Note that the assessment exemplar is written about the evolution of physicians’ practices and not hospital care, which is the topic for this assessment.
    • Do not copy the exemplar text into your paper. You should submit original written work about the evolution of hospitals in your paper.
  4. Write an introduction to the paper using the Comparative Analysis Template [DOCX].
    • Include a brief explanation of the purpose of the paper and main ideas.
    • Reference significant trends that you noticed as appropriate.
    • Refer to the Writing Supportpage on Campus for resources to help you as you write and revise your paper.
  5. Write the body of the paper.
    • Write the Hospital Care Evolutionsection in the assessment template, using the information from the Comparative Analysis Table you completed.
      • Describe your findings about each topic in the different time periods under each subtopic heading.
      • Explain the trends in hospital environment, medical staff education, level of care in hospitals, and the payment systems in a short paragraph (3–4 sentences) for each topic, using the subheadings provided in the assessment template.
      • Cite all references used within the body of your paper using APA-style citations.
    • Write the Comparative Analysissection (1–2 paragraphs) in the assessment template.
      • Write a brief summary of your comparisons and analysis about the significance of the key changes from the different time periods. 
      • Draw conclusions about how the hospital industry has evolved from the 1800s to the 1960s to today and about the significance of the key milestones from the different time periods.
      • Give specific examples of the impact on the quality of patient care during these time frames.
  1. Write a conclusion paragraph where you summarize the main ideas included in the paper.
    • Explain why it is important to study the history of hospital care for your profession.

Additional Requirements

  • Your paper should be 3 pages, in addition to the title page, appendix, and reference page.
  • Double space your paper, and use Times New Roman, 12-point font, as indicated in the assessment template.
  • Use a minimum of three resources; you may include the textbook.
  • Complete all parts of the assessment template, using the headings provided in the template.
  • Support all points with credible evidence, in the form of APA citations.Refer to Evidence and APA in the Capella Writing Center for help with using APA style.
  • Include a references page in APA format with appropriate citations.
  • Complete the Comparative Analysis Table: Hospital Care Evolutiontable in the appendix of the assessment template.

Competencies Measured

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

  • Competency 1: Analyze trends in the U.S. health care system from a historical perspective.
    • Compare and contrast the hospital environments of the 1800s, 1960s, and today.
    • Compare and contrast the level of care provided in hospitals of the 1800s, 1960s, and today.
    • Compare and contrast the payment systems in the hospitals of the 1800s, 1960s, and today.
    • Draw conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today.
  • Competency 3: Analyze the development of medical education in the United States.
    • Compare and contrast the staff education level in hospitals of the 1800s, 1960s, and today.
  • Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
    • Appropriately addresses all components of the assessment prompt, using the assessment description to structure text.
    • Apply APA formatting to in-text citations and references.

 

 

Health Care in History

  • Young, K. M., & Kroth, P. J. (2018). Sultz & Young’s health care USA: Understanding its organization and delivery(9th ed.). Jones & Bartlett Learning. Available in the courseroom via the VitalSource Bookshelf link.
    • Chapter 1, “Overview of Health Care: A Population Perspective,” pages 1–21.
    • Chapter 2, “Benchmark Developments in the U.S. Health Care System,” pages 23–43.
  • The U.S. Health Care Timeline.
    • Review this timeline for the major milestones in health care in the United States.
  • Cai, C., Runte, J., Ostrer, I., Berry, K., Ponce, N., Rodriguez, M., Bertozzi, S., White, J. S., & Kahn, J. G. (2020). Projected costs of single-payer healthcare financing in the United States: A systematic review of economic analyses.PLoS Medicine, 17(1), 1–18.
    • This article is an analysis of the fiscal feasibility of having a single-payer health care system in the United States.
  • Tuohy, C. H. (2019). Political accommodations in multipayer health care systems: Implications for the United States.American Journal of Public Health, 109(11), 1501–1505.
    • This article provides the chance to learn from other developed countries’ experiences with single-payer universal health care and apply it to the U.S. multi-payer system.
  • Morone, J. A. (2010). Presidents and health reform: From Franklin D. Roosevelt to Barack Obama.Health Affairs, 29(6), 1096–1100.
    • This resource offers a historical timeline of the U.S. health care system reforms from Roosevelt to Obama.
  • (n.d.). Healthcare crisis: Who’s at risk?http://www.pbs.org/healthcarecrisis/index.htm
    • This website offers a variety of topics related to health care.
    • Click on the Healthcare Timelinein the left menu of the website, under The Issues heading.

 

 

Hospital Evolution

  • Young, K. M., & Kroth, P. J. (2018). Sultz & Young’s health care USA: Understanding its organization and delivery(9th ed.). Jones & Bartlett Learning. Available in the courseroom via the VitalSource Bookshelf link
    • Chapter 4, “Hospitals: Origin, Organization, and Performance,” pages 71–107.
  • Schwartz, C. C., Ajjarapu, A. S., Stamy, C. D., & Schwinn, D. A. (2018). Comprehensive history of 3-year and accelerated US medical school programs: A century in review.Medical Education Online, 23(1), 1.
    • This article includes a chronological look at the changes in U.S. medical schools from the years 1800 to 2017.
  • Gruber, J., & Levy, H. (2009). The evolution of medical spending risk.Journal of Economic Perspectives, 23(4), 25–48.
    • This article explains the evolution of private and public health care expenditures from 1960 to 2007.
  • Bai G., Yehia F., & Anderson G. F. (2020). Charity care provision by US nonprofit hospitals.JAMA Internal Medicine, 180(4), 606–607.
    • This article addresses the IRS not-for-profit hospital requirement to provide charity care, or uncompensated care, to medically needy and low income patients.
  • The Joint Commission. (n.d.). History of the Joint Commission.https://www.jointcommission.org/about-us/facts-about-the-joint-commission/history-of-the-joint-commission/
    • This resource shows a historical timeline and milestones of the Joint Commission (JC) and hospital quality initiatives (HQI) from 1910 to 2020.
  • Key Milestones in the History of Medicare and Medicaid Timeline.
    • Changes in health care quality have both influenced Medicare and Medicaid and vice versa.

 

 

Evolution of the Hospital Industry: A Comparative Analysis Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Compare and contrast the hospital environments of the 1800s, 1960s, and today. Does not address the hospital environments of the 1800s, 1960s, and today. Describes but does not compare and contrast the hospital environments of the 1800s, 1960s, and today. Compares and contrasts the hospital environments of the 1800s, 1960s, and today. Compares and contrast the hospital environments of the 1800s, 1960s, and today. Gives specific examples of the impact on the quality of patient care during these time frames.
Compare and contrast the staff education level in hospitals of the 1800s, 1960s, and today. Does not address the staff education level in hospitals of the 1800s, 1960s, and today. Describes but does not compare and contrast the staff education level in hospitals of the 1800s, 1960s, and today. Compares and contrasts the staff education level in hospitals of the 1800s, 1960s, and today. Compares and contrasts the staff education level in hospitals of the 1800s, 1960s, and today. Gives specific examples of the impact on the quality of patient care during these time frames.
Compare and contrast the level of care provided in hospitals of the 1800s, 1960s, and today. Does not address the level of care provided in hospitals of the 1800s, 1960s, and today. Describes but does not compare and contrast the level of care provided in hospitals of the 1800s, 1960s, and today. Compares and contrasts the level of care provided in hospitals of the 1800s, 1960s, and today. Compares and contrasts the level of care provided in hospitals of the 1800s, 1960s, and today. Gives specific examples of the impact on the quality of patient care during these time frames.
Compare and contrast the payment systems in the hospitals of the 1800s, 1960s, and today. Does not address the payment systems in the hospitals of the 1800s, 1960s, and today. Describes but does not compare and contrast the payment systems in the hospitals of the 1800s, 1960s, and today. Compares and contrasts the payment systems in the hospitals of the 1800s, 1960s, and today. Compares and contrasts the payment systems in the hospitals of the 1800s, 1960s, and today. Gives specific examples of the impact on the quality of patient care during these time frames.
Draw conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today. Does not address how the hospital industry has evolved from the 1800s, to the 1960s, to today. Compares and contrasts but does not draw conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today. Draws conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today. Draws conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today. Supports conclusions with several appropriate and significant references and citations from the professional literature.
Appropriately addresses all components of the assessment prompt, using the assessment description to structure text. Does not address the assessment prompt. Writing lacks a clear purpose or message that inhibits effective communication with the intended audience. Appropriately addresses all components of the assessment prompt, using the assessment description to structure text. Appropriately addresses all components of the assessment prompt and uses the prompt to guide organization. Additionally, shares information relevant to all assessment components at a level that communicates clear meaning.
Apply APA formatting to in-text citations and references. Does not apply APA formatting to in-text citations and references. Applies APA formatting to in-text citations and references incorrectly and/or inconsistently, detracting noticeably from good scholarship. Applies APA formatting to in-text citations and references. Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

 

 

 

 

Historical Health Care Trend Analysis

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Historical Health Care Trend Analysis

Assessment 3 Instructions: Historical Health Care Trend Analysis

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  • Write a 2-3 page trend analysis paper to describe health care regulations and medical practice evolutionary changes for access, quality, and cost, including the significant milestone events for different time periods.

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Moana is a newly appointed quality reporting analyst for a Northeast Accountable Care Organization (ACO). Her director tells her that the U.S. health care system is going through a quality revolution. The drivers of this movement are years of proposed, failed, and enacted legislation; many regulatory agencies lobbying for change; and the myriad of quality initiatives implemented before and after the Affordable Care Act. Other influences in this trend are Medicare, Medicaid, employer groups, and the managed care markets’ drive to improve quality and reduce costs. The beneficiaries of these plans—patients—want transparency of their services in regard to quality, safety, and cost. Historical Health Care Trend Analysis

To achieve these desired health service outcomes, private and public health systems work in tandem to reduce the burden of disease and increase quality, while managing costs. They do this through programs such as Vaccines for Children (VFC) and Women, Infants, and Children (WIC), the Substance Abuse and Mental Health Services Administration (SAMHSA), Healthy People (1990–2030), Program of All-inclusive Care for the Elderly (PACE), and many more. Moana’s director shares with her that all of these private–public health programs and initiatives, in addition to the significant advancements in medical education, research, and technologies, have led to one of the most highly regulated industries in the United States and the world today.

In this assessment, you will review the private and public health legislation, regulatory agencies, and quality initiatives that have catapulted the United States into the quality revolution that we are experiencing today. As this quality revolution continues, health care professionals can expect to see more innovations contributing to individual patient and population health quality initiatives, with many more regulations to come. 

Scenario

You are a health care educator for a large integrated accountable care organization (ACO). You are tasked to work with a group of hospital executives to identify milestone events for three eras, the 1800s, 1900s, and 2000s, and identify trends from those events that impacted the health care industry. The trend analysis will consist of three critical measures: access, quality, and costs. Milestone events and trends identified for these three measures over time should include legislation, regulatory agencies, and quality initiatives in the various time periods. The final paper will be used in an annual strategic planning session attended by the ACO and hospital executives to demonstrate how the quality movement has evolved into a quality revolution.

Instructions

Write a 2–3 page paper in which you explain and analyze health care regulations and medical practice evolutionary changes for access, quality, and cost, including the significant milestone events from different time periods.

Complete the following:

  1. Study the Health Care Quality Evolution Milestone Events Chart [DOCX]to review the key regulatory or quality initiative events relative to the 1800s, the 1900s, and the 2000s.
  2. The textbook is suggested as the most efficient resource for this assessment, or use at least two other resources from those provided with this assessment. You may also use resources you find on your own from the History of Health Care Researchtab in the Health Care Administration Undergraduate Library Research Guide to research for the Trend Analysis Table: Evolution of Access, Quality, and Cost in Health Care table in the appendix of the Historical Health Care Trend Analysis Template [DOCX].
    • You are required to reference a total of three scholarly sources in your paper.
    • Be sure to cite these references within the body of your paper correctly using APA style citations. Refer to Evidence and APAin the Capella Writing Center for help with using APA style.
  3. Complete the Trend Analysis Table: Evolution of Access, Quality, and Cost in Health Carein the appendix for the assessment template.
    • For each time period, select 2 milestone events or regulations from the Health Care Quality Evolution Milestone Events Chart [DOCX]that have affected each topic: access to health care, quality of health care, and cost of health care.
    • There should be a total of 18 milestone events or regulations in the completed table.
    • Include bullet points with notes that describe each event or regulation and how it impacted access, quality, or cost.
  4. Write an introduction for the paper using the Historical Health Care Trend Analysis Template [DOCX].
    • Provide a brief explanation of the purpose of this historical trend analysis and how it might be used in your work as a health administrator (1 paragraph).
    • Where appropriate, reference significant health care milestones, regulations, and measures for access, quality, and cost.
    • Refer to the Writing Supportpage on Campus for resources to help you as you write and revise your paper.
  5. Use the Trend Analysis Table: Evolution of Access, Quality, and Cost in Health Care table to write the body of your paper.
    • Complete the Trends and Regulationssection in the assessment template.
      • Provide a brief description of the key measures of health care services, which are access, quality, and cost (1–2 paragraphs).
      • In the Health Care Accesssubsection, explain the significant trends and regulatory milestones associated with access to health care over the recent eras (1–2 paragraphs).
        • What U.S. legislation, regulatory agencies, and quality initiatives from the 1800s, 1900s, and 2000s have influenced access to health care services in the United States?
        • What does your milestone trend analysis reveal for access to care?
        • Include citations and references to specific regulations, events, or agencies.
      • In the Health Care Qualitysubsection, explain the significant trends and regulatory milestones associated with health care quality over the recent eras (1–2 paragraphs).
        • What U.S. legislation, regulatory agencies, and quality initiatives from the 1800s, 1900s, and 2000s have influenced care quality in health care services in the United States?
        • What does your trend analysis reveal for care quality?
        • Include citations and references to specific regulations, events, or agencies.
      • In the Health Care Costsubsection, explain the significant trends and regulatory milestones associated with access to health care costs over the recent eras (1–2 paragraphs).
        • What U.S. legislation, regulatory agencies, and quality initiatives from the 1800s, 1900s, and 2000s have affected health care costs for medical services?
        • What does your trend analysis reveal for medical service costs?
        • Include citations and references to specific regulations, events, or agencies.
      • Complete the Trend Analysissection of the assessment template (1–2 paragraphs).
        • Analyze the trends and regulations in health care access, quality, and cost to draw conclusions about the evolution of health care regulations and practice throughout the recent eras.
        • Describe professional experiences or examples to illustrate the trends.
        • Include citations and references to specific regulations, events, or agencies.
  1. Write the conclusion for the paper (1 paragraph).
    • Briefly restate the trends revealed for health care access, quality, and cost.
    • Draw a conclusion about how the milestones, regulations, and changes have improved, been neutral, or inhibited progress of the U.S. health care system.
    • Summarize clear and concise conclusions of your trend analysis.

Additional Requirements

  • Your paper should be 2–3 pages, in addition to the title page, appendix, and references page.
  • Double space your paper, and use Times New Roman, 12-point font, as indicated in the assessment template.
  • Use a minimum of three resources. This may include your textbook and other course resources.
  • Complete all parts of the assessment template, using the headings provided in the template.
  • Support all points with credible evidence, in the form of APA citations.
  • Include a references page in APA format with appropriate citations.
  • Complete the Trend Analysis Table: Evolution of Access, Quality, and Cost in Health Carein the appendix of the assessment template.

Competencies Measured

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

  • Competency 1: Analyze trends in the U.S. health care system from a historical perspective.
    • Identify health care legislative, regulatory agency, and quality initiative events in a trend analysis table of different eras.
  • Competency 2: Explain the development of health regulation and the evolution of medical practice.
    • Explain the significant trends and regulatory milestones associated with access to health care over the recent eras.
    • Explain the significant trends and regulatory milestones associated with health care quality over the recent eras.
    • Explain the significant trends and regulatory milestones associated with health care costs over the recent eras.
    • Analyze the trends and regulations in health care access, quality, and cost to draw conclusions about the evolution of health care regulations and practice throughout the recent eras.
  • Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
    • Appropriately addresses all components of the assessment prompt, using the assessment description to structure text.
    • Apply APA formatting to in-text citations and references.

 

Historical Health Care Trend Analysis Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Identify health care legislative, regulatory agency, and quality initiative events in a trend analysis table of different eras. Does not identify health care legislative, regulatory agency, and quality initiative events in a trend analysis table of different eras. Identifies some health care legislative, regulatory agency, and quality initiative events in a trend analysis table of different eras but does not include the most significant events for each topic. Identifies health care legislative, regulatory agency, and quality initiative events in a trend analysis table of different eras. Describes the most significant health care legislative, regulatory agency, and quality initiative events in a trend analysis table of different eras, and all of the events per topic are related or follow a consistent theme.
Explain the significant trends and regulatory milestones associated with access to health care over the recent eras. Does not explain the significant trends and regulatory milestones associated with access to health care over the recent eras. Explains part of a trend or regulatory milestone associated with access to health care or does not select the most significant events that relate to the topic consistently across the eras. Explains the significant trends and regulatory milestones associated with access to health care over the recent eras. Explains the most significant trends accurately and in context using examples of the access to health care regulatory milestones from the appropriate time frames.
Explain the significant trends and regulatory milestones associated with health care quality over the recent eras. Does not explain the trends and regulatory milestones associated with health care quality over the recent eras. Explains part of a trend or regulatory milestone associated with health care quality or does not select the most significant events that relate to the topic consistently across the eras. Explains the significant trends and regulatory milestones associated with health care quality over the recent eras. Explains the most significant trends accurately and in context using examples of the health care quality regulatory milestones from the appropriate time frames.
Explain the significant trends and regulatory milestones associated with health care costs over the recent eras. Does not explain the trends and regulatory milestones associated with health care costs over the recent eras. Explains part of a trend or regulatory milestone associated with health care costs or does not select the most significant events that relate to the topic consistently across the eras. Explains the significant trends and regulatory milestones associated with health care costs over the recent eras. Explains the most significant trends accurately and in context using examples of the health care quality regulatory milestones from the appropriate time frames.
Analyze the trends and regulations in health care access, quality, and cost to draw conclusions about the evolution of health care regulations and practice throughout the recent eras. Does not analyze the trends and regulations in health care access, quality, and cost to draw conclusions about the evolution of health care regulations and practice throughout the recent eras. Describes some trends and regulations in health care access, quality, and cost and draws at least one conclusion about the evolution of health care regulations and/or practice throughout the recent eras, but does not provide a thorough analysis of both regulations and practice. Analyzes the trends and regulations in health care access, quality, and cost to draw conclusions about the evolution of health care regulations and practice throughout the recent eras. Analyzes the trends and regulations in health care access, quality, and cost to draw professional conclusions about the evolution of health care regulations and practice throughout the recent eras, supported by examples and references to the most appropriate milestones and professional literature.
Appropriately addresses all components of the assessment prompt, using the assessment description to structure text. Does not address the assessment prompt. Writing lacks a clear purpose or message that inhibits effective communication with the intended audience. Appropriately addresses all components of the assessment prompt, using the assessment description to structure text. Appropriately addresses all components of the assessment prompt and uses the prompt to guide organization. Additionally, shares information relevant to all assessment components at a level that communicates clear meaning.
Apply APA formatting to in-text citations and references. Does not apply APA formatting to in-text citations and references. Applies APA formatting to in-text citations and references incorrectly and/or inconsistently, detracting noticeably from good scholarship. Applies APA formatting to in-text citations and references. Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

 

Long-Term Care and Mental Health Services

  • Young, K. M., & Kroth, P. J. (2018). Sultz & Young’s health care USA: Understanding its organization and delivery(9th ed.). Jones & Bartlett Learning. Available in the courseroom via the VitalSource Bookshelf link.
    • Chapter 9, “Long-Term Care,” pages 245–274.
    • Chapter 10, “Behavioral Health Services,” pages 277–299.
  • Ernst, W. (2018). The role of work in psychiatry: Historical reflections.Indian Journal of Psychiatry, 60(6), S248–S252.
    • This article outlines the history of psychiatry from 1751 to today and the changes within medical, social, and political contexts.
  • Nadash, P. (2020). The evolution of long-term care programs comment on “Financing long-term care: Lessons from Japan.”International Journal of Health Policy and Management, 9(1), 42–44.
    • This article reflects on lessons learned regarding social insurance, caregivers, and the financing of long-term care from Japan and Germany.
  • Kaiser Family Foundation. (2015, August 31). Long-term care in the United States: A timeline.https://www.kff.org/medicaid/timeline/long-term-care-in-the-united-states-a-timeline/
    • This website shows a timeline of 1935–2015 and the evolution, milestones, legislation, and funding of long-term care.
  • National Institute of Mental Health. (2021). Important events in NIMH history.The NIH Almanac. https://www.nih.gov/about-nih/what-we-do/nih-almanac/national-institute-mental-health-nimh#events
    • This website shows a timeline of 1946–2015 and the evolution, milestones, and advancements in mental health.

 

Health Care Quality

  • Young, K. M., & Kroth, P. J. (2018). Sultz & Young’s health care USA: Understanding its organization and delivery(9th ed.). Jones & Bartlett Learning. Available in the courseroom via the VitalSource Bookshelf link.
    • Chapter 11, “Public Health and the Role of Government in Health Care,” pages 301–349.
    • Chapter 13, “Future of Health Care,” pages 371–390.
  • Health Care Quality Evolution Milestone Events Chart [DOCX].
    • Study the events on this timeline to determine trends in access, quality, and cost of health care throughout history. You will use the milestones on this timeline to research and write your assessment.
  • Chan, D. C., Huynh, J., & Studdert, D. M. (2019). Accuracy of valuations of surgical procedures in the Medicare fee schedule.The New England Journal of Medicine, 380(16), 1546–1554.
    • This article explains resource-based relative value scale based on relative value units (RVUs). It outlines physician work RVUs, practice expense RVUs, and malpractice RVUs and discusses room for improvements in this system.
  • Devkaran, S., Patrick N O’Farrell, Ellahham, S., & Arcangel, R. (2019). Impact of repeated hospital accreditation surveys on quality and reliability, an 8-year interrupted time series analysis.BMJ Open, 9(2).
    • This is an eight-year accreditation study of hospitals that demonstrate improved quality measure outcomes.
  • Speer, M., McCullough, J. M., Fielding, J. E., Faustino, E., & Teutsch, S. M. (2020). Excess medical care spending: The categories, magnitude, and opportunity costs of wasteful spending in the United States.American Journal of Public Health, 110(12), 1743–1748.
    • This resource contains several reputable landmark reports of hundreds of billions of dollars wasted in the United States on medical care every year with no improvements of health outcomes. It discusses six categories: clinical inefficiencies, missed prevention opportunities, overuse, administrative waste, excessive prices, and fraud and abuse.
  • (n.d.). HEDIS and performance measurement.https://www.ncqa.org/hedis/
    • This website shows NCQA accreditation for managed care organizations (MCOs) and HEDIS quality reporting to demonstrate the MCO population health status.
  • The Joint Commission. (n.d.). Accreditation basics for beginners.https://www.jointcommission.org/accreditation-and-certification/health-care-settings/home-care/home-care-on-demand-webinars/home-care-accreditation-basics-for-beginners/
    • This website and video presentation show how accreditation is performed from beginning to end, including process, resources, and costs.

 

A Comparative Analysis

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A Comparative Analysis

Assessment 1 Instructions: Evolution of the Hospital Industry: A Comparative Analysis

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  • Write a 3 page paper about the similarities and differences in hospital care from the 1800s, 1960s, and today, plus your analysis conclusions. Include a research table in the appendix of your paper.

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Izabella is a health care historian. She has been hired by the Philadelphia Medical Society to research and develop a storyboard of hospital care quality from the first hospital to today’s hospitals. The storyboard will cover the evolution of the hospital environment, staff education, level of care, and how hospital services were paid for.

Izabella’s storyboard begins with the fact that hospitals had humble beginnings in the United States. The first hospital in America was founded in Philadelphia in 1751! Its mission was “to care for the sick-poor and insane who were wandering the streets” of Philadelphia (Penn Medicine, n.d., para. 1). Having a historical perspective on health care changes and trends is critical to understanding how to improve health care today and in the future. What kind of medical care might a patient have received in the first 18th-century hospital? A Comparative Analysis

As a health care administrator, you will often do research on a topic to provide background information for decision making, committee work, or creating policies. It is often best practice to use a comparison table to lay out and visualize your research notations.

Reference

Penn Medicine. (n.d.). History of Pennsylvania Hospital. http://www.uphs.upenn.edu/paharc/features/creation.html

Scenario

Imagine you are a patient with a serious illness in a hospital in the 1800s, in the 1960s, and today. Think about the room configurations, the skills of the nurses and other staff, the level and type of care, and how you would pay for the care, both now and in the previous centuries.

Instructions

Write a 3 page paper about the similarities and differences in hospital care from the different time periods (1800s, 1960s, and today), as well as the conclusions you drew from your analysis. Include a research table in the appendix of your paper.  

Complete the following:

  1. The textbook is suggested as the most efficient resource for this assessment, or use at least two other resources from those provided for this assessment. You may also use resources you find on your own from the History of Health Care Researchtab in the Health Care Administration Undergraduate Library Research Guide to research how the hospital industry has evolved in terms of hospital environment, medical staff education, level of care in hospitals, and payment systems.
    • You will need to reference a total of three scholarly sources in your paper.
    • Be sure to cite these references within the body of your paper correctly using APA-style citations.
  2. Complete the Comparative Analysis Table: Hospital Care Evolution, located in the appendix of the Comparative Analysis Template [DOCX].
    • Provide two descriptive changes for each time period under each of the headings. 
    • Add bullet points to each cell in the table to document the descriptive changes that you have found for each topic.
    • Document the source where you found the information for each cell in the table, using APA-style citations.
  3. Refer to the Comparative Analysis Assessment Exemplar [PDF]for an example of how to translate the information from the table into a written paper.
    • Note that the assessment exemplar is written about the evolution of physicians’ practices and not hospital care, which is the topic for this assessment.
    • Do not copy the exemplar text into your paper. You should submit original written work about the evolution of hospitals in your paper.
  4. Write an introduction to the paper using the Comparative Analysis Template [DOCX].
    • Include a brief explanation of the purpose of the paper and main ideas.
    • Reference significant trends that you noticed as appropriate.
    • Refer to the Writing Supportpage on Campus for resources to help you as you write and revise your paper.
  5. Write the body of the paper.
    • Write the Hospital Care Evolutionsection in the assessment template, using the information from the Comparative Analysis Table you completed.
      • Describe your findings about each topic in the different time periods under each subtopic heading.
      • Explain the trends in hospital environment, medical staff education, level of care in hospitals, and the payment systems in a short paragraph (3–4 sentences) for each topic, using the subheadings provided in the assessment template.
      • Cite all references used within the body of your paper using APA-style citations.
    • Write the Comparative Analysissection (1–2 paragraphs) in the assessment template.
      • Write a brief summary of your comparisons and analysis about the significance of the key changes from the different time periods. 
      • Draw conclusions about how the hospital industry has evolved from the 1800s to the 1960s to today and about the significance of the key milestones from the different time periods.
      • Give specific examples of the impact on the quality of patient care during these time frames.
  1. Write a conclusion paragraph where you summarize the main ideas included in the paper.
    • Explain why it is important to study the history of hospital care for your profession.

Additional Requirements

  • Your paper should be 3 pages, in addition to the title page, appendix, and reference page.
  • Double space your paper, and use Times New Roman, 12-point font, as indicated in the assessment template.
  • Use a minimum of three resources; you may include the textbook.
  • Complete all parts of the assessment template, using the headings provided in the template.
  • Support all points with credible evidence, in the form of APA citations.Refer to Evidence and APA in the Capella Writing Center for help with using APA style.
  • Include a references page in APA format with appropriate citations.
  • Complete the Comparative Analysis Table: Hospital Care Evolutiontable in the appendix of the assessment template.

Competencies Measured

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

  • Competency 1: Analyze trends in the U.S. health care system from a historical perspective.
    • Compare and contrast the hospital environments of the 1800s, 1960s, and today.
    • Compare and contrast the level of care provided in hospitals of the 1800s, 1960s, and today.
    • Compare and contrast the payment systems in the hospitals of the 1800s, 1960s, and today.
    • Draw conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today.
  • Competency 3: Analyze the development of medical education in the United States.
    • Compare and contrast the staff education level in hospitals of the 1800s, 1960s, and today.
  • Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
    • Appropriately addresses all components of the assessment prompt, using the assessment description to structure text.
    • Apply APA formatting to in-text citations and references.

 

 

Health Care in History

  • Young, K. M., & Kroth, P. J. (2018). Sultz & Young’s health care USA: Understanding its organization and delivery(9th ed.). Jones & Bartlett Learning. Available in the courseroom via the VitalSource Bookshelf link.
    • Chapter 1, “Overview of Health Care: A Population Perspective,” pages 1–21.
    • Chapter 2, “Benchmark Developments in the U.S. Health Care System,” pages 23–43.
  • The U.S. Health Care Timeline.
    • Review this timeline for the major milestones in health care in the United States.
  • Cai, C., Runte, J., Ostrer, I., Berry, K., Ponce, N., Rodriguez, M., Bertozzi, S., White, J. S., & Kahn, J. G. (2020). Projected costs of single-payer healthcare financing in the United States: A systematic review of economic analyses.PLoS Medicine, 17(1), 1–18.
    • This article is an analysis of the fiscal feasibility of having a single-payer health care system in the United States.
  • Tuohy, C. H. (2019). Political accommodations in multipayer health care systems: Implications for the United States.American Journal of Public Health, 109(11), 1501–1505.
    • This article provides the chance to learn from other developed countries’ experiences with single-payer universal health care and apply it to the U.S. multi-payer system.
  • Morone, J. A. (2010). Presidents and health reform: From Franklin D. Roosevelt to Barack Obama.Health Affairs, 29(6), 1096–1100.
    • This resource offers a historical timeline of the U.S. health care system reforms from Roosevelt to Obama.
  • (n.d.). Healthcare crisis: Who’s at risk?http://www.pbs.org/healthcarecrisis/index.htm
    • This website offers a variety of topics related to health care.
    • Click on the Healthcare Timelinein the left menu of the website, under The Issues heading.

 

 

Hospital Evolution

  • Young, K. M., & Kroth, P. J. (2018). Sultz & Young’s health care USA: Understanding its organization and delivery(9th ed.). Jones & Bartlett Learning. Available in the courseroom via the VitalSource Bookshelf link
    • Chapter 4, “Hospitals: Origin, Organization, and Performance,” pages 71–107.
  • Schwartz, C. C., Ajjarapu, A. S., Stamy, C. D., & Schwinn, D. A. (2018). Comprehensive history of 3-year and accelerated US medical school programs: A century in review.Medical Education Online, 23(1), 1.
    • This article includes a chronological look at the changes in U.S. medical schools from the years 1800 to 2017.
  • Gruber, J., & Levy, H. (2009). The evolution of medical spending risk.Journal of Economic Perspectives, 23(4), 25–48.
    • This article explains the evolution of private and public health care expenditures from 1960 to 2007.
  • Bai G., Yehia F., & Anderson G. F. (2020). Charity care provision by US nonprofit hospitals.JAMA Internal Medicine, 180(4), 606–607.
    • This article addresses the IRS not-for-profit hospital requirement to provide charity care, or uncompensated care, to medically needy and low income patients.
  • The Joint Commission. (n.d.). History of the Joint Commission.https://www.jointcommission.org/about-us/facts-about-the-joint-commission/history-of-the-joint-commission/
    • This resource shows a historical timeline and milestones of the Joint Commission (JC) and hospital quality initiatives (HQI) from 1910 to 2020.
  • Key Milestones in the History of Medicare and Medicaid Timeline.
    • Changes in health care quality have both influenced Medicare and Medicaid and vice versa.

 

 

Evolution of the Hospital Industry: A Comparative Analysis Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Compare and contrast the hospital environments of the 1800s, 1960s, and today. Does not address the hospital environments of the 1800s, 1960s, and today. Describes but does not compare and contrast the hospital environments of the 1800s, 1960s, and today. Compares and contrasts the hospital environments of the 1800s, 1960s, and today. Compares and contrast the hospital environments of the 1800s, 1960s, and today. Gives specific examples of the impact on the quality of patient care during these time frames.
Compare and contrast the staff education level in hospitals of the 1800s, 1960s, and today. Does not address the staff education level in hospitals of the 1800s, 1960s, and today. Describes but does not compare and contrast the staff education level in hospitals of the 1800s, 1960s, and today. Compares and contrasts the staff education level in hospitals of the 1800s, 1960s, and today. Compares and contrasts the staff education level in hospitals of the 1800s, 1960s, and today. Gives specific examples of the impact on the quality of patient care during these time frames.
Compare and contrast the level of care provided in hospitals of the 1800s, 1960s, and today. Does not address the level of care provided in hospitals of the 1800s, 1960s, and today. Describes but does not compare and contrast the level of care provided in hospitals of the 1800s, 1960s, and today. Compares and contrasts the level of care provided in hospitals of the 1800s, 1960s, and today. Compares and contrasts the level of care provided in hospitals of the 1800s, 1960s, and today. Gives specific examples of the impact on the quality of patient care during these time frames.
Compare and contrast the payment systems in the hospitals of the 1800s, 1960s, and today. Does not address the payment systems in the hospitals of the 1800s, 1960s, and today. Describes but does not compare and contrast the payment systems in the hospitals of the 1800s, 1960s, and today. Compares and contrasts the payment systems in the hospitals of the 1800s, 1960s, and today. Compares and contrasts the payment systems in the hospitals of the 1800s, 1960s, and today. Gives specific examples of the impact on the quality of patient care during these time frames.
Draw conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today. Does not address how the hospital industry has evolved from the 1800s, to the 1960s, to today. Compares and contrasts but does not draw conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today. Draws conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today. Draws conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today. Supports conclusions with several appropriate and significant references and citations from the professional literature.
Appropriately addresses all components of the assessment prompt, using the assessment description to structure text. Does not address the assessment prompt. Writing lacks a clear purpose or message that inhibits effective communication with the intended audience. Appropriately addresses all components of the assessment prompt, using the assessment description to structure text. Appropriately addresses all components of the assessment prompt and uses the prompt to guide organization. Additionally, shares information relevant to all assessment components at a level that communicates clear meaning.
Apply APA formatting to in-text citations and references. Does not apply APA formatting to in-text citations and references. Applies APA formatting to in-text citations and references incorrectly and/or inconsistently, detracting noticeably from good scholarship. Applies APA formatting to in-text citations and references. Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

 

 

 

 

Interdisciplinary Plan Proposal

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Interdisciplinary Plan Proposal

Assessment 3 Instructions: Interdisciplinary Plan Proposal

Top of Form

Bottom of Form

  • PRINT
  • For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.

    ORDER A PLAGIARISM FREE PAPER NOW

The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a shared vision and team goals (Mulvale et al., 2016). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded. Interdisciplinary Plan Proposal

Demonstration of Proficiency

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
    • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
    • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Reference

Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. BMC Family Practice, 17.

Professional Context

This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

Scenario

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.

Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.

Instructions

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.

The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.

Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.

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

  • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
  • Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
  • Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

  • Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
  • Number of references:Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
  • APA formatting:Make sure that in-text citations and reference list follow current APA style.

Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

  • SCORING GUIDE

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

Interdisciplinary Plan Proposal Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes. Does not describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes. Identifies an objective for an evidence-based interdisciplinary plan but does not clearly explain how the objective will help achieve a specific goal related to improving patient or organizational outcomes. Describes an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes. Describes an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes, including methods from the literature that may be used to determine success.
Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan. Does not explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan. Describes a change theory and a leadership strategy but the relevance to the success of interdisciplinary team in collaborating and implementing, or creating buy-in for, the project plan is not clearly explained and no evidence is provided. Explains a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan. Explains a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan, providing real-world examples relevant to the health care organization that is the context for the plan.
Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective, including best practices of interdisciplinary collaboration from the literature. Does not explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Does not cite best practices of interdisciplinary collaboration from the literature. Explains collaboration but not in terms of an interdisciplinary team or does not include best practices from the literature. Explains the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective, including best practices of interdisciplinary collaboration from the literature. Explains the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective, including best practices of interdisciplinary collaboration from the literature. Provides real-world examples relevant to the health care organization that is the context for the plan.
Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan. Does not explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan. Identifies organizational resources needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan. Does not include a financial budget. Explains organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan. Explains organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if nothing is done to make the improvements sought by the plan. Provides real-world examples relevant to the health care organization that is the context for the plan.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transitions. Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly. Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing. Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

 

Applying PDSA

  • Crowfoot, D., & Prasad, V. (2017). Using the Plan-Do-Study-Act (PSDA) cycle to make change in general practice. InnovAIT, 10(7), 425–430.
    • This article details principles of PDSA, offering a variety of resources for implementing and assessing the success of change efforts.
  • McNamara, D. A., Rafferty, P., & Fitzpatrick, F. (2016). An improvement model to optimise hospital interdisciplinary learning. International Journal of Health Care Quality Assurance, 29(5), 550–558.
    • This article presents a study in which the PDSA cycle was applied to drive continuous improvement in interdisciplinary learning within a health care setting.
  • Institute for Healthcare Improvement. (n.d.). Plan-Do-Study-Act (PDSA) worksheet. http://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx
    • While you are not expected to use this worksheet, it has been used in many health care organizations and is offered as a supplementary resource.
  • McGowan, M., & Reid, B. (2018). Using the Plan, Do, Study, Act cycle to enhance a patient feedback system for older adults. British Journal of Nursing, 27(16), 936–941.
    • This article presents a study in which PDSA was used to refine a patient-feedback system.

 

Evidence-Based Practice and Improvement

  • Duffy, J. R., Culp, S., Marchessault, P., & Olmsted, K. (2020). Longitudinal comparison of hospital nurses’ values, knowledge, and implementation of evidence-based practice. The Journal of Continuing Education in Nursing, 51(5), 209‒214.
    • This article reviews the results of a study looking at how a hospital-based residency program helps the RN to administer EBP care.
  • Friesen, M., Brady, J., Miligan, R., & Christensen, P. (2017). Findings from a pilot study: Bringing evidence-based practice to the bedside. Worldviews of Evidence Based Nursing, 14(1), 22‒34.
    • This article reviews the results of a study designed to evaluate a structured EBP educational process with mentoring.
  • Rahmayanti, E. I., Kadar, K. S., & Saleh, A. (2020). Readiness, barriers, and potential strength of nursing in implementing evidence-based practice. International Journal of Caring Sciences, 13(2), 1203‒1211.
    • This article identifies the readiness, barriers and strengths to carry out EBP care.
  • Woods, A. (n.d.). Evidence-based practice: Improving practice, improving outcomes (Part one)[Video] | Transcript. https://www.youtube.com/watch?v=OvenUa3Ww8o
    • This video discusses the value of, and current challenges in, implementing evidence-based practice in health care organizations.

 

Budgeting

  • Kolakowski, D. (2016). Constructing a nursing budget using a patient classification system. Nursing Management, 47(2), 14–16.
    • This article provides guidelines for creating a budget.
  • Rundio, A. (2016). The nurse manager’s guide to budgeting & finance(2nd ed.). Indianapolis, IN: Sigma Theta International.
    • The following chapters will help you to develop a basic understanding of budgeting in health care settings.
      • Chapter 1, “Budgeting for the Nurse Manager.”
      • Chapter 4, “Budget Development.”

Staffing

  • van Oostveen, C. J., Ubbink, D. T., Mens, M. A., Pompe, E. A., & Vermeulen, H. (2016). Pre-implementation studies of a workforce planning tool for nurse staffing and human resource management in university hospitals. Journal of Nursing Management, 24(2), 184–191.
    • This paper presents an analysis of a workforce planning tool prior to its implementation.
    • In addition to ideas on human resources planning, this article may prompt some things for you to consider before beginning your plan proposal.