APA format, No Plaigarism, Interview, 2 pages

APA format, No Plaigarism, Interview, 2 pages

Module C Information: Helpful site: Review the following websites regarding the HCAHPS/CAHPS process: https://www.ahrq.gov/cahps/about-cahps/index.html Clinical Experience Assignment Interview the individual in your organization who has oversight of working with the company used to gather the patient data (i.e. Press Ganey or a competitor). 1. Identify how the company was chosen, how patients are selected to receive a survey or do 100% of patients receive the survey, how are surveys sent out (electronic or paper). 2.

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What is the return rate on surveys? 3. What does the facility do with the data, how meaningful does the organization perceive the data to be, and how is data 2018 Fall Page 2 of 2 NURS4347 Module C Evaluating Risk in Healthcare feedback provided to providers and front line staff? Provide an example of when something was changed, modified or put in place as a result of CAHPS data. 1. This assignment should be a minimum of two pages in length. A correctly formatted title page is required. 2. Clinical experiences need to be face-to-face (may use Skype) unless prior approval has been given. 3. In addition to the personal communication reference, a minimum of two professional and scholarly references are required for proficient on the grading rubric, and three or more professional and scholarly references required for expert level on the grading rubric. References should be no more than five years old. Module C Information: Helpful site: Review the following websites regarding the HCAHPS/CAHPS process: https://www.ahrq.gov/cahps/about-cahps/index.html Clinical Experience Assignment Interview the individual in your organization who has oversight of working with the company used to gather the patient data (i.e. Press Ganey or a competitor). 1. Identify how the company was chosen, how patients are selected to receive a survey or do 100% of patients receive the survey, how are surveys sent out (electronic or paper). 2. What is the return rate on surveys? 3. What does the facility do with the data, how meaningful does the organization perceive the data to be, and how is data 2018 Fall Page 2 of 2 NURS4347 Module C Evaluating Risk in Healthcare feedback provided to providers and front line staff? Provide an example of when something was changed, modified or put in place as a result of CAHPS data. 1. This assignment should be a minimum of two pages in length. A correctly formatted title page is required. 2. Clinical experiences need to be face-to-face (may use Skype) unless prior approval has been given. 3. In addition to the personal communication reference, a minimum of two professional and scholarly references are required for proficient on the grading rubric, and three or more professional and scholarly references required for expert level on the grading rubric. References should be no more than five years old. NURS 4347 Module C Clinical Experience (Interview) Grading Rubric Criteria Content Information in the posting is accurate, relevant to the assigned topic/question, and demonstrates student learning. Exemplary Proficient Competent Content of the interview submitted exceeds meeting stated objectives with appropriate length of at least 2 pages. Interview was conducted faceto-face (Skype or video chat is appropriate). State where interview took place. The individual interviewed was appropriate for the assignment. The questions asked during the interview were appropriate based on the assignment requirements. Content of the interview submitted meets objective(s) with appropriate length requirement of 2 pages. Interview was conducted faceto-face (Skype or video chat is appropriate). State where interview took place. The individual interviewed was appropriate for the assignment. The questions asked during the interview were appropriate based on the assignment requirements. Content of the interview submitted posted minimally meets objective(s). Substantial Areas for Improvement Content posted minimally meets objective(s). Length of assignment is not appropriate in length (less than 2 pages). Length of assignment is not appropriate in length (less than two pages). The individual interviewed was not appropriate for the assignment Interview was conducted faceto-face (Skype or video chat is appropriate). Did not state where interview took place. The individual interviewed was Interview was not conducted face to face Did not state where interview took place. The questions asked during the interview were not appropriate based on assignment requirements. Unsatisfactory Content posted poorly meets objective(s). Length of assignment is not appropriate in length (less than 2 pages). Interview was not conducted face to face The individual interviewed was not appropriate for the assignment Did not state where Comments/Feedback appropriate for the assignment interview took place. The questions asked during the interview were appropriate based on assignment requirements. The questions asked during the interview were not appropriate based on assignment requirements. Student did not complete assignment (zero points) 55 points 46 points 37 points 28 points 10-0 points Evidence Ideas are supported by student conducted research using the required number scholarly sources (at least two in addition to personal communication). References are current (within 5 years). Utilized more than assigned number of sources, and all sources are current (within 5 years), peerreviewed and scholarly (three or more sources used in addition to personal communication). Utilized assigned number of sources (at least two in addition to personal communication); all sources are current (within 5 years), peerreviewed and scholarly. Utilized assigned number of sources (at least two in addition to personal communication); some sources are not current (within 5 years) peer-reviewed. Did not use assigned number of sources Some sources are not peer reviewed No sources are peer reviewed Some sources are not current (within 5 years) Examples of Errors No sources are current (within 5 years) *Must cite personal communication as specified in APA manual* Scholarly Presentation Did not use assigned number of sources No sources used in assignment (zero points) 15 points 13 points 11 points 9 points 2-0 points Thoughts are well organized in paragraphs. Thoughts are well organized in paragraphs with no more than eight total errors. Thoughts are organized in paragraphs with no more than twelve total errors. Sixteen or more total errors No errors. Thoughts are well organized in paragraphs with no more than four total errors. Organization Errors Sentence Structure Errors Word Choice Errors Spelling/Grammar/Punctuation Errors Incomplete sentence Use incorrect word or acronym Misspelled words Random order of content Paragraphs less than three sentences Run-on sentence Missing words Ineffective sentence structure Use of words that are informal/ unprofessional Wrong tense Incorrect pronouns Lack of subject/verb agreement Incorrect or missing punctuation Ineffective paragraph structure APA Examples of Errors 15 points 13 points 11 points 9 points 2-0 points No Errors No more than 1 APA formatting errors noted. No more than 2 errors No more than 3 errors Four or more errors Cover Page Errors .Running Head/Pagination Errors Heading Errors Citation Errors Incorrect font Running head missing Running head missing Not centered Cite first author and et. al. in the first citation when there are 5 or fewer authors Reference Format Errors Running head not correctly formatted or missing information Running head not correctly formatted Page numbers missing Concepts missing headings Cite all authors after the first citation Extra author information Missing title or heading Cite title instead of author Missing date Cite publication instead of author Other information not centered on page Extra date information Page number on cover page missing Cite book editor(s) instead of chapter author(s) Missing author Incorrect font All words of title capitalized Item of other information missing Page numbers not on top right Capitalize “of” and similar words in publication title Abbreviate publication title Indent first line Fail to indent second line and after Single spaced 15 points 13 points 11 points 9 points 2-0 points student who plagiarizes any portion of the assignment may receive a grade of zero on the assignment. LATE ASSIGNMENTS: Unless prior faculty notification and negotiation of an extended deadline, ten points will be deducted per day if submitted late. Assignment will not be accepted if submitted more than 3 days late and assigned grade will be 0 (zero). Module C Information: Helpful site: Review the following websites regarding the HCAHPS/CAHPS process: https://www.ahrq.gov/cahps/about-cahps/index.html Clinical Experience Assignment Interview the individual in your organization who has oversight of working with the company used to gather the patient data (i.e. Press Ganey or a competitor). 1. Identify how the company was chosen, how patients are selected to receive a survey or do 100% of patients receive the survey, how are surveys sent out (electronic or paper). 2. What is the return rate on surveys? 3. What does the facility do with the data, how meaningful does the organization perceive the data to be, and how is data 2018 Fall Page 2 of 2 NURS4347 Module C Evaluating Risk in Healthcare feedback provided to providers and front line staff? Provide an example of when something was changed, modified or put in place as a result of CAHPS data. 1. This assignment should be a minimum of two pages in length. A correctly formatted title page is required. 2. Clinical experiences need to be face-to-face (may use Skype) unless prior approval has been given. 3. In addition to the personal communication reference, a minimum of three scholarly references are required for proficient on the grading rubric, and three or more professional and scholarly references required for expert level on the grading rubric. References should be no more than five years old. Please use three scholarly references
Purchase answer to see full attachment

MHA 507 Session Long Project

MHA 507 Session Long Project

The overall goal of the Session Long Project in this course is to examine health care delivery in the United States from a personal perspective and provide recommendations for improvement.

According to the United States Census Bureau (2016), rural areas cover 97% of the nation’s land area, but contain 19.3 percent of the population (about 60 million people). Access to health care services is vital to good health; however, U.S. rural residents face a variety of access barriers. For rural residents to have sufficient health care access, necessary and appropriate services must be available and obtainable in a timely manner.

Rural Health Information Hub. (2017). Healthcare Access in Rural Communities. Retrieved from https://www.ruralhealthinfo.org/topics/healthcare-…

United States Census Bureau. (2016). New Census Data Show Differences Between Urban and Rural Populations. Retrieved from https://www.census.gov/newsroom/press-releases/201…

For Module 2 SLP, you are employed at a non-profit organization in rural Minot, North Dakota (population ≈ 49,000). As the Lead Health care Project Manager, you have been charged with developing a project charter for the new “Rural Health Improvement” project. This project goal is to increase access to health care services in the area. Based on your module reading and your own research, include the following in your project charter:

  1. Factors of your project (i.e., aim, timeframe, cost, scope, etc.).
  2. Major stakeholders and each stakeholder interest in the project.
  3. At least two innovative approaches to health care delivery.
  4. At least two expected outcomes of your project.

You may use the following template as a guide to create your Project

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Charter: https://www.med.unc.edu/pediatrics/quality/documen…

Use this guide on completing a Project Charter.

SLP Assignment Expectations

  1. Conduct additional research to gather sufficient information to support your project charter.
  2. Limit your paper to 2 pages.
  3. Support your SLP with peer-reviewed articles, using at least 2-3 references. Use the following source for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php.
  4. You may use the following source to assist in formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/.

St Petersburg College Quantitative Inventory Analysis Questions

St Petersburg College Quantitative Inventory Analysis Questions

Quantitative Inventory Analysis Assignment Instructions

Overview

The assignment will provide practical knowledge in determining safety stock calculations so that healthcare stock items can be available when needed at the point of service. Hospitals require that their inventory management systems always maintain an optimum safety stock to prevent any stock-outs, which enables the clinical care team to maintain the quality of care and patient satisfaction and to avoid emergency orders of equipment and supplies that are at a high cost. The quantity of the buffer stock that is needed by any hospital system is dependent upon on the lead time to deliver.

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Instructions

The assignment will provide practical knowledge in determining safety stock calculations so that healthcare stock items can be available when needed at the point of service.

Use the Quantitative Inventory Analysis Template for the following problem:

Hospital purchasing agent Abby Smith needs to order examination gloves for the hospital. Currently, she orders 1,000 boxes of gloves whenever she thinks there is a need. Abby has heard that there is a better way to do this and wants to use economic order quantity to determine how much to order and when to order. She collects the following information.  St Petersburg College Quantitative Inventory Analysis Questions

Cost of the gloves: $4.00 per box

Carrying costs: 33%, or $__________ per box

Cost of ordering: $150 per order

Lead time: 10 days

Annual demand: 10,000 boxes per year

  1. Tab 1 (Basic EOQ/ Economic Order Quantity) What quantity should Abby be ordering?  Prove that your order quantity is “better” than Abby’s by graphing ordering costs, holding costs, and total costs for 1,000, 1,500, and 2,000 boxes.
  2. Tab 2 (ROP no SS/ Reorder Point No Safety Stock) How often will Abby need to order? About how many days will there be between orders?
  3. Tab 2 (ROP w SS/ Reorder Point No Safety Stock) Assuming that Abby is not worried about safety stock, when should she place this order?
  4. Tab 3 (ROP w SS/ Reorder Point with Safety Stock) Abby decides she will be happy if the probability of a stockout is 5 percent. How much safety stock should Abby carry?

Items to include are outlined as follows:

  • Length of assignment 1 excel sheet / 3 tabs
    • 1 excel spreadsheet
      • Tab 1 EOQ (Economic Order Quantity)
      • Tab 2 ROP no SS (Reorder Point No Safety Stock)
      • Tab 3 ROP w SS (Reorder Point with Safety Stock)

 

 

 

Notes on Using the EOQ Template

All values in blue cells are to be entered by the user. All other values are automatically calculated and do not need to be altered. Each worksheet has a sample value set entered. Make sure to clear all values before proceeding with your own data.

Cells with red marks in the upper right corner have comments. Let the mouse hover over those cells to read the comments to further explain the template model.

This spreadsheet is locked to keep the cells with equations from being changed. St Petersburg College Quantitative Inventory Analysis Questions

 

Advanced Directives Decision Making Essay

Advanced Directives Decision Making Essay

Description

 

 

For this assignment, reference the materials attached regarding advanced directives/decision making. There are several documents there for you to review and use if needed. CPR facts, advanced planning document, quality of life worksheet, and ventilator information.

Having an advanced directive, also known as a medical power of attorney, or a medical decision maker is one of the most important things we can do, it is also one of the most difficult things for people to do. In western culture addressing issues around death and dying is often considered a taboo subject. People are often unwilling to consider developing an advanced directive until it is too late.

Creating an advanced directive is a very complex process, it is important to understand that it is a much larger process than just picking someone to “make medical decisions” for you. There is a great deal that goes into it. As you review the material, think about the following: First, examine your own values, thinking about what is important to you, what quality of life is acceptable to you? Second, educate yourself regarding the various types and success rates of resuscitation methods and think about how far you are willing to go. Third, think about who you would want as your decision makers.

Occasionally, the people we choose, are for various reasons not able or comfortable being “our people”. The development of an Advance Directive can spark discussions with other family members about their own desires that you may or may not have know, sometimes the people you may initially chose are not willing/able to be your decision maker either because they cannot honor your wishes, or they have different beliefs, or it is too hard for them. These conversations can be intensely challenging, but can also be very rewarding. Advanced Directives Decision Making Essay

For this assignment, review the materials indicated in course content on advanced directives/decision making. Develop your own advanced directive. Pick you decision makers, talk with them about your wishes and determine if they are willing to be your person. Share your thoughts about this process, information you learned you may not have known, and indicate any challenges or barriers people might experience developing an advanced directive. Think about Eric Erickson’s final stage of development: integrity vs. despair as you consider individuals willingness to address an advanced directive.

learning about the human lifespan from many different perspectives: physical, cognitive, and socioemotional and we have looked at several theories.  You require to apply your learning from this semester.  I have provided 4 charts for your use in answering the following questions below.  Feel free to also add information from our textbook. Each answer should be a minimum of two paragraphs in length.  Expand on this to insure you achieve the full points.  I expect that you will address cognitive development, moral development, attachment styles, and psychosocial development in your answers.  DO NOT copy from the charts in your answer, use the materials to formulate your answer.

 

This is require  critical thinking and requires you to look at some information you have seen before and some you have not seen before, and utilize it. The Maslow chart is new information in this course.  How will you use it?

 

  1. Emily is 3 years old. She has a 1 year old baby brother.  What can her parents expect from her physically, cognitively and socioemotionally considering the theories of Erikson, Piaget, Kohlberg, Bowlby and Maslow.  What activities might she enjoy?

2 paragraphs

  1. Michael is 8 years old. What can his parents expect from him physically, cognitively, and socioemotionally considering the theories in these charts? What activities might he enjoy?  Consider 2 different attachment styles, how would they impact his development? Advanced Directives Decision Making Essay

2 paragraphs

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  1. Sherry is 15. She has self-esteem issues and is overweight. She has a few close friends but is quite shy. What can you say about her psychological development and her future?

2 paragraphs

 

  1. Henry is a 40 year old an. He has had multiple jobs and is not able to keep any beyond 6 months. He is close to being homeless. What would Erikson say about his psychosocial development? What would Bowlby say about his attachment style? What does his future look like?

2 paragraphs

 

  1. What stage of Erikson’s theory are you in? What can you say about your life regarding  crisis and virtue? Describe at least 1 change you could make at your present age which may affect you in later life.

 

2 paragraphs

 

  1. From the movie “Still Alice” Erickson, what stage of development is she in? what are the factors driving her decisions, and how does her family react? What examples of moral dilemmas did she face and what stage of moral development did she demonstrate in the movie by her choices?

 

2 paragraphs

 

 

 

Developmental Psychology

Stage 1

(age 0-1)

Crisis to be resolved: Trust vs Mistrust At this stage babies learn to trust that their parents will meet their basic needs. If a child’s basic needs aren’t properly met at this age, he or she might grow up with a general mistrust of the world.
Virtue to be attained: Hope
Stage 2

(age 2-3)

Crisis to be resolved: Autonomy vs Shame/Doubt As toddlers, children begin to develop independence and start to learn that they can do some things on their own (such as going to the toilet). If a child is not encouraged properly at this age, he or she might develop shame and doubt about their abilities.
Virtue to be attained:

Will

Stage 3

(age 4-6)

Crisis to be resolved: Initiative vs Guilt As preschoolers, children continue to develop more independence and start to do things of their own initiative. If a child is not able to take initiative and succeed at appropriate tasks, he or she might develop guilt over their needs and desires. Advanced Directives Decision Making Essay
Virtue to be attained: Purpose
Stage 4

(age 7-12)

Crisis to be resolved: Industry vs Inferiority Throughout their school years, children continue to develop selfconfidence through learning new things. If they are not encouraged and praised properly at this age, they may develop an inferiority complex.
Virtue to be attained: Competence
Stage 5

(age 13-19)

Crisis to be resolved: Identity vs Role Confusion When they reach the teenage years, children start to care about how they look to others. They start forming their own identity by experimenting with who they are. If a teenager is unable to properly develop an identity at this age, his or her role confusion will probably continue on into adulthood.
Virtue to be attained: Fidelity
Stage 6

(age 20-34)

Crisis to be resolved: Intimacy vs Isolation During early adulthood most people fall in love, get married and start building their own family. If a person is unable to develop intimacy with others at this age (whether through marriage or close friendships), they will probably develop feelings of isolation.
Virtue to be attained: Love
Stage 7

(age 35-65)

Crisis to be resolved: Generativity vs Stagnation This is the longest period of a human’s life. It is the stage in which people are usually working and contributing to society in some way and perhaps

raising their children. If a person does not find proper ways to be productive during this period, they will probably develop feelings of stagnation.

Virtue to be attained: Care
Stage 8

(age 65+)

Crisis to be resolved: Integrity vs Despair As senior citizens, people tend to look back on their lives and think about what they have or have not accomplished. If a person has led a

productive life, they will develop a feeling of integrity. If not, they might fall into despair.

 

 

Virtue to be attained:

Wisdom

During this first stage, children learn entirely through the movements they make and the sensations that result. They learn that: 1. they exist separately from the objects and people around them, 2. they can cause things to happen, and 3. things continue to exist even when they can’t see them Sensorimotor

Stage

(age 0-2)

 
Once children acquire language, they are able to use symbols (such as words or pictures) to represent objects. Their thinking is still very egocentric though – they assume that everyone else sees things from the same viewpoint as they do.  They are able to understand concepts like counting, classifying according to similarity, and past-presentfuture but generally are still focused primarily on the present and on the concrete, rather than the abstract. Preoperational

Stage

(age 2-7)

 
At this stage, children are able to see things from different points of view and to imagine events that occur outside their own lives. Some organized, logical thought processes are now evident and they are able to order objects by size and color gradient and understand that if 3+4=7 then 7-4=3, that a red square can belong to both the ‘red’ category and the ‘square’ category, and that a short wide cup can hold the same amount of liquid as a tall thin cup. However, thinking still tends to be tied to concrete reality. Advanced Directives Decision Making Essay Concrete Operational Stage

(age 7-11)

 
 Around the onset of puberty, young people are able to reason in much more abstract  ways and to test hypotheses using systematic logic. There is a much greater focus on possibilities and on ideological issues. Formal Operational

Stage

(age 11+)

 
Stage 1

Obedience or

Punishment

Orientation

  This is the stage that all young children start at (and a few adults remain in). Rules are seen as being fixed and absolute. Obeying the rules is important because it means avoiding punishment.
 
Stage 2

Self-Interest

Orientation

As children grow older, they begin to see that other people have their own goals and preferences and that often there is room for negotiation. Decisions are made based on the principle of “What’s in it for me?” For example, an older child might reason: “If I do what mom or dad wants me to do, they will reward me. Therefore I will do it.”
Stage 3

Social Conformity Orientation

By adolescence, most individuals have developed to this stage. There is a sense of what “good boys” and “nice girls” do and the emphasis is on living up to social expectations and norms because of how they impact day-to-day relationships.
Stage 4

Law and Order Orientation

By the time individuals reach adulthood, they usually consider society as a whole when making judgements The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority.
Stage 5

Social Contract Orientation

At this stage, people understand that there are differing opinions out there on what is right and wrong and that laws are really just a social contract based on majority decision and inevitable compromise. People at this stage sometimes disobey rules if they find them to be inconsistent with their personal values and will also argue for certain laws to be changed if they are no longer “working”. Our modern democracies are based on the reasoning of Stage 5.
Stage 6

Universal Ethics Orientation

Few people operate at this stage all the time. It is based on abstract reasoning and the ability to put oneself in other people’s shoes. At this stage, people have a principled conscience and will follow universal ethical principles regardless of what the official laws and rules are. Advanced Directives Decision Making Essay

 

 

 

Prairie View A & M University Childhood obesity in America Research Paper

Prairie View A & M University Childhood obesity in America Research Paper

HLTH 2302 Z02

Research Assignment Part One

For my research project, I have decided highlight childhood obesity in America. I decided to conduct my research on this topic because I believe obese children in the United States may be a result of traditional eating habits that are less nutritious, limited exercise or activity, socioeconomic status, sedentary lifestyle, and even lack of emotional support. I believe society should make a conscientious effort to reduce childhood obesity because it is commonly linked to adult obesity, health issues, eating disorders, and even mental illness in their adult life.  If we emphasize the importance of diminishing childhood obesity, it could lead to a healthier World population. Prairie View A & M University Childhood obesity in America Research Paper

 

The articles included in my research assignment:

 

  1. Centers for Disease Control and Prevention. (2021, April 5). Childhood obesity facts. Centers for Disease Control and Prevention.

Childhood Obesity CDC

  1. Childhood Obesity by Socioeconomic Status | Common Ground Health. (2019, April 10). Www.commongroundhealth.org. Prairie View A & M University Childhood obesity in America Research Paper

Childhood Obesity and Socioeconomic Status

  1. Childhood Obesity Linked to Adult CAD, Type 2 Diabetes – Physician’s Weekly. (2020, May 8).

Childhood Obesity linked to Adult Health Issues

  1. ClinicalKey. (2020). Clinicalkey.com.

Childhood Obesity and Mental Health

  1. Sanyaolu, A., Okorie, C., Qi, X., Locke, J., & Rehman, S. (2019). Childhood and Adolescent Obesity in the United States: A Public Health Concern. Global Pediatric Health, 6(6).

Childhood Obesity a Public Health Issue

Research Paper Outline

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Hannah Estupinan

Prairie View A&M University

Research Paper outline

Title: Childhood Obesity in the United States

Thesis Statement: Obesity in children in the United States may stem from less-nutritious eating habits, low socioeconomic status, sedentary lifestyle, little physical activity and inadequate emotional support; thus, there is a dire need to reduce the prevalence of the condition since it is associated with eating disorders, health issues, adult obesity, mental illness later in life.

  1. Introduction
  • Background of the issue
  • Facts and statistics about childhood obesity in the United States
  • Thesis statement
  1. Body
  2. Causes of childhood obesity in the United States
  • Less-nutritious, traditional eating habits
  • Low socioeconomic status
  • Sedentary lifestyle with little or no physical activity
  • Inadequate emotional support by the family
  1. Implications of Childhood Obesity in the United States
  • Eating disorders
  • Health issues like arthritis, hypertension and cardiovascular diseases
  • Adult obesity
  • Mental illnesses
  1. Interventions to Reduce Childhood Obesity in the United States
  • Reduce energy intake – reduce intake of fast foods, and avoid fatty foods such as meat and butter. Prairie View A & M University Childhood obesity in America Research Paper
  • Increase physical activity – jogging, gym training, nature walking, body exercises
  • Reduce sedentary lifestyle – avoidance of sitting for long hours
  • Family involvement for increased emotional support
  • Behavioral change associated with physical activity and eating habits
  • Conclusion
  • Childhood obesity is still a prevalent condition across the United States
  • The disease is caused by various actions and behaviors such as poor eating habits, little or no physical activity, a sedentary lifestyle, and lack of emotional support.
  • It can cause serious health issues, eating disorders, adult obesity and even mental illness later.
  • Therefore, interventions at the individual, familial and societal levels are necessary to maintain a healthy population in the future.

 

References

Centers for Disease Control and Prevention. (2021, April 5). Childhood obesity facts. Centers for Disease Control and Prevention. Childhood Obesity CDC

Childhood Obesity by Socioeconomic Status | Common Ground Health. (2019, April 10). Www.commongroundhealth.org. Childhood Obesity and Socioeconomic Status

Childhood Obesity Linked to Adult CAD, Type 2 Diabetes – Physician’s Weekly. (2020, May 8). Childhood Obesity Linked to Adult Health Issues

Clinical Key. (2020). Clinicalkey.com. Childhood Obesity and Mental Health

Sanyaolu, A., Okorie, C., Qi, X., Locke, J., & Rehman, S. (2019). Childhood andAdolescent Obesity in the United States: A Public Health Concern. Global Pediatric Health, 6(6). Prairie View A & M University Childhood obesity in America Research Paper

 

 

 

 

 

Rio Salado Community College Data Management Plan

Rio Salado Community College Data Management Plan

Chapter 2. Recruitment and Informed Consent
2.1 Best Practices for Recruitment
The most successful clinics from a recruitment perspective adopt a very organized approach to
recruitment that includes planning, developing and implementing multiple strategies in an
organized manner. It is typically necessary to pursue 2 or 3 strategies simultaneously in order
to be highly successful with recruitment. Success in simultaneous implementation of multiple
strategies requires dedicated effort, organization, coordination and persistence.
Recruitment strategies include:
1. Many clinics will have access to a patient database that can be searched via a
computerized search. Develop this resource early, including any relationships with
information services personnel that will be required. Assure that you will have the ability
to screen for basic eligibility criteria and to obtain contact information for mailings and
telephone contacts. Clinics that do not have electronic medical records may have
electronic billing databases that can be used to identify patients who have had
encounters for hypertension (but not diabetes).
2. Mailings can be useful for contacting patients identified through the electronic database
queries. A recruitment brochure or postcard with a toll free number and/or website can
help engage potential participants. Similar mailings can be sent to residents in your
clinic’s catchment area by purchasing mailing lists or contracting with local organizations
that provide this service. For example, in Winston-Salem, NC, the local newspaper
provides this service, and we have used their services with good results in previous
studies. Development of the brochure can be a central task, but if a local or regional
phone number is needed, local adaption is required. This can be done using adhesive
labels, or via local printing of centrally developed and locally modified brochures.
3. Brochures can also be useful for placement in waiting rooms of potential referring
physicians’ practices and in pharmacies as possible prescription bag stuffers for patients
picking up prescriptions for blood pressure medications. Recruitment information can
also be added to appt. reminder cards/letters. These relationships should be developed
early. Rio Salado Community College Data Management Plan
4. Similarly, wall posters can be useful for display in physicians’ offices and other places.
In comparison with brochures, posters have the relative disadvantage of not being
placed in a potential participant’s hands. Since the potential participant cannot take the
poster home, they must write the contact information down. This step is a potential
barrier. Posters can be developed centrally, but must be adapted locally; if a local
phone number is to be used (tear-off labels w/local contact information may be affixed to
posters, where possible).

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5. Advertisements can be useful, especially in newspapers, given the age range of our
target population. In some communities, radio ads may be particularly useful. In our
experience, billboards, bus ads and television have been less helpful than newspapers.
Newspaper ad copy can be developed centrally and modified locally to include
appropriate phone numbers. A phone service can reduce the need for local adaptation.
(Advertisements in local church or senior center bulletins/newsletters are other potential
FINAL VERSION 2-2
areas to pursue). A telephone script has been developed for the clinics to use as a brief
screening tool to identify potential participants.
6. A central website that can be linked to other sites that people visit to find clinical
research opportunities can be very helpful. The site can include simple screening
questions and a look-up function for a nearby clinic, if any. The website can include a
“contact us” function for requesting more information and submitting potential screenees
contact and screening information. The site should also include telephone numbers for
information, telephone screening, and/or scheduling of a screening visit.
7. A central phone bank can reduce the burden on busy clinic coordinators who may
otherwise need to play telephone tag with potential participants between other pressing
activities. In previous studies, we have used a central phone bank to receive calls and
promptly return calls to conduct telephone screening. After initial telephone screening,
tentatively eligible persons can be referred to local clinics for in-persons visits, so local
coordinator time can be devoted to in-clinic screening of a higher yield population. The
typical salary of a telephone data collector is lower than that of a study coordinator, so
the budget is usually favorably affected. The telephone screening instrument can be
developed centrally.
8. Public presentations can be useful. High blood pressure is quite common; hence,
presentations to community groups can be quite useful. In addition, presentations to
health professional groups can help develop referral sources. Slides were developed
centrally to support lay and health professional presentations. For lay group
presentations, simple screenings can be conducted when possible and allowable.
Brochures are excellent supporting materials in these venues. Rio Salado Community College Data Management Plan
Organizational approaches
It is important for the recruitment team to develop a schedule of activities such that the team
members know what events will be conducted each day during the recruitment period. It is
advised that each clinic have at least 3 active strategies ongoing in any given month. Clinics
that become overly reliant on a single method can see recruitment slowrapidly if that approach
begins to falter. Development and implementation of multiple strategies leads to a greater
likelihood of success. Some successful clinics have found it useful to have a recruitment
calendar on which they write the recruitment oriented activities planned for each day, week, and
month. By doing so, it is easy to see the planned and previously conducted activities and avoid
overloading a specific day, week, or month with activities representing a single strategy.
Oversight
The clinic PI and coordinator should meet on an every week (or two) basis during recruitment to
reviewthe past week’s and month’s (and recruitment period to date) recruitment productivity
(e.g., telephone screenings conducted, clinic screenings conducted, number of potential eligible,
number randomized), the next week’s schedule for screening and randomization visits, and the
next month’s schedule of recruitment activities (days on which newspapers ads are planned,
presentations are planned, practices or pharmacies will be visited, mailings will be
disseminated, etc.) We encourage each CCN to support clinic recruitment activities and to
assess CCN and clinic recruitment performance during monthlyCCN calls or meetings. Clinics
should share successes and challenges.
FINAL VERSION 2-3
2.2 General Recruitment and Regulatory Guidelines
Participant Screening within the ClinicalPractice
Each SPRINT site should consult their local IRB regarding prior approvals to access internal
medical record searches for potential SPRINT patients. SPRINT sites should work with the
respective networks to complete HIPAA Privacy rule documents, preparatory to research
waivers and training prior to patient medical record searches. Once the local regulatory
requirements have been approved, investigator-based clinics can be reviewed using the
SPRINT inclusion/exclusion criteria to identify potential study patients in their own practice. The
investigator can contact the potential patient and ask about their interest by providing study
information such as approved recruitment materials to them in person or by other means such
as mail or email access.
Depending on the institution, it may also be necessary to request approval from other
physicians in the clinical practice to request a consultation for a screening referral to the
SPRINT clinic. The patient can then be contacted via an approved IRB screening letter or from
the referring physician to discuss their interest in SPRINT. Informed consent procedures must
be initiated first and obtained prior to performing any procedures related to the trial (see section
below).
Large scale data base searches may also yield an accurate assessment of the study population
using the basic inclusion criteria of the ICD-9 code for a hypertension diagnosis, no diagnosis of
hypertension but have clinic readings of SBP > 130 mm Hg, no diabetes mellitus, stroke or
polycystic kidney disease. Other study parameters should include a breakdown by qualifying
age, race, gender and the sub-set of potential patients with Stage 3 CKD. Depending on the
institution, prior approvals may be needed to obtain de-identified patient information and are
known commonly as data transfer agreements. Investigators usually must sign a privacy
agreement to protect the patient’s private health information (PHI) as part of this process with
the local IRB in coordination with the institution’s designated privacy, security and compliance
services. Some institutions may also require a HIPAA waiver to reviewpatient records for
recruitment and possibly, consent waivers. Reviewdata base searches with your respective
institutional reviewboards and sometimes, it is best to complete these requests during the initial
submission.
Individuals Recruited Outside Existing Clinical Site Practices
Individuals identified by any media strategy or who are otherwise identified outside of the
practice of the SPRINT clinical site will have to be appropriately screened. Approved study
general questionnaires could be completed utilizing the general inclusion/exclusion criteria to
self identify potential patients with hypertension, no diabetes mellitus, stroke or PKD. A study
brochure and a return post card can be used by potential study participants by mailing back
their responses. Rio Salado Community College Data Management Plan
Telephone screenings can be useful to clinics for participants who call in or respond by post
card. Once basic inclusion and exclusion criteria are ascertained, the participant can be invited
to the clinic to reviewand sign the informed consent and HIPAA document to complete an indepth screening using the SPRINT Inclusion and Exclusion Form.
FINAL VERSION 2-4
Recruitment of StudyParticipants and Study Recruitment Reports
Patient recruitment is of prime importance to the success of this study. Each SPRINT site will be
responsible for identifying and recruiting participants into the study. Once potential participants
are identified, the site will collect information to determine eligibility. Potential participants who
are eligible for and are interested in the study will be asked to sign an informed consent form
and HIPAA document will subsequently be enrolled into the study. The site will track each
potential participant from the time s/he is identified until s/he is enrolled or not enrolled.Each
site will document and report a summary of recruitment and enrollment progress as provided by
the CC with the Recruitment, Retention and Adherence Sub-Committee (RR&A). The CC will
provide numerous recruitment reports on the SPRINT web site for RR&A and study leadership
to closely monitor recruitment targets.
2.3 SPRINT Recruitment Materials
The SPRINT Recruitment, Retention and Adherence Sub-Committee and other committees
have developed recruitment tools to assist sites in their local recruitment efforts. As previously
stated, all patient and recruitment materials must receive local regulatory approval prior to their
usage. Any recruitment materials that are posted to the SPRINT web site require Coordinating
Center (CC) IRB approval prior to posting. The CC also provides most recruitment material in
Spanish translations. Belowis a chart to help your site organize a multi-strategy recruitment
plan. From previous clinical trials, emphasis must be reiterated about the active support of the
local investigator, site team with the doctors within your institution. The strategies can help a
site organize their recruitment plans that include the doctors, mid-level providers and staff to
identify and promote SPRINT.
The purpose of these materials is to provide potential participants with enough information to
allow them to determine if they are eligible and interested in the study.
Note: All CC IRB approved recruitment materials, including Spanish translations, are
posted on the SPRINT website, located under Documents > SPRINT Study Recruitment
Materials. Please referto the web site forthe listing of centrally generated materials that
are available.

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Recruitment Strategies
Suggested Sources: Suggested Strategies:
1. Clinics
• Cardiology
• Vascular
• Lipid
• Blood Pressure
• Cardiac risk
• Obesity
• Geriatrics
1. Direct contact
� Approach patients or doctors in the wards and clinics. Display posters and
pamphlets in the clinics and wards.
2. Clinic chart reviews
� Performing a thorough clinic chart reviewcan help to identify potential
participants. Once potential participants are identified, a letter can be sent
describing the study to the participant.
� If the participant agrees to come in for a screening visit, send a letter describing
what the visit will entail, as well as what they can expect to happen once
randomized into the study.
FINAL VERSION 2-5
• Peripheral Arterial
Disease
• Renal disease
2. General and family
medicine clinics
3. General Public
� Once a participant is randomized, a letter describing the participant’s participation
in the study should be sent to their family physician and/or specialist.
3. Physician referrals
� Approach the various doctors. Request that any patients with the inclusion criteria
be referred to the SPRINT Study for a screening visit. Also, sites may provide the
doctor with a pocket eligibility card to assist with identifying potential participants
from his/her practice.
� An invitation letter requesting physician referrals can also be sent to doctors.
4. Advertisements
� Printed media – press release, news stories, advertisements in your local paper
or community magazine, bus posters that advertise non-profit groups; mail inserts
through the local community newspapers.
� Religious facilities in their church bulletins, health clinics, senior centers, doctors’
offices
� Electronic media – advertise on radio or your hospital’s website, public service
announcements
� “Tag lines” on medical institutions’ phones lines, e.g., “Wake Forest has a blood
pressure study called SPRINT. Call XXXXXXXX for more information.”
5. Educational Events
� Public forums – slide presentations for these events are available on the website.
Also display posters and provide pamphlets.
Medical rounds –
Both professional and lay audience slide presentations for these events are
available on the website.
To provide potential participants with a better understanding of the study, the following topics
will be explained in one or more of the introductory materials (letters, fact sheets, etc):
• Purpose of the study; Rio Salado Community College Data Management Plan
• Voluntary nature of any response;
• Randomization;
• Extent of confidentiality of information;
• Time period for maintenance of records;
• Disposal of records; and
• Assurances regarding continued care for non-responders.
The recruitment materials should be used as they are presented. Any modifications to
recruitment materials, as well as additional recruitment materials that the site may develop,
FINAL VERSION 2-6
must be approved by their local regulatory institutions in advance of their use in the study.
2.4 Informed consent.
Obtaining Consent from Participants
Informed consent is not just a form. Rather, it is a process that involves the following steps:
• Giving a participant adequate information about the study;
• Providing adequate opportunity for the participant to consider all options;
• Responding to the participant’s questions;
• Ensuring the participant has comprehended the information;
• Obtaining the participant’s voluntary agreement to enter the study;
• Continuing to provide information as the participant or situation requires.
In order to be effective, the process should provide ample opportunity for the investigator and
the participant to exchange information and ask questions. Participants should be fully informed
about the study and have adequate time to evaluate the pros and cons of participation.
Participants should be encouraged to discuss the study with anyone they wish, particularly
family and friends who might be affected (for example, persons who might be needed to provide
transportation).
Close associates of the participant may raise questions and considerations that the participant
has overlooked, and questions that concern the family are better answered sooner than later.
Furthermore, there is evidence to suggest that family support for studies of this kind increase
the probability of participant cooperation and compliance during the course of the research.
The setting in which consent is obtained should be as private as possible so participants can
freely ask questions without embarrassment.
Below are some frequently asked questions about the consent process.
• Who can obtain consent from potential participants?
FDA does not specify who can obtain consent from a potential participant. Some sponsors and
IRBs require the clinical investigator to conduct the consent interview. Regardless, the person
who conducts the consent interviewshould be knowledgeable about the study and able to
answer questions. If someone other than the investigator obtains consent, the clinical
investigator should formally delegate this responsibility and the person so delegated should
have the appropriate training to perform this activity.
• 21 Code of Federal Regulations (CFR) 50.27(a) requires that a copy of the consent
document be given to the person signing the form. Does this have to be a photocopy of
the form with the participant’s signature affixed?
No. The regulation does not require the copy of the form given to the participant to be a copy of
the document with the participant’s signature, although this is strongly encouraged. It must,
however, be a copy of the IRB approved document that was given to the participant to obtain
their consent.
• Do you have to have a witness to the consent process?
An impartial witness is only required if the participant cannot read, if the participant is incapable
of understanding the consent document, or if the participant does not speak English.
Otherwise, a witness is not required.
FINAL VERSION 2-7
• When a witness is required, must they observe the entire consent interview or only
the signature of the participant?
When a witness is required, they must be present throughout the entire consent interview. The
intended purpose is to have the witness attest to the presentation and the apparent
understanding of the participant, not just the validity of the participant’s signature.
• How do you obtain informed consent from someone who speaks and understands
English but cannot read?
Illiterate persons who understandEnglish may have the consent read to them and “make their
mark,” if appropriate under applicable state law. Federal regulations do permit the use of a
short form for patients that cannot read. A short form is a document that states that the
elements of informed consent as required by the Code of Federal Regulations have been
presented orally to the participant. When this method is used, there must be an impartial
witness to the oral presentation. Also, the IRB should approve a written summary of what is to
be said to the participant. The participant must sign the short form. However, the witness must
sign both the short form and a copy of the IRB approved summary. A copy of the summary and
short form must be given to the participant. If you encounter an illiterate participant, consult with
your IRB Chair to discuss your local guidelines.
• How do you obtain consent from a person that does not speakEnglish?
The SPRINT Informed Consent documents are translated into Spanish for Spanish speaking
participants. Clinical sites that recruit and enroll Spanish speaking participants should have
Spanish speaking staff or interpreter available to answer questions. The Office for Human
Research Protections (OHRP) strongly encourages the use of this procedure whenever
possible. Department of Health and Human Services regulations for the protection of human
research participants require that informed consent information be presented in language
understandable to the participant and, in most situations, that informed consent be documented
in writing.
Where informed consent is documented in accordance with federal regulations, the written
consent document should embody, in language understandable to the participant, all the
elements necessary for legally effective informed consent. Participants who do not speak
English should be presented with a consent document written in a language understandable to
them.
Human research subjects are protected through informed consent procedures and the HIPAA
document. The signing of these documents is a criterion for eligibility to participate in SPRINT.
Each site investigator will ensure that the participant understands the purpose of the study, risks
and rights, study procedures and visit schedules. ThePI is ultimately responsible for the proper
oversight of these procedures prior to enrolling anyone in SPRINT.
The informed consent addresses the following important points:
• Each participant must be fully informed of all study procedures and requirements in
order to be considered a “knowing” participant; and
• Participation is voluntary and all information provided by participants will be kept
confidential.
• The site investigator or his/her designee will be fully responsible for obtaining written
consent from each participant.
FINAL VERSION 2-8
• Sites recruiting individuals who have very little or no knowledge of the English language
must submit a translated consent in the respective language for IRB reviewand
approval. Rio Salado Community College Data Management Plan
• In the development of the informed consent forms, each site will use the templates
provided by the CC as a guide. The prototype consent forms and accompanying cover
letters are found in the following Appendices: All information in the essential elements for
the informed consent template must be included in the site consent forms. Additional
information may be added based on individual IRB requirements, but information in the
prototypes may not be excluded from the forms. Any changes made by the IRB will be
submitted to the network and the CC for review.
• The participant will be given a copy of the consent form after it is signed. The original will
be kept in the participant’s file at the site in a secure and locked specified location.
• Administration of the consent form involves providing the participant with background
information about the study and its requirements.
• The implications of randomization and the necessity for completing the required
procedures should be emphasized to each potential participant.
• When the consent form is provided to the potential participant, s/he must be offered
sufficient time to carefully read the document and must be given sufficient opportunity to
have all questions regarding the study answered before s/he is asked to make a
decision regarding participation. If requested, s/he can also take the consent home to
review with family members or significant others prior to signing.
Other Tips
• Use of the first person (e.g., “I understand that …”) can be interpreted as suggestive,
may be relied upon as a substitute for sufficient factual information, and can constitute coercive
influence over a participant. Use of scientific jargon and legalese is not appropriate. Think of
consent as a teaching tool not as a legal instrument.
• Anyone who signs a consent form should personally date it.
• If consent is obtained the same day that the participant’s involvement in the study
begins, the participant’s medical records should document that consent was obtained prior to
participation in the research. The following statement could be included in the records: “All the
required elements of informed consent were presented to the patient. Voluntary consent was
obtained and the patient’s questions were answered prior to initiation of any research
procedures.”

MHA 507 Session Long Project

MHA 507 Session Long Project

The overall goal of the Session Long Project in this course is to examine health care delivery in the United States from a personal perspective and provide recommendations for improvement.

The Medicare Payment Advisory Commission (MedPAC), is an independent congressional agency established by the Balanced Budget Act of 1997 to advise the U.S. Congress on issues affecting the Medicare Program. In addition to advising the Congress on payments to health plans participating in the Medicare Advantage program and providers in Medicare’s traditional fee-for-service program, MedPAC is also tasked with analyzing access to care, quality of care, and other issues affecting Medicare.

Access and review the Executive Summary (pages xi-xx) of MedPAC’s Report to the Congress (2017):

MedPAC. (2017). Report to the Congress: Medicare and the Health Care Delivery System. Retrieved from http://www.medpac.gov/docs/default-source/reports/…

The executive summary provides several brief health care delivery recommendations in regard to the Medicare program. Additional information for each recommendation can be found throughout the document.

For your final SLP project, identify three MedPAC recommendations to Congress and complete the following in 3-page paper:

  1. Discuss each selected recommendation in detail.
  2. Provide rationale of their importance and associated impact in health care delivery.
  3. Hypothesize an outcome for each selected recommendation.

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SLP Assignment Expectations

  1. Conduct additional research to gather sufficient information to justify/support your position and answers to the questions.
  2. Limit your response to a maximum of 3 pages.
  3. Include an introduction and conclusion in your paper.
  4. Support your case with peer-reviewed articles, using at least 3-4 references. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php.
  5. You may use the following source to assist in formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/.

MHA 507 Case Assignment

MHA 507 Case Assignment

The United States has a unique system of health care delivery which has evolved over time. Although the U.S. health care delivery system has evolved in response to cost, access, and quality, there are often assertions made about health care delivery in the United States. For example, according to Mary Mahon (2015), VP of Public Information at the Commonwealth Fund, the U.S. spends more on health care than other high-income nations, but has a lower life expectancy and worse health.

Mahon, M. (2015). U.S. Spends More on Health Care Than Other High-Income Nations but Has Lower Life Expectancy, Worse Health. Retrieved from http://www.commonwealthfund.org/publications/press…

Case Assignment

After completing the assigned readings, you should have a basic understanding of the characteristics and components of the U.S. health care delivery system. For the Module 1 Case Assignment, review the following assumptions regarding health care in the U.S (Greenwald, 2010). Although these assumptions are widely publicized, they might be disputed with critical thinking. Evaluate additional literature and consider each of the following assumptions. Explain why you believe the statement is true or false.

  • The U.S. Spends too much on health care services.
  • The poor lack health care.
  • The systems in other countries are better.
  • The U.S. Health care system is in crisis today.
  • Health care is a right.

Greenwald, H. (2010). Health Care in the United States: Organization, Management and Policy. John Wiley & Sons: San Francisco, CA

Assignment Expectations

  1. Provide a one-paragraph (5-7 sentences) response for each statement.

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  2. Support each of your responses with a scholarly reference (i.e., peer-reviewed journal), using a minimum of five sources.
  3. Include an introduction and conclusion in your paper.
  4. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php.
  5. You may use the following source to assist in formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/.

Evaluating Financial Statements

Evaluating Financial Statements

Your facility has the following payer mix:

40% commercial insurances

25% Medicare insurance

15% Medicaid insurance

15% liability insurance

5% all others including self-pay

Write a 3-4 page report that addresses the following requirements:

Assume that for the time in question you have 2000 cases in the proportions above. (What are the proportions of the total cases for each payer?)

The average Medicare rate for each case is $6200- use this as the baseline. Commercial insurances average 110% of Medicare, Medicaid averages 65% of Medicare, Liability insurers average 200% of Medicare and the others average 100% of Medicare rates. (What are the individual reimbursement rates for all 5 payers?)

  1. What are the expected rates of reimbursement for this time frame for each payer? What is your expected A/R?
  2. What rate should you charge for these services (assuming one charge rate for all payers)? (This gives you your total A/R.) Calculate the total charges for all cases based on this rate.
  3. What is the difference between the two A/R rates above? Can you collect it from the patient? What happens to the difference?
  4. Which of these costs are fixed? Which are variable? Direct or indirect?
    • materials/supplies (gowns, drapes, bedsheets)
    • Wages (nurses, technicians)
    • Utility, building, usage exp (lights, heat, technology)
    • Medications
    • Licensing of facility
    • Per diem staff
    • Insurances (malpractice, business etc.)
  5. Calculate the contribution margin for one case (in $) with the following costs for this period, per case: a. materials/supplies: $2270 b. Wages: $2000 c. Utility, building, usage exp: $1125 d. Insurances (malpractice, business etc.): $175

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  6. Using the above information, determine which is fixed and which cost is variable. Then calculate the breakeven volume of cases in units for this period.
  7. Suppose you want to make $150,000 profit between this period and next period to fund an expansion to the NICU, how many cases would you have to see? At what payer mix would this be optimal?

Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.

Please submit your assignment.

 

For assistance with your assignment, please use your text, Web resources, and all course materials.

Model for Quality in Healthcare Presentation

Model for Quality in Healthcare Presentation

Description

 

Both are two different assignments, reading required attached are used for both of the assignments. Both need at least 2 additional reliable resources.

Assignment #1: Accreditation is important to a healthcare organization, as it signifies a high level of quality approval. There are a number of healthcare accrediting agencies. These agencies vary in the level of standards, who they accredit, accreditation period, cost, etc. While some accrediting agencies are more well known than others, they all provide some sort of benefit to healthcare organizations.

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For this assignment, compare and contrast six different accrediting agencies from the listings select three agencies from the “Top 5” accrediting agency listing and three from the second list.

In the 2-page report, complete the following:

  • Introduction – In this section, explain the accreditation, its purpose, and its importance in the healthcare field.
  • Compare and Contrast – Use the chart below to compare and contrast the six different accrediting agencies including the following information for each:
    • Identification information for each accrediting agency (i.e., for-profit vs. nonprofit, number of organizations accredited, year incepted, etc.). Model for Quality in Healthcare Presentation
    • Associated cost for accreditation – this varies on the type of accreditation.
    • Accreditation period – How long does the accreditation last before renewal.
    • Organizations they accredit
    • Accrediting agency programs (i.e., Case Management, HIPAA Privacy, Health Care Staffing Services, etc.)
    • Conclusion – In this section, summarize the information that you have compared and identify how quality and the perception of quality from a consumer perspective directly relates to accreditation.
Accrediting Agency Identification Information Cost of Accreditation Organizations Accredited Accrediting Agency Programs
1
2
3
4
5
6

Assignment Expectations #1 :

  • Conduct additional research to gather sufficient information to justify/support your report.
  • Limit your response to a maximum of 2 pages (title and reference page is not included in page number count).
  • Support your report with peer-reviewed articles, using at least 3 to 4 references. Use the following link for additional information on how to recognize peer-reviewed journals:

Assignment #2: The Institute of Medicine (IOM) developed a Model for Quality in Healthcare and it is composed of six vital domains:

Cummings, G. G., Reid, C., Estabrooks, C. A., Norton, P. G., Cummings, G. E., Rowe, B. H., … Masaoud, E. (2012). Older persons’ transitions in care (OPTIC): a study protocol. BMC Geriatrics, 12(1):75. doi: 10.1186/1471-2318-12-75

For this assignment, you will pose as the Quality and Accreditation Officer at Trident International Hospital (TIH). You are to develop a multi-departmental PowerPoint (PPT) training using the six domains outlined by the IOM. In an 8- to 10-slide presentation (not including the title and reference slides), complete the following:

  • Rank the domains in order of importance, per your assessment of them.
  • Explain your rationale for the ranking.
  • Define and explain the importance of each of the domains.
  • Provide a healthcare quality example for each domain

Assignment Expectations #2: PowerPoint

  • Conduct additional research to gather sufficient information to justify/support your training.
  • Limit your response to a maximum of 10 slides (title and reference slide are not included in page number count). Model for Quality in Healthcare Presentation
  • Support your report with peer-reviewed articles, using 2 or 3 references. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php.

Reading/Video/attached file requirements for both assignments:

Agency for Healthcare Research and Quality. (2016). The six domains of health care quality. Retrieved from https://www.ahrq.gov/professionals/quality-patient-safety/talkingquality/create/sixdomains.html

BHM Healthcare Solutions. (n.d.). The big five healthcare accreditation organizations – Side by side comparison. Retrieved from http://bhmpc.com/calltoaction/accreditation-comparison-cta/Accreditation-Comparison-Tool.pdf

Foster, N. (n.d.). Accreditation: What boards need to know. Retrieved from https://trustees.aha.org/accreditation-what-boards-need-kno

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK222274/

Fennel, V. M. (2017, Aug 24). Hospitals and health systems: Which is the best accrediting source for your organization? Beckers Hospital Review. Retrieved from https://www.beckershospitalreview.com/hospital-management-administration/hospitals-and-health-systems-which-is-the-best-accrediting-source-for-your-organization.html

The Joint Commission. (2018). Benefits of Joint Commission accreditation. Retrieved from https://www.jointcommission.org/benefits_of_joint_commission_accreditation/

Warburton, R. N. (2009). Accreditation and regulation: Can they help improve patient safety. Agency for Healthcare Research and Quality. Retrieved from https://psnet.ahrq.gov/perspectives/perspective/74/accreditation-and-regulation-can-they-help-improve-patient-safety

(section 3 only) World Health Organization. (2003). Quality and accreditation in healthcare services: A global review. Section 3. Health service accreditation programmes. Retrieved from https://apps.who.int/iris/bitstream/handle/10665/68410/WHO_EIP_OSD_2003.1.pdf

Larson, C. ( 2019).The Joint Commission: Inspiring Health Care Excellence. Retrieved from https://www.youtube.com/watch?v=zCogOPut4yQ . Model for Quality in Healthcare Presentation