Emerging (EM) Country Project Written Part

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Emerging (EM) Country Project Written Part

Emerging (EM) Country Project

Written Part

 

 

This project is composed of five parts:

 

PART I: Executive Summary

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

PART III: Economic environment of the EM country

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

PART V: Entry mode and strategies for the EM country

 

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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. Emerging (EM) Country Project Written Part

 

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

 

  1. Brief discussion of the country’s relevant history

 

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

 

III.        Social institutions

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

iii.        Dynamics of the family

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

iii.        Stability of government

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

iii.        Participation in patents, trademarks and other conventions

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

iii.        Clubs, other organizations

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

 

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

iii.        Which religions are prominent?

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

iii.        Drama, ballet, and other performing arts

  1. Folklore and relevant symbols

 

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

iii.        Malnutrition rates

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

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

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

 

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

 

 

PART III: Economic environment of the EM country

 

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

 

  1. Introduction

 

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

iii.        Birth rates

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

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

  1. Migration rates and patterns
  2. Ethnic groups

 

III.        Economic statistics and activity

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

iii.        Is the distribution distorted?

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

iii.        Usage rates

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

iii.        Usage rates

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

iii.        Salaries and benefits

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

iii.        Balance-of-payments situation

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

iii.        Import taxes

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

 

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

 

  1. Channels of distribution (macro analysis)

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

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

iii.        Customary markup for various classes of goods

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

iii.        Method of operation (cash/credit)

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

 

  1. Media

 

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

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

iii.        Print

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

 

 

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

 

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

 

  1. Introduction

 

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

iii.        Complexity

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

 

III.        The Market

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

iii.        Consumer buying habits

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

 

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

 

 

PART V: Entry mode and strategies for the EM country

 

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

1)         Labor-intensive production

2)         Knowledge-intensive production

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

iii.        Control and coordination

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

 

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

iii.        Bidding for global tenders

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

iii.        Technology transfer

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

vii.       Strategic alliance

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

iii.        Wholly-owned subsidiary

  1. Acquisition
  2. Greenfield investment

 

 

Appendices – References

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

 

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

 

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

Nursing homework help

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Nursing homework help

Evidenced-based practice (EBP) is an essential component of the practice of a BSN-prepared RN because as a professional nurse, the nurse must be able to appraise and apply knowledge to enhance the science of nursing and promote better patient outcomes (Abu-Baker et al., 2021). Two ways I will continue to integrate evidence into my practice and encourage it within my work environment will be to research current EBP regularly and participate in applying them when the opportunities present themselves. Becoming a BSN-prepared RN has giving me the knowledge to appraise current methods and research, and the ability to integrate it into practice. In addition, I can look for opportunities to apply EBP in the work environment by playing an active role in developing policies and procedures when needed; like the capstone change project.  Nursing homework help

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Two obstacles that may challenge this plan is that I work full-time as a charge nurse and that, once school is complete, I will lose access to the database that Grand Canyon University offered. Steps I can take to minimize the impact of these challenges include mentoring other nurses into becoming additional charge nurses and subscribing to prestigious nurse journals.

Geriatric Nursing

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Geriatric Nursing

 

Geriatric nurses tend to be educated to enable them treat plus understand the most complex mental and physical health needs of the older individuals. They attempt to assist their patients safeguard their health as well as cope with the changes within their physical and mental capabilities, so that the older individuals may remain independent as well as active for the longest time possible. The gerontological nursing is considered to be the nursing specialty that  pertains to the older adults. These nurses operate alongside collaboration with the older individuals, the communities plus their families with the intention of supporting a healthy aging, quality of life in addition to maximum functioning (Yiqun, 2021).

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The geriatric nurses are supposed to enjoy working with the individuals who are older. They should be patient, listen with a lot of attentiveness as well as the balance the necessities of the patients with a times demands that are conflicting from the members of the family.

The targeted audience

With geriatrics, its all about care for the older people, this happens to be an age group that quote difficult to precisely define. The term older tends to be more preferable as compared to elderly though they are somehow equal. Sixty five years and above is the mostly used age, however, most individuals are not in need of geriatrics professionalism within their care till they are around 70 – 80 years of age.  The target audience is actually the senior citizen segment which comprises of approximately 75 million individuals. They basically posses huge amounts of an income that is disposable, and are in search of guidance to assist them live longer and healthier lives. This targeted audience is classified into four. The pre-retirees who are in between 50-65 years. There is also the grandparents in addition to relatives who are in the age bracket of 50 years and above. The third category is the one that is made up of the late retirees who happen to be between the age bracket of 65 years to 75 years. It mainly constitutes of individuals above the standard age of retirement. The last category of the targeted audience is the active retirees. This is a group that is made up is seniors who are not having any active income (Van Seben, et.al, 2019).

With this particular group, when teaching the on the health promotion, it is evident that prevention of diseases as well as early detection happens to be the most appropriate strategy for a successful management of a chronic disease. The elderly need to know that identifying plus early intercurrent illness treatment is extremely crucial within the seniors who are quite frail. The elderly are supposed to get educated on the importance of exercises daily, healthy eating, alongside leaving a life that is stress free. The adults under medication are supposed to take as per the prescriptions and faithfully in order to have their health promoted.

 

Teaching theory

It is appropriate to utilize teaching techniques during the providence of health teachings for the older individuals. There are several elders with increasing challenges in understanding the complex sentences, have less proficiency as compared to the younger individuals when it comes to drawing of inferences, alongside having challenges with the motor tasks. The information should be prevented through a slower pace contrary to the younger patients.  The best theory is the behavioral theory. Due to their character traits, it is advisable to speak using low voice tones as well as enable adequate time for the patients to integrate and also assimilate the conceptual material, in addition to putting emphasis on concrete instead of abstract material (Ahmed, et.al, 2020).

It becomes paramount to minimize the environmental distractions which is essential in compensating for any hearing loss that is age-related as well as aid the patient with concentration plus attention. Carrying out group teaching might assist the elderly patients to enhance their health-related problem solving capabilities. During the suggestion of lifestyle changes, it is important to take into account that most of the elderly individuals extremely cautious and might fail to accept the changes with ease. In the behavioral teaching, in order to achieve effectiveness in the teaching, the program is supposed to be individualized so that it suits the lifestyle as well as the necessities of the older patients, as well as ensure that the goals are mutually acceptable. Patients are supposed to actively participate in the goal setting. When it comes to planning the patient teaching for these elderly individuals, the goals should be individualized as per the requirements of the patients in addition to what they are supposed to do for themselves (Teófilo, et.al, 2019).

 

Importance of this teaching theory

The main essence of using the behavioral theory is mainly because, with the advancing age, the memory of an individual tends to be much better as compared to the information that has been seen. As a result, an older patient has high probabilities of remembering information that they get to hear contrary to the information that they have read from somewhere. In order to enhance learning for any patient who has memory loss, it is important to have the message repeated frequently during the teaching, as well as have the patient questioned frequently in order to determine the retention level. The theory helps one to pay specific attention to the language that is used in teaching (Ahmed, et.al, 2020).

It enables one to choose simple, elaborated terminology then have talks that are on the level of the patient. There are several elderly individuals who tend to be highly educated, hence have a preference that during the training one uses as well as gives explanations using the medical terminology, there are others who prefer keeping interactions to be short and precise.

Diversity effects

Being a teaching, one gets to play the role of a facilitator then encourage conversation plus healthy debate in between the opinions that are diverse. The group assignments are perceived to be a great means of exposing students to perspectives that are diverse, enabling them to function as one in exploring plus solving challenges. Among the diversity issues affecting the teaching happens to be socioeconomic status which greatly affects the psychological health of an aging patient. Poverty is said to be a risk factor for the declines within the mental health amidst the older individuals. The elderly who are socioeconomic status levels that are lower are in most occasions most probably to be diagnosed with having a psychological disorder.

There is also the issue of gender in that, the women who are older and suffering from dementia were said to be having higher risks of suffering from physical abuse plus neglect by the family caregivers. In the training, it is important to note out the contributing factors to the elder abuse within individuals who have dementia, these comprise of; poverty, low education levels of the caregiver plus the victim, abuse of alcohol and social isolation among others (Hsieh and Chen, 2018).

Minimizing health disparities plus attaining of equitable health care continues to be an essential goal for the healthcare system within the United States. Cultural competence is essential in addressing the diversity during the education program. It acts as a foundational pillar when it comes to minimizing disparities via culturally sensitive plus quality care that is unbiased. The care that is culturally competent is one that greatly respects diversity within the patient population plus cultural factors capable of affecting health plus healthcare, like communication styles, behaviors, language, attitudes in addition to beliefs.

It is quite evident that racism is a factor that leads to creation of systemic stressors resulting into health outcomes that are poor as well as accelerates aging. This causes biological weathering and is capable of demonstrating the telomeres shortening. This happens to be evidence of aging that is early within individuals who have been exposed to the side cumulative stress. The same way gerontologists become aware of the fact that age is quite a limited plus crude variable that is actually explanatory, it is the same situation with ethnicity and race (Wollesen, et.al, 2019).

Solving conflicts

During the training, there are several ways in which the conflicts that arise in between the older patients might be solved. These include:

Compromising – which involves making efforts to have the conflict resolved through identifying a solution that happens to be partially satisfactory to the two parties, and should never be entirely satisfactory to any of the parties. There is collaborating – involves being in cooperation with different participants to understand their own concerns as well as express personal concerns in an attempt to identify a mutually plus entirely satisfactory solution. These is a very beneficial strategy in addressing interpersonal conflict situations because it ends up promoting creative problem solving in addition to being a means of fostering rapport plus mutual respect. Therefore, despite there being lots of ways to address conflicts, collaboration is effective as it does not force, compromise, avoid or even accommodate (Dai, et.al, 2021).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Ahmed, R. R., Streimikiene, D., Abrhám, J., Streimikis, J., & Vveinhardt, J. (2020). Social and behavioral theories and physician’s prescription behavior. Sustainability, 12(8), 3379. https://www.mdpi.com/696944

Dai, F., Liu, Y., Ju, M., & Yang, Y. (2021). Nursing students’ willingness to work in geriatric care: An integrative review. Nursing Open, 8(5), 2061-2077.  https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.726

Hsieh, P. L., & Chen, C. M. (2018). Nursing competence in geriatric/long term care curriculum development for baccalaureate nursing programs: a systematic review. Journal of Professional Nursing, 34(5), 400-411. https://www.sciencedirect.com/science/article/pii/S875572231830067X

Teófilo, T. J. S., Veras, R. F. S., Silva, V. A., Cunha, N. M., Oliveira, J. D. S., & Vasconcelos, S. C. (2019). Empathy in the nurse–patient relationship in geriatric care: An integrative review. Nursing ethics, 26(6), 1585-1600.  https://journals.sagepub.com/doi/abs/10.1177/0969733018787228

Van Seben, R., Reichardt, L. A., Aarden, J. J., van der Schaaf, M., van der Esch, M., Engelbert, R. H., … & Wold, J. (2019). The course of geriatric syndromes in acutely hospitalized older adults: The Hospital-ADL Study. Journal of the American Medical Directors Association, 20(2), 152-158. https://www.sciencedirect.com/science/article/pii/S1525861018304456

Wollesen, B., Hagemann, D., Pabst, K., Schlüter, R., Bischoff, L. L., Otto, A. K., … & Fenger, A. (2019). Identifying individual stressors in geriatric nursing staff—A cross-sectional study. International journal of environmental research and public health, 16(19), 3587.  https://www.mdpi.com/541058

Yiqun, L. I. U. (2021). Discussion on the Application of Innovative Entrepreneurship Education Concept in the Course of Geriatric Nursing. The Theory and Practice of Innovation and Enntrepreneurship, 4(8), 62. http://www.cxcybjb.com/EN/abstract/abstract2501.shtml

 

 

 

 

Nursing homework help

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Nursing homework help

 

Poster Title – USU Logo
Your name

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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
 
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.
 
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.

 

 

 

 

 

Capstone Report FINAL

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Capstone Report FINAL

Capstone Report FINAL

 

Maximum length: 4000 words (excluding references and appendices)

Marks: 50%

Objective: To demonstrate key learning and skills developed throughout the course by creating a written report addressed to the executives of the company partner on a viable strategy, supported by utilization of appropriate frameworks and in-depth research, to effectively address the business challenge presented at the beginning of the quarter.

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Directions:

  1. Develop a strategic plan for the case company to implement in the next 24 months that meets the challenge, in the form of a written report for the management team.Consistent with the final project rubrics, your report must include at least the following components: Capstone Report FINAL
    1. Executive summary;
    2. Internal analysis;
    3. External analysis;
    4. Problem definition;
    5. Strategy development(including alternatives to your final recommendation);
    6. Strategy evaluation and choice; and,
    7. Strategy implementation.
  2. You are encouraged to incorporate, in a holistic manner, the content and more importantly the feedback from Draft #1 and the Group Report.

Important: For Draft 1 and Final Report as well as Group Report:

  • Adopt a company-report style (vs. academic-report style). Incorporate figures and tables within the body of the document, along with the source of information in the graphic/table. Provide a list of references. You may add appendices for supporting materials not critical to the main report.
  • References and appendices are not included in the word limit. Footnotes are the preferred location for in-text references. Include a final list of references cited.
  • Utilizing the Business Communications Team’s draft points before the final submission is highly recommended.

 

 

 

 

NR00NP Foundational Concepts and Advanced Practice Roles

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NR00NP Foundational Concepts and Advanced Practice Roles

(No Running head needed per 7th edition for student papers)

All pages must have a page number as on the template.

 

 

Title of Paper

 

Student Name

 

Chamberlain University: Nurse Practitioner Track

NR00NP Foundational Concepts and Advanced Practice Roles

Instructor

Date (e.g. July 1, 2021)

 

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Do not change font size. Font size stays the same throughout the APA paper

Double space only throughout the entire APA paper, including references NR00NP Foundational Concepts and Advanced Practice Roles

 

 

Visit the writing center for help with your paper. Can locate in course resources as well:

https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/WC

 

 

 

 

 

Title of Paper

(Centered and Bolded – should be the same as title on page 1 – title page)

Four APN Roles

(Level 1 Heading: Centered, Bold, Title Case Heading)

Discuss in detail the four APN roles (CNP, CNS, CRNA & CNM). Use at least one scholarly source and include an intext citation for that source.  Paraphrase the content you are using from your resource and cite correctly. Include a description, the education preparedness and work environment of each role.

CNP (Level 2 heading: Flush left, Bold, Uppercase and Lowercase Heading, no other punctuation)

Start paragraph under heading and indented. Description, educational preparedness, and work environment

CNS (Level 2 heading: Flush left, Bold, Uppercase and Lowercase Heading)

CRNA (Level 2 heading: Flush left, Bold, Uppercase and Lowercase Heading)

CNM (Level 2 heading: Flush left, Bold, Uppercase and Lowercase Heading)

Rationale for Choosing CNP Role (Level 1 Heading)

Discuss in detail your rationale for choosing the CNP advanced practice role versus one of the other roles.  Avoid using “I” in scholarly writing.

Plans for Clinical Practice (Level 1 Heading)

Discuss in detail your plans for clinical practice after graduation.  Explain how your understanding of NP practice has changed after researching the four ANP roles.

Role Transition (Level 1 Heading)

Discuss your transition from the RN role to the NP role.  Describe two factors that may impact your transition.  Discuss two strategies you will use to support a successful transition from the RN to NP role.  Provide reference support from at least one scholarly source.  The textbook is not a scholarly source.

Conclusion (Level 1 Heading)

Provide a conclusion, including a brief summary of what you discussed in the paper.  Do not introduce new information into your conclusion paper. A good rule of thumb is to have a sentence for each main idea/criteria you discussed in the paper.

 

 

 

 

 

 

 

          References

Please make sure you to review the 7th edition APA book to cite your references here. Please note: you do not list a reference unless you cited the reference in your paper.

References are double spaced. References have a hanging indent and are in alphabetical order.

 

Resource:

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.html

 

 

Episodic/Focused SOAP Note Template

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Episodic/Focused SOAP Note Template

Episodic/Focused SOAP Note Template

 

Patient Information:

Initials, Age, Sex, Race

S.

CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.

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HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example: Episodic/Focused SOAP Note Template

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).

PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.

Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL:  Denies weight loss, fever, chills, weakness or fatigue.

HEENT:  Eyes: Denies visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  Denies hearing loss, sneezing, congestion, runny nose or sore throat.

SKIN:  Denies rash or itching.

CARDIOVASCULAR:  Denies chest pain, chest pressure or chest discomfort. No palpitations or edema.

RESPIRATORY:  Denies shortness of breath, cough or sputum.

GASTROINTESTINAL:  Denies anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

NEUROLOGICAL:  Denies headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL:  Denies muscle, back pain, joint pain or stiffness.

HEMATOLOGIC:  Denies anemia, bleeding or bruising.

LYMPHATICS:  Denies enlarged nodes. No history of splenectomy.

PSYCHIATRIC:  Denies history of depression or anxiety.

ENDOCRINOLOGIC:  Denies reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

ALLERGIES:  Denies history of asthma, hives, eczema or rhinitis.

O.

Physical exam: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head to toe format i.e. General: Head: EENT: etc.

Diagnostic results: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines)

A.

Differential Diagnoses (list a minimum of 5 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

References

You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

 

Healthcare systems elements

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Healthcare systems elements

 

 

Healthcare systems elements (continued)                      ALLERGIES:
Medications: List all medications, dosages, classifications and the rational for the medications prescribed for this patient include major considerations for administration and the possible negative outcomes associated with this medication.

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                                 DEFINE 1:  What the medications does to the body to the cellular level AND 2: Why the patient is taking the medication?

Medication/dose              Classification          Indication/ Rationale        SE’s/Nursing Considerations                 Client Education                    Text Reference
 

Oxytocin

          
 

Carboprost (Methergine)

          
 

Hemabate

          
 

Misoprostol (Cytotec)

          
 

 

          
 

 

          
 

 

          
 

 

          
 

 

          
 

 

          
 

 

          
 

 

          
 

 

          
 

 

          

 

CONCEPT MAP

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Nursing Diagnosis

Problem statement: (NANDA)

 

Related to: (What is happening in the body to cause the issue?)

 

Manifested by: (Specific symptoms)

 

 

 

 

 

 

.

           

Additional information:

 

 

 

 

REMEMBER THAT THE EXPECTED OUTCOMES MUST BE MEASURABLE.  THE INTERVENTIONS ARE WHAT YOU DO TO ASSURE THE OUTCOME AND THE CLIENT’S RESPONSE IS SPECIFICALLY HER RESPONSE.

                                                    PLAN OF CARE:                                                                                             Use your top two priorities

NANDA NURSING DIAGNOSIS use NANDA definition Expected outcomes of care (Goals)          Interventions       Patient response        Goal evaluation
NRS DX:

Problem Statement: 

 

 

 

 

 

 

 

 

R/T: (What is the cause of the symptom)

 

 

 

 

 

 

 

 

Manifested by: (Specific symptoms)

 

 

 

 

 

 

 

 

 

 Short term goal:  Create a SMART goal that relates to hospital stay/shift/day.

 

 

 

 

 

 

 

 

 

 

 

 

Long term goal:  Create a SMART goal that is appropriate for discharge.

 

 This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes)

 

Interventions for short-term goal:

1.

2.

3.

 

 

 

 

Interventions for longterm goal:

1.

2.

3.

 

 

 Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch)

 

 

 

Reassess for short-term goal:

1.

2.

3.

 

 

 

 

 

Reassess for long-term goal:

1.

2.

3.

 

 Was it met or not met there is no partially met.
NANDA NURSING DIAGNOSIS use NANDA definition Expected outcomes of care (Goals)           Interventions        Patient response        Goal evaluation
NRS DX:

Problem Statement:

 

 

 

 

 

 

 

 

R/T: (What is the cause of the symptom?)

 

 

 

 

 

 

 

 

 

 

Manifested by: (specific symptoms)

 

 

 

 

 

 Short term goal:  Create a SMART goal that relates to hospital stay.

Long term goal:  Create a SMART goal that is appropriate for discharge.

 

 This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes)

 

 

 Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch) Was it met or not met there is no partially met.

References:

Historical Health Care Trend Analysis

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Historical Health Care Trend Analysis

Assessment 3 Instructions: Historical Health Care Trend Analysis

Top of Form

Bottom of Form

  • PRINT
  • 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.

 

Nursing homework help

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Nursing homework help

REQUIRED READING

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Harris, D. M. (2014). Using the law to promote our policy goals and ethical principles. In Contemporary Issues in Healthcare Law & Ethics (pp. 3-10). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library. Nursing homework help

Jahn, W. G. (2011). The 4 basic ethical principles that apply to forensic activities are respect for autonomy, beneficence, nonmaleficence, and justice. Journal of Chiropractic Medicine, 10(3), 225-226. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4863255/

Martin, G. (2021). Public health ethics. Thinking about bioethics, human rights, justice and moral responsibility [Video]. YouTube. https://youtu.be/G1IOf7Hd69g

Ruger, J. P., Ruger, T. W., & Annas, G. J. (2015). The elusive right to health care under U.S. law. The New England Journal of Medicine, 372(26), 2558-2563. Retrieved from the Trident Online Library.

Showalter, J. S. (2020). A brief history of law and medicine. In The Law of Healthcare Administration (9th Ed., pp. 1-37). Chicago: Health Administration Press. Retrieved from the Trident Online Library.

Showalter, J. S. (2020). Access to healthcare: Rights and responsibilities. In The Law of Healthcare Administration (9th Ed., pp. 39-79). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.

Simkins v. Moses H. Cone Memorial Hospital, 323 F. 2d 959 (1963). Retrieved from https://www.leagle.com/decision/19631282323f2d95911029

 

  1. For additional information on reliability of sources, review the following source:
    Georgetown University Library. (n.d.). Evaluating internet resources. Retrieved from https://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content
  2. This assignment will be graded based on the content in the rubric.

 

Homework Discussion

The Importance of Understanding the Law for Health Administrators

 

  • Why is it important for a health care administrator to be able to read and understand the various types of laws?

This should not be opinion, but an analysis, supported by the readings and your own research.