Health care beliefs of the Russian, Polish, and Thai heritage Essay
1. Describe the health care beliefs of the Russian, Polish and Thai heritage and how they are related to the delivery of health care.
2. Is there any similarity between these 3 cultures. If yes or no, please explain.
3. Give your opinion on how the beliefs of these 3 cultures influence the delivery of health care.
– APA format.
– A minimum of 500 words.
– A minimum of 2 evidence based references no older than years 5 years.
Therapy for Clients With Personality Disorders Essay Discussion
Clients with personality disorders often find it difficult to overcome their problems and function in daily life. Even when these clients are aware that they have a dysfunction with their personality and are open to counseling, treatment can be challenging for both the client and the therapist. For this Discussion, as you examine personality disorders, consider therapeutic approaches you might use with clients.
To prepare:
· Review this week’s Learning Resources and reflect on the insights they provide.
· Select one of the personality disorders from the DSM-5.
Post
a description of the personality disorder you selected. Explain a therapeutic approach (including psychotropic medications if appropriate) you might use to treat a client presenting with this disorder, including how you would share your diagnosis of this disorder to the client in order to avoid damaging the therapeutic relationship. Support your approach with evidence-based literature.
Learning Resources
Required Readings
Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company.
Chapter 20, “Termination and Outcome Evaluation” (Review pp. 693–712)
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.
Dixon-Gordon, K. L., Turner, B. J., & Chapman, A. L. (2011).
Psychotherapy for personality disorders. International Review of Psychiatry, 23
(3), 282–302. doi:10.3109/09540261.2011.586992
Lorentzen, S., Ruud, T., Fjeldstad, A., & Høglend, P. A. (2015). Personality disorder moderates outcome in short- and long-term group analytic psychotherapy: A randomized clinical trial.
British Journal of Clinical Psychology, 54
(2), 129–146. doi:10.1111/bjc.12065
Paris, J. (2004). Personality disorders over time: Implications for psychotherapy.
American Journal of Psychotherapy, 58
(4), 420–429. PMID: 15807086
Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In
Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes
(pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002
Health Care Management Homework – How Health Care Advances and Future of Health Care
Chapters12—Research: How Health Care Advances and 13–Future of Health Care
Answer the following questions on Research: How Health Care Advances:
Definitions of the quality of medical care are no longer left to clinicians who decide for themselves what technical performance constitutes “good care.” Name one (1) other dimension of quality care and why is it important?
What is the primary method of continuous quality improvement (CQI) in health care, and what is its underlying premise?
Since an ever-increasing amount of research is funded by commercial companies, what is your opinion on a requirement for authors of scientific studies who receive income from these companies to disclose funding sources in their scientific publications?
Future of Health Care Questions:
Today’s not-for-profit hospitals and health systems are commonly multi-billion dollar tax-exempt organizations. What is your position on the new federal scrutiny upon, and reporting requirements for justifying the charitable missions of not-for-profit hospitals and health systems?
In 1999, the Institute of medicine report,
To Err is Human,
generated a brief flurry of concerns about avoidable hospital deaths. While progress has been made in addressing system errors and deficiencies, it remains inconsistent across the nation’s hospitals. Fourteen years after this report, is it time for the professions, payers and the public to demand corrections of system problems in an accountable, transparent and publicly disclosed manner? What form can or should these demands take?
The purpose of this assignment is to demonstrate the skills of the professional nurse as an educator. You are to prepare a guide that will serve as a handout to assist a specific patient that you identify. Your guide or handout should help this patient find and evaluate a reliable mobile health, or mHealth application (app) that is already developed. This may be related to the patient’s disease process or diagnosis, or may be an app that can help a patient maintain or improve good health, and prevent illness.
You will develop the guide using Microsoft PowerPoint. PowerPoint is a versatile application that lets you design slideshows and handouts. For this assignment, you will be using PowerPoint to create a guide or handout that you may print and give to patients and families. You will be submitting this PowerPoint file for grading.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)
CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)
Points
This assignment is worth a total of 175 points.
Due Date
The Patient Education Technology Guide to a Mobile Health Application PowerPoint assignment is due in Week 2. Submit your completed assignment. You may consult the Policies section in the Introduction & Resources module for details regarding late assignments. Late assignments will result in loss of points. Post questions about this assignment in the Course Q & A Forum.
Directions
Use Microsoft PowerPoint to create slides, which will be the basis of the guide or handout. You are required to cite your source(s) as it relates to your application slide. Other citations are permitted, but this is not a requirement for the assignment.
Title slide (first slide): Include a title slide with your name and the title of the presentation.
Scenario Slide (one slide): This slide should include a brief scenario, then identify a patient who is experiencing a specific disease process or diagnosis who would benefit from an already developed and reliable mHealth app. Or it could identify a person who is currently healthy and would like to maintain or improve health and prevent illness. Be sure to include the nurse’s assessment of the patient’s learning needs and readiness to learn. Be specific.
Example:
Scenario for Ms. Ellis
Jane Doe (your name here)
Jennifer Ellis, a 62-year-old African American woman, has been recently diagnosed with chronic kidney disease (CKD). She has been prescribed several medications she must take every day.
The nephrologist has stressed the importance of leading a healthy lifestyle to slow or stop the progression of CKD.
She is interested in ways in which she can better track her health and make healthier choices.
She is a high school graduate and iPhone user, mostly to send text messages to family and friends.
She is eager to learn how to use an app that can help her manage her CKD.
Prepare the following slides as if you are presenting them to the patient.
mHealth application slide (one to three slides): Identify a developed and reliable mHealth app that could benefit the patient. Describe the app, including the following.
Name
Purpose
Intended audience
Mobile device(s) upon which it will operate
Where to download or obtain it (include a working link if it is to be downloaded from a website)
Any other information you believe would be pertinent to this situation
Be sure to cite all sources you use.
Teaching slides (one to three slides): Prepare slides that contain important points about the app that you want to teach to the patient, such as how to use the app safely and effectively (including how to interpret and act on the information that is provided).
Evaluation slide (one to three slides): Describe how you would determine the success of the patient’s use of this app. For example, include ways to evaluate the effectiveness of the teaching plan that are a good fit for the type of app or focus on specific ways that this app benefits the patient’s health and wellness.
References (last slide): List any references for sources that were used or cited in the presentation.
Writing and design: There should be no spelling or grammatical errors. Writing is concise and clear. Avoid words that the patient may not understand. Slides are visually appealing, incorporating graphics, photographs, colors, and themes.
Review the section on Academic Integrity Policy found in the RNBSN Policies. All work must be original (in your own words) unless properly cited.
Best Practices in Preparing PowerPoint Slideshows
Be creative but realistic.
Incorporate graphics, color, themes, or photographs to increase interest.
Make it easy to read with short bullet points and large font.
Review directions thoroughly.
Cite all sources within the slides with (author, year), as well as on the reference slide.
Proofread prior to final submission.
Check for spelling and grammar errors prior to final submission.
Abide by the Chamberlain academic integrity policy.
Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links to an external site.)Links to an external site. The Chamberlain Student Success Strategies (CCSSS) offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSPRNBSN may be found in your student portal.
**Academic Integrity Reminder**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page.
NOTE: Please use your browser’s File setting to save or print this page.
File UploadGoogle DocTutoring
Upload a file, or choose a file you’ve already uploaded.
File:
Choose File Add Another File
Click here to find a file you’ve already uploaded
Comments…
Cancel Submit Assignment
Rubric
NR361 Patient Guide
NR361 Patient Guide
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeScenario Slide
view longer description
40.0 pts
Scenario is a clear and concise description of patient with a specific disease or diagnosis, or someone who is healthy and wants to prevent illness and maintain good health. Makes clear that the person is seeking information, including a detailed assessment of learning needs and readiness to learn.
35.0 pts
Scenario is clear but not concise as it exceeds more than one slide. It includes a description of the patient with specific disease or diagnosis, or desire to maintain good health. Scenario generally describes the nurse’s assessment of learning needs and readiness to learn.
32.0 pts
Scenario includes a description of the patient with specific disease or diagnosis, or desire to maintain good health. Scenario lacks the nurse’s assessment of learning needs OR readiness to learn.
15.0 pts
Scenario is missing the description of disease process OR diagnosis OR desire to maintain good health Scenario lacks both the nurse’s assessment of learning needs AND readiness to learn.
0.0 pts
Scenario fails to describe the patient’s situation The nurse’s assessment of learning needs and readiness to learn are lacking.
40.0 pts
This criterion is linked to a Learning OutcomemHealth Application Slide
view longer description
50.0 pts
Describes the mHealth application in detail including its: Name, Purpose, Intended Audience, Mobile device upon which it operates, Download or where to obtain, Other pertinent information, and Sources that are used are cited.
44.0 pts
Describes the mHealth application but is lacking one of the elements in the first column.
40.0 pts
Describes the mHealth application but is lacking two of the elements in column.
19.0 pts
Describes the mHealth application but is lacking three of the elements in the first column.
0.0 pts
Provides a poor or confusing description of the mHealth application that lacks most of the elements in the first column.
50.0 pts
This criterion is linked to a Learning OutcomeTeaching Slide
view longer description
40.0 pts
Prepares slides that teach all pertinent details about how to use the app safely and effectively including how to interpret and act on the information that is provided.
35.0 pts
Prepares slides that teach most information about how to use the app safely and effectively including how to interpret the information that is provided.
32.0 pts
Prepares minimal information that the patient needs to know to use the device, for example, lacking safety guidelines that may need to be followed.
15.0 pts
Prepares slides that are confusing and does not convey useful information that the patient needs to know.
0.0 pts
Teaching slides are not included in the presentation
40.0 pts
This criterion is linked to a Learning OutcomeEvaluation Slide
view longer description
20.0 pts
Describes in detail ways to evaluate the effectiveness of the teaching plan that are a good fit for the type of app or focus on specific ways that this app benefits the patient’s health and wellness.
18.0 pts
Describes general or universal ways to evaluate the effectiveness of the teaching plan that considers the nature of the app.
16.0 pts
Describes limited ways to evaluate the effectiveness of the teaching plan, which does not reflect the nature of the app.
8.0 pts
Describes an evaluation plan but it is unlikely to determine if the patient has learned what is necessary.
0.0 pts
Does not include an evaluation plan.
20.0 pts
This criterion is linked to a Learning OutcomeWriting and Design
view longer description
25.0 pts
Slides have the following elements: Name of student appears on the Title Slide; Themes of slides are clearly identified; Bullets are used instead of long sentences or paragraphs; Reading level appropriate for patient; Slides are visually appealing incorporating graphics, photographs, colors and themes; Grammar, punctuation, and spelling are correct; Citation present for application.
22.0 pts
Good mechanics considering the elements listed in the first column.
20.0 pts
Fair mechanics considering the elements listed in the first column.
10.0 pts
Poor mechanics considering the elements listed in the first column.
0.0 pts
Very poor mechanics such that assignment is difficult to read.
25.0 pts
Total Points: 175.0
HE 325 Nutrition Journal Article Review
Choose one or two peer reviewed journal articles pertaining to nutrition that have been published in the last five years and review them. This assignment will be two to three pages of typed analysis on recent studies about nutrition.
Answers to the questions must be in Times New Roman 12 point font, standard one inch margins, typed, double spaced, spell-checked, grammar-checked, and proofread.
25 Points
Required pieces of assignment:
1) One page summary of journal articles you have chosen. (10 points)
a) What was the article about?
b) What was the purpose of the study described in the article?
c) What was the method of the study described in the article?
d) What was the conclusion of the study described in the article?
2) One to two pages of your analysis of the journal articles. (10 points)
a) What did you learn from the articles?
b) What did you find interesting from the articles?
c) What are some questions you have now that you have read the
articles?
3) Hardcopy of peer reviewed journal articles citation information and abstract. (5 points)
Lesson Plan Directions
Assignment:
You will successfully prepare an original lesson plan. This is a fundamental teaching skill and activity. Using the established lesson plan format, you will prepare and submit an original lesson plan suitable for the learners of your choice.
Lesson Topic:
You can choose the topic for the lesson plan.
Your lesson plan MUST meet the criteria as outlined below. Remember to include both essential health knowledge and a health skill in your lesson plan
As indicated on the attached Daily Lesson Plan Format, your lesson plan should include:
Audience/Grade Level
Minutes Required to Teach the Lesson
Health Topic
National Health Standard(s) and Healthy People 2020 Objectives(s) Addressed
Measurable Learning Objectives (at least one per activity)
Materials and Supplies list
Motivating Introduction
Content Outline (including both knowledge and skill)
At least two well described teaching strategies
Differentiation
Conclusions that signal the end of each strategy
Transitions that bridge to the next strategy
Lesson conclusion that focus students back on the lesson objectives
Assessment related to the behavioral objectives (all assessments listed on planning chart included)
Use of Resources:
It is OK to consult resources, including textbooks and websites, when preparing your lesson. You should not, however, copy lessons from the course textbook chapters or any other source. If you use resources,
give proper credit by listing them on a separate page using APA format.
Key Documents:
They are 1) “Questions to Answer Before Preparing a Lesson Plan” 2) Assessment Planning Chart, and 3) “Daily Lesson Plan Format” 4) Lesson Plan Rubric. You should answer all questions on the first document. Doing so should provide you with everything you need to develop your lesson plan. You should follow the directions on the second document to clarify your assessment strategies. Finally, you should use all this input to construct your actual lesson plan.
LIMIT YOUR LESSON PLAN TO THE TWO PAGES OF THE FORM. You can add a third page for references only.
How to be Successful:
1)
you should complete everything
on the “Assessment Planning Chart”, the “Questions to Answer Before Preparing a Lesson Plan” and the “Daily Lesson Plan Format” forms and hand these in. 2) Once you have completed your lesson plan,
compare your work to the criteria listed on the lesson plan rubric and determine the level of quality you have achieved
. 3) Additionally, you are not required to have a peer critique this assignment; however, having someone else review your work before you hand it in is always a good practice.
Questions to Answer Before Preparing a Lesson Plan
Adopted from
Powerful Lesson Planning Models
by Janice Skowron
What health topic will be addressed by the lesson? At what audience/grade level?
What National Health Content Standards and Healthy People 2020 Objectives will be addressed by the lesson?
Specifically, what should learners know and be able to do by the end of this lesson? (Hint: these should lead to attainment of the Standards/Objectives listed above)
How will I know that students achieved the lesson objectives? (
Note:
Use Assessment Planning Chart)
What health knowledge will be included in this lesson (progression)? (
Note
: Knowledge can be information related to important health concepts and/or knowledge about a skill)
Which health skill(s) will be included in this lesson?
What teaching strategy(s) would be best for teaching the health knowledge in this lesson? (
Hint:
What will
you
do during the lesson? How will
learners
be actively involved?)
What teaching strategy(s) would be best for teaching the health skills in this lesson? (
Hint:
What will
you
do during the lesson? How will
learners
be actively involved?)
How will you differentiate the lesson for different learners?
How will you conclude each strategy and transition (bridge) to the next strategy?
What would be a motivating introduction to the lesson?
How will the lesson conclusion return the focus to the learning objectives?
What specific materials and supplies will be needed to teach the lesson?
Christian concept of the imago dei and healthcare
This is a discussion post, about 250 words, tittle page not require In- text citation is required original work please, reference source.
QUESTION
What is the Christian concept of the imago dei? How might it be important to healthcare, and why is it relevant?
Purpose:
Comment
on the Discussion
Thing to Remember:
Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
1 References, find resources that are 5 years or less
No errors with APA format 6 Edition
To Comment:
Discussion Topic 1:
Third-party Payment from
Healthcare is driven not by patient care but by insurance companies. The patient is no longer considered the customer, insurance companies and our government are the customers (Stafford, 2012). Private insurance companies are often referred to as third-party payers (U.S. Department of Veteran Affairs. (n.d.). According to Stafford, “Third-party payers have so many requirements and expectations that they crowd out whatever time, energy, and resources might otherwise be focused on patient care” (2012). The third-party payment system has also made it difficult for some physicians to remain in practice because of rising costs and demands associated with third-party payers (Stafford, 2012). A study showed that third-party payers complicated the discharge process when the hope was that it would make things smoother and more efficient (Drew, Angeli, Dave & Pavlova, 2016). Basically when a third-party payer is involved, there is no specifics about costs for treatments and supplies.
Medicare somewhat sets the standards for reimbursements for other private insurance companies to follow (Nickitas, Middaugh & Aries, 2014). It is also the plan that provides health insurance coverage for our elderly aged 65 and older. Unfortunately, our elderly population deal with many different health conditions that can be very costly to the private insurance sector (Nickitas, Middaugh & Aries, 2014). Another factor is that most elderly are retired and not working anymore which does not qualify them to take in employer sponsored health insurance plans that help offset costs to the consumer.
Drew, B., Angeli, F., Dave, K., & Pavlova, M. (2016). Impact of patients’ healthcare payment methods on hospital discharge process: evidence from India.
International Journal
of Health Planning & Management, 31
(3), e158-e174. doi:10.1002/hpm.2310
Nickitas, D. M., Middaugh, D. J. & Aries, N. (2014).
Policy and politics for nurses and other health professionals.
(2nd ed.). Jones & Bartlett.
Stafford, K. (2012). Patient-centric? Third-party payers interfere…J Fam Pract. 2012 Feb;61(2):70.
Journal of Family Practice
,
61
(4), 187.
U.S. Department of Veteran Affairs. (n.d.).
VHA office of community care.
Retrieved from https://www.va.gov/COMMUNITYCARE/revenue_ops/payer_info.asp
What factors affect hospital catheter acquired urinary tract infections (CAUTI) in the adult critical care population
Problem Statement
The healthcare field has been instrumental in offering care, support, and treatment to patients suffering from various illnesses. Patients require care in variety of levels; ranging from standard to critical care. CAUTIs are one of the most common hospital acquired infections (HAI) associated with the critical patient. Urinary tract infections (UTI) are a great concern for the intensive care unit (ICU) patient due to the common use of inserting indwelling urinary catheters. Indwelling urinary catheters are necessary in the ICU population for accurate measurements of urine output and core temperature (Temiz et al., 2012). The use of an indwelling urinary catheter increases the risk of the critically ill patient to acquire UTIs as compared to other patient populations. According to Lee, Kim and Cho (2013) the presence of indwelling urinary catheter in critical care patients makes them vulnerable to CAUTI. Lee et al (2013) states that due to the effects of the indwelling catheter, which are more critical at this stage of illness. There are several studies that focus on CAUTI within the acute care setting, but few studies explore the critical care adult population. Daniels, Lee & Frei (2014) studied the trend of CAUTI within the acute adult care setting in a nine-year time frame. Increased catheterization in the ICU adult patients facilitate the occurrence of bacterium in the urinary catheter. This increases the risk of the critical care patient acquiring CAUTI as the duration of the patient’s stay in ICU increases (Derya-Keten & Keten, 2014)
The purpose of this research question is to explore the factors that affect hospital acquired CAUTI in the adult critical care population.
EBP question
What factors affect hospital catheter acquired urinary tract infections (CAUTI) in the adult critical care population
Literature Review
Research Synthesis
Clinical Protocol
“
(Excerpt from grading rubric
) Clinical guideline is clear, comprehensive, and justified by evidence. Guideline is introduced to help users understand the purpose as well as the process. Expected patient outcomes to be used for evaluation are identified and realistic.”
Implementation Plan
-include timeline
-include criteria for outcome evaluation
-Barriers/Obstacles should be identified and addressed
“The implementation plan for the protocol should include a timeline with criteria for evaluating the outcomes. Barriers/Obstacles or drivers for change should be identified and addressed.”
“
(Excerpt from grading Rubric
) Plan for implementation (including timeline and criteria for evaluating outcomes) is detailed, clear, and feasible. Barriers and drivers for change are identified and addressed in implementation plan”
Patient Outcomes
-Realistic
-Specific
Reference Page
Temiz, E., Piskin, N., Aydemir, H., Oztoprak, N., Akduman, D., Celebi, G., & Kokturk, F. (2012). Factors associated with catheter-associated urinary tract infections and the effects of other concomitant nosocomial infections in intensive care units.
Scandinavian Journal of Infectious Diseases
,
44
(5), 344-349. http://dx.doi.org/10.3109/00365548.2011.639031
Daniels, K. R., & Lee, G. C. (2014). Trends in catheter-associated urinary tract infections among a national cohort of hospitalized adults, 2001-2010.
American Journal of Infection Control
,
42
(1), 17-22.
http://dx.doi.org/10.1016/j.ajic.2013.06.026
Lee, J. H., Kim, S. W., & Cho, Y. H. (2013). Factors that affect nosocomial catheter-associated urinary tract infection in intensive care units:2-year experience at a single centre.
Korean Journal of Urology
, 59-63. http://dx.doi.org/10.411/kju.2013.54.1.59
Derya-Keten, F. A., & Keten, H. S. (2014, Nov 14). Catheter -Associated urinary tract infections in intensive care units.
Bosnian Journal of Basic Medical Sciences, 227-233
,
14
(4), 227-233. Retrieved from HTTPS://ncbi.nlm.nih.gov./pmc/articles/PMC4333973/#!po=65.4762[JL1]
Should be in alphabetic order
–alphabetical order
–Every in-text citation should be accounted for in the reference page, what we do not use should be deleted from the final reference page;
Purpose:
Comment on
the Discussion
Thing to Remember:
Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
1 References, find resources that are 5 years or less
No errors with APA format 6 Edition
To Comment:
Discussion Topic 1: Third-party Payment
In health care, third party payments are derived from insurance companies. Insurance companies have driven up the price of health care, therefore “distorting” the market. Insurance companies can only cover insurable risk. For example, getting hit by a car is an insurable risk because the chance of such an occurrence is small, but the required medical services are too expensive for many individuals to afford, so insurance companies spread the risk over a large group to make the premiums are affordable (Buff & Terrell, n.d.). The problem is that many of the services covered by health insurance do not fit this definition, and instead involve predictable expenses or minor care (Buff & Terrell, n.d.). It is in my opinion that wealthy countries continue to encourage the use third party payors to promote incentive to consumers with coverage, while using their premiums to add to the wealth, and unfortunately driving up the cost of health care in general.
Despite general improvements in the economic situation of the elderly population over the last 3 decades, many elderly Americans continue to struggle to pay living expenses on low or modest incomes (Rowland & Lyons, n.d.). When medical care is needed, these 6 million poor and near-poor elderly Americans depend on Medicare for assistance with their medical bills (Rowland & Lyons, n.d.). Aside from the abilities to pay for health care, people in the U.S. are living longer than ever before and many seniors live active and healthy lives, but as they age, their bodies and minds change which may be may just be part of normal aging, while others may be a warning sign of a medical problem (“Seniors’ Health: MedlinePlus,” n.d.). Because of this increasing demand for seniors seeking health care and limited ways of paying for service, a separate payment program is carved out for them.
References
Buff, M., & Terrell, T. (n.d.). The Role of Third-Party Payers in Medical Cost Increases. Retrieved from http://jpands.org/vol19no3/buff.pdf
Rowland, D., & Lyons, B. (n.d.). Medicare, Medicaid, and the Elderly Poor. Retrieved from https://www.ssa.gov/history/pdf/RowlandandLyons.pdf
Seniors’ Health: MedlinePlus. (n.d.). Retrieved from https://medlineplus.gov/seniorshealth.html