Tag: Clinical-Nursing

Existential-Humanistic Therapy Essay Assignments

“It is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried.”

–Carl Rogers, from 
On Becoming a Person

This client-centered perspective is the cornerstone of existential-humanistic therapy, which requires therapists to “attempt to receive clients with curiosity and openness, endeavor to grasp their subjective world, and believe that clients are the experts on their own experience” (Wheeler, 2014, p. 373). As the psychiatric mental health nurse practitioner, it is important to understand that the effectiveness of this approach is dependent on your relationship with clients, as well as your beliefs on holism and human nature.

This week, as you explore existential-humanistic therapy, you assess clients and consider the appropriateness of various therapeutic approaches. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.

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Existential-Humanistic Therapy Essay Assignments Discussion: Clinical Supervision

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client whom you do not think is adequately progressing according to expected clinical outcomes.

Existential-Humanistic Therapy Essay Assignments Learning Objectives

Students will:

Assess clients presenting for psychotherapy

Evaluate effectiveness of therapeutic approaches for clients receiving psychotherapy

Apply existential-humanistic therapy to clients with psychiatric disorders

To prepare:

Review this week’s media and consider the insights provided.

Reflect on the clients you are currently counseling at your practicum site.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking 
Submit!

By Day 3

Post
 a 3- to 5-minute Kaltura video that addresses the following:

Describe a client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes.

Note:
 Do not use the client’s actual name.

Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

Identify any additional information about this client that may potentially impact expected outcomes.

Note:
 Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner.

View
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing feedback based on an existential-humanistic therapeutic perspective. Support your feedback with evidence-based literature and/or your own experiences with clients.

Note about uploading media:
 Refer to the 
Kaltura Media Uploader
 instructions document, which provides guidance on how to upload media for the Clinical Supervision Discussions.

Existential-Humanistic Therapy Essay Assignments: Practicum – Week 8 Journal Entry

This week, you complete a two-part journal entry.

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy*

Evaluate efficacy of existential-humanistic therapy for clients*

Analyze legal and ethical implications of counseling clients with psychiatric disorders*

Analyze clinical supervision experiences*

* The Existential-Humanistic Therapy Essay Assignments related to this Learning Objective is introduced this week and submitted in Week 10.

For 
Part 1
, select a client whom you observed or counseled this week (other than the client used for this week’s Discussion). Then, address the following in your Practicum Journal:

Describe the client and identify any pertinent history or medical information, including prescribed medications.

Using the DSM-5, explain and justify your diagnosis for this client.

Explain whether existential-humanistic therapy would be beneficial with this client. Include expected outcomes based on this therapeutic approach.

Explain any legal and/or ethical implications related to counseling this client.

Support your approach with evidence-based literature.

For 
Part 2
, reflect on your clinical supervision experiences. Then, address the following in your Practicum Journal:

How often are you receiving clinical supervision from your preceptor?

What are the sessions like?

What is the preceptor bringing to your attention?

How are you translating these sessions to your clinical practice?

 

Existential-Humanistic Therapy Essay Assignments Week in Review

Assessed clients presenting for psychotherapy

Evaluated the effectiveness of therapeutic approaches for clients receiving psychotherapy

Applied existential-humanistic therapy to clients with psychiatric disorders

Developed diagnoses for clients receiving psychotherapy

Evaluated the efficacy of existential-humanistic therapy for clients

Analyzed legal and ethical implications of counseling clients with psychiatric disorders

Analyzed clinical supervision experiences

Existential-Humanistic Therapy Essay Assignments

NUR641E – Compare and contrast the pathophysiology between chronic obstructive pulmonary disease (COPD) and pneumococcal pneumonia

Compare and contrast the pathophysiology between chronic obstructive pulmonary disease (COPD) and pneumococcal pneumonia. Include any types of cellular injury or cellular adaptation that may occur. Evaluate if an inflammatory response is present and discuss the impact of that response. In the case of COPD, discuss the type of patient education you would implement to help with the patient’s understanding of the disease and to improve compliance with a treatment plan.

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WEEK 4 DQ2 Find an evidence-based journal article on cystic fibrosis and summarize the article in one or two paragraphs. Address why you chose the article and how you might use the findings in your current or future practice setting.

Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers

Although supportive psychotherapy and interpersonal psychotherapy share some similarities, these therapeutic approaches have many differences. When assessing clients and selecting therapies, it is important to recognize these differences and how they may impact your clients. For this Assignment, as you compare supportive and interpersonal psychotherapy, consider which therapeutic approach you might use with your clients.

Learning Objectives

Students will:

Compare supportive psychotherapy and interpersonal psychotherapy

Recommend therapeutic approaches for clients presenting for psychotherapy

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To prepare:

Review the media in this week’s Learning Resources.

Reflect on supportive and interpersonal psychotherapeutic approaches.

The Assignment – Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers

In a 1- to 2-page paper, address the following:

Briefly describe how supportive and interpersonal psychotherapies are similar.

Explain at least three differences between these therapies. Include how these differences might impact your practice as a mental health counselor.

Explain which therapeutic approach you might use with clients and why. Support your approach with evidence-based literature.

Note:
 The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at 
http://academicguides.waldenu.edu/writingcenter/templates
 ). All papers submitted must use this formatting.

By Day 7

Submit
 your Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers

Supportive and Interpersonal Psychotherapy – Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers

Amelia, a 16-year-old high school sophomore, presents with symptoms of weight loss and a very obvious concern for her weight. She has made several references to being “fat” and “pudgy” when, in fact, she is noticeably underweight. Her mother reports that she is quite regimented in her eating and that she insists on preparing her own meals as her mother “puts too many fattening things in the food” that she cooks. After discovering that during the past 3 months Amelia has lost 15 pounds and is well under body weight for someone of similar age/sex/developmental trajectory, the psychiatric mental health nurse practitioner diagnosed Amelia with anorexia nervosa.

Evidence-based research shows that clients like Amelia may respond well to supportive psychotherapy and interpersonal psychotherapy. So which approach might you select? Are both equally effective for all clients? In practice, you will find that many clients may be candidates for both of these therapeutic approaches, but factors such as a client’s psychodynamics and your own skill set as a therapist may impact their effectiveness.

This week, you continue exploring therapeutic approaches and their appropriateness for clients as you examine supportive psychotherapy and interpersonal psychotherapy. You also assess progress for a client receiving psychotherapy and develop progress and privileged psychotherapy notes for the client.

Assignment 2: Practicum – Assessing Client Progress

Learning Objectives

Students will:

Assess progress for clients receiving psychotherapy

Differentiate progress notes from privileged notes

Analyze preceptor’s use of privileged notes

To prepare:

Reflect on the client you selected for the Week 3 Practicum Assignment.

Review the Cameron and Turtle-Song (2002) article in this week’s Learning Resources for guidance on writing case notes using the SOAP format.

The Assignment – Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers

Part 1: Progress Note

Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):

Treatment modality used and efficacy of approach

Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)

Modification(s) of the treatment plan that were made based on progress/lack of progress

Clinical impressions regarding diagnosis and/or symptoms

Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)

Safety issues

Clinical emergencies/actions taken

Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)

Treatment compliance/lack of compliance

Clinical consultations

Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)

Therapist’s recommendations, including whether the client agreed to the recommendations

Referrals made/reasons for making referrals

Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)

Issues related to consent and/or informed consent for treatment

Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported

Information reflecting the therapist’s exercise of clinical judgment

Note:
 Be sure to exclude any information that should not be found in a discoverable progress note.

Part 2: Privileged Note

Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.

The privileged note should include items that you would not typically include in a note as part of the clinical record.

Explain why the items you included in the privileged note would not be included in the client’s progress note.

Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.

By Day 7

Submit
 your Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers

Submission

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

Please save your 
Assignment
 using the following naming convention: “
WK7Assgn2+lastname+first initial
”.

Click the 
Week 7 Assignment 2
 link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “
WK7Assgn2+last name+first initial.(extension)
” and click 
Open
. If you are submitting multiple files, repeat until all files are attached.

Click on the 
Submit
 button to complete your submission.

Assignment 3: Practicum – Week 5 Journal Entry

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy*

Evaluate the efficacy of therapeutic approaches for clients*

Analyze legal and ethical implications of counseling clients with psychiatric disorders*

*These Learning Objectives are related to the Assignment from Week 5.

By Day 7

Submit
 your Assignment. Refer to Week 5 for additional guidance.

Submission

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

Please save your 
Assignment
 using the following naming convention: “
WK7Assgn3+lastname+first initial
”.

Click the 
Week 7 Assignment 3
 link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “
WK7Assgn3+last name+first initial.(extension)
” and click 
Open
. If you are submitting multiple files, repeat until all files are attached.

Click on the 
Submit
 button to complete your submission.

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Assignment 4: Practicum – Week 6 Journal Entry

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy*

Evaluate the efficacy of motivational interviewing techniques for clients*

Analyze legal and ethical implications of counseling clients with psychiatric disorders*

*These Learning Objectives are related to the Assignment from Week 6.

By Day 7

Submit
 your Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers. Refer to Week 6 for additional guidance.

Submission

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

Please save your 
Assignment
 using the following naming convention: “
WK7Assgn4+lastname+first initial
”.

Click the 
Week 7 Assignment 4
 link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “
WK7Assgn4+last name+first initial.(extension)
” and click 
Open
. If you are submitting multiple files, repeat until all files are attached.

Click on the 
Submit
 button to complete your submission.

Week in Review

Compared supportive psychotherapy and interpersonal psychotherapy

Recommended therapeutic approaches for clients presenting for psychotherapy

Assessed progress for clients receiving psychotherapy

Differentiated progress notes from privileged notes

Analyzed preceptor’s use of privileged notes

Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers

Supportive versus interpersonal psychotherapy

Introduction

Psychotherapy refers to a broad range of treatment strategies applied psychiatric management that involve changing the brain chemistry and thought process without using chemical agents. It typically requires the intervention of a therapist who acts as a mediator and uses professional knowledge as well as skills to direct the treatment with a focus on developing a personalized solution for the client. Through psychotherapy, the client receives treatment that revolve around developing healthier habits, better personality and socially acceptable thought processes. It is important to note that psychotherapy presents many treatment options and should one option fail, then another option would be considered. In addition, it is not uncommon for psychotherapy to be complemented with pharmacotherapy for the best treatment outcome (Shea, 2015). The present discusses the similarities and differences between supportive psychotherapy and interpersonal psychotherapy as two examples of psychotherapy approaches.

Discussion

Briefly describe how supportive and interpersonal psychotherapies are similar.

Supportive and interpersonal psychotherapy have some describable similarities. The first similarity is that the two psychotherapy approaches apply talk therapy whereby the therapist acts as a mediator and engages the client in a conversation to identify and discuss the underlying problem with a view to presenting and applying a personalized solution that best fits the client’s needs Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers. The second similarity is that the two therapies require the client to actively participate in the therapy. This aspect focuses on the client’s willingness to have a solution for the existing problem, acknowledging that a problem exists and it should be addressed through honest expression before it worsens. The third similarity is that the client must not only acknowledge the existence of a problem and be willing to discuss the problem, but must also be willing to apply the developed solution while offering feedback to improve the solution’s adaptability as the actual situation demands (Thompson, 2016).

Explain at least three differences between these therapies. Include how these differences might impact your practice as a mental health counselor.

Although supportive and interpersonal psychotherapies share some similarities as discussed, the two approaches are fundamentally different. Firstly, the two approaches have the therapist and client playing different roles during the process of treatment. In supportive psychotherapy, the therapist directs the client, actively informing the client on what to do to address the problem. Even as the therapist plays an active role, the client takes on a passive role since he/she does not develop the solution but simply applies it as presented. In interpersonal psychotherapy, the therapist takes on a passive role of ensuring that the patient develops and applies a solution that focuses on a general direction without specifics. Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers. The client takes on an active role to develop the solution and apply it while being guided by the client to act within acceptable frameworks. Secondly, the two therapies have different treatment boundaries. In supportive psychotherapy, the therapeutic relationship only exists during the treatment sessions to imply that it does not exist outside the treatment sessions. In interpersonal psychotherapy, the therapeutic relationship begins when the client is accepted into therapy and only ends when the client is released or discharged. This implies that the relationship exists even when the client is at home or on any other activity outside scheduled therapy sessions. Thirdly, the two therapies have the therapist applying different approaches. In supportive psychotherapy, the therapist acts as a model of the ideal expected of the client. In interpersonal psychotherapy, the therapist acts as a guide that guides the client in interpreting what is considered an ideal (Ruben, 2015).

Explain which therapeutic approach you might use with clients and why.

Interpersonal psychotherapy is preferable to supportive psychotherapy. That is because interpersonal psychotherapy presents comprehensive intervention that allows the client to apply a personalized solution that can be evaluated inside and outside therapy. In addition, it incorporates the client’s perspective thus making the solution easier to apply. Although supportive therapy also offers a solution, it is confined to the therapy sessions thus making it difficult to evaluate the solution in terms of effectiveness. Also, it largely ignores the patient’s perspective thus making the solution harder to apply (Sperry, 2016). Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers.

Conclusion

One must accept that psychotherapy presents a range of tools for addressing psychiatric issues. In addition, one must acknowledge that two tools available under the definition of psychotherapy are interpersonal therapy and supportive therapy that have similarities and differences. Between the two therapies, interpersonal therapy is the better option since it presents comprehensive solutions with personalized approaches that can be evaluated outside the therapy sessions and incorporate the client’s perspective.

References

Ruben, D. (2015).
Behavioral guide to personality disorders (DSM-5)
. Springfield, IL: Charles C Thomas Publisher, Ltd.

Shea, D. (2015).
Cognitive behavioral approaches for counselors
. Thousand Oaks, CA: SAGE Publications.

Sperry, L. (2016).
Handbook of diagnosis and treatment of DSM-5 personality disorders:
assessment, case conceptualization, and treatment
(3
rd
ed.). New York, NY: Routledge.

Thompson, R. (2016).
Counseling techniques: improving relationships with others, ourselves, our families, and our environments
(3
rd
ed.). New York, NY: Routledge. Supportive Psychotherapy Versus Interpersonal Psychotherapy Essay Assignment Papers

Payer–patient mix for a health care organization case study

Search course materials, including your text and the Internet, to find a spreadsheet program that will assist you in completing this assignment. The spreadsheet and calculations are to be attached at the end of the paper as an appendix after the Reference page.

Case Study: You are assessing the payer–patient mix for a health care organization. Currently, your payer mix is 40% Medicare, 10% Medicaid, 25% traditional indemnity insurance, 20% managed care, and 5% self-pay patients. Complete the following:

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Using the most common office visit, CPT code 99214, determine the reimbursement from the Centers for Medicare and Medicaid Services (online fee schedule available for Medicare).

Using the same CPT code, 99214, determine the reimbursement for Medicaid (fee schedules should be available from the individual state).

Using the same CPT code, 99214, create at least 3 other traditional indemnity insurance reimbursements. If possible, use the actual reimbursement from the insurance carrier. It may be possible to obtain actual reimbursement information from your personal insurance carrier. If the information is not available, assume reimbursement by traditional indemnity insurance is usually 200% reimbursed more than Medicare and Medicaid, and managed care is usually 133% more than Medicare and Medicaid.

Compose an accounts receivable benchmark from this information showing columns for current, 30–60, 61–90, 90–120, and greater than 120 days.

Assess the information for areas of improved reimbursement of at least 20% or more.

Evaluate the options available to change the payer–patient mix with consideration of related legal and ethical issues.

Propose a best strategy with justification and rationale based on effective decision-making tenets.

The body of the resultant paper should be 10–12 pages. Spreadsheets demonstrating the accounts receivable analysis will be attached as appendices, and there will be at least 7 relevant peer-reviewed academic or professional references published within the past 5 years. Also attach appropriate fee schedules.

Search course materials, including your text and the Internet, to find a spreadsheet program that will assist you in completing this assignment. The spreadsheet and calculations are to be attached at the end of the paper as an appendix after the Reference page.

Case Study: You are assessing the payer–patient mix for a health care organization. Currently, your payer mix is 40% Medicare, 10% Medicaid, 25% traditional indemnity insurance, 20% managed care, and 5% self-pay patients. Complete the following:

Using the most common office visit, CPT code 99214, determine the reimbursement from the Centers for Medicare and Medicaid Services (online fee schedule available for Medicare).

Using the same CPT code, 99214, determine the reimbursement for Medicaid (fee schedules should be available from the individual state).

Using the same CPT code, 99214, create at least 3 other traditional indemnity insurance reimbursements. If possible, use the actual reimbursement from the insurance carrier. It may be possible to obtain actual reimbursement information from your personal insurance carrier. If the information is not available, assume reimbursement by traditional indemnity insurance is usually 200% reimbursed more than Medicare and Medicaid, and managed care is usually 133% more than Medicare and Medicaid.

Compose an accounts receivable benchmark from this information showing columns for current, 30–60, 61–90, 90–120, and greater than 120 days.

Assess the information for areas of improved reimbursement of at least 20% or more.

Evaluate the options available to change the payer–patient mix with consideration of related legal and ethical issues.

Propose a best strategy with justification and rationale based on effective decision-making tenets.

The body of the resultant paper should be 10–12 pages. Spreadsheets demonstrating the accounts receivable analysis will be attached as appendices, and there will be at least 7 relevant peer-reviewed academic or professional references published within the past 5 years. Also attach appropriate fee schedules.

Payer–patient mix for a health care organization case study

Literature Evaluation Table Assignment

Student Name:

Change Topic (2-3 sentences):

 

Criteria

Article 1

Article 2

Article 3

Article 4

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

Article Title and Year Published

 

Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

 

Design (Type of Quantitative, or Type of Qualitative)

 

Setting/Sample

 

Methods: Intervention/Instruments

 

Analysis

 

Key Findings

 

Recommendations

 

Explanation of How the Article Supports EBP/Capstone Project

 

 

 

Criteria

Article 5

Article 6

Article 7

Article 8

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

Article Title and Year Published

 

Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

 

Design (Type of Quantitative, or Type of Qualitative)

 

Setting/Sample

 

Methods: Intervention/Instruments

 

Analysis

 

Key Findings

 

Recommendations

 

Explanation of How the Article Supports EBP/Capstone

 

 

Literature Evaluation Table Assignment

Importance of Training in Emergency Patient Evacuation Essay Paper

In an emergency evacuation of patients, training plays an important role. Here is an incidence of emergency evacuation of Phillips County Regional Medical Center discussed by Vogt and Sorenson (1999):

Shortly after 1:00 p.m. on Thursday, May 8, 1997, clouds of foul-smelling smoke began pouring from an herbicide and pesticide packaging plant in West Helena, Arkansas. An alert was sounded, employees evacuated, and the West Helena fire department was called. As three firefighters prepared to enter the plant, the chemical compounds exploded, collapsing a solid concrete block wall, and killing all three firefighters. As the odorous smoky cloud drifted away from the plant, authorities ordered residents in a 2-mile area downwind of the plant to evacuate and those in the 2- to 3-mile zone to shelter in . . . The findings indicate that 90% of those that were told to evacuate did so but only 27% of those told to shelter-in-place did so, with 68% opting to evacuate instead. The implications of these findings for emergency managers is that people will likely choose to evacuate when both warnings to evacuate and warnings to shelter are issued to residents in close proximity to each other (Abstract section, para. 1).

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The evacuation of the medical center was facilitated by efforts taken 6 months earlier to update the hospital’s evacuation plan and reconfirm support agreements for relocation sites and supplies. At that time of updating the plan, the entire staff had also participated in a mock drill. When the safety officer observed the buildings across the highway being evacuated and started questioning officials on the possibility of also being evacuated, evacuation plans familiar to staff were in place and had been practiced. When the Director of Nursing gave the “Code White” alert (the signal that an evacuation to an off-site facility would follow) staff was amply prepared to move patients (p. 11).

Interviews with staff indicated that all patients that could be discharged were sent home with a physician’s nurse. Another four or five patients (the most seriously ill) were transferred to a hospital about a half hour away. The majority of the patients 11 (approximately 17) in the rehabilitation unit were transferred to a vacant wing of the Crestpark Nursing home accompanied by hospital support staff. Only one maternity patient evacuated to the Phillips College—Community College where the hospital staff had evacuated and opened emergency room services. The evacuation of patients began at 1:40 p.m. and all patients (except for two on ventilators and one being stabilized in the emergency room) were out 55 minutes later. The remaining three patients were evacuated 15 minutes later. A variety of vehicles transported patients—vans, school buses, ambulances, private cars, and mortuary services. As a precaution, National Guard personnel provided security at the evacuated hospital (pp. 11–12). Importance of Training in Emergency Patient Evacuation Essay Paper

On the basis of your understanding on the topic, answer the following questions regarding the incidence of emergency evacuation mentioned above:

What does this study tell you about the lack of training for the community?

Why is communication and education of the community important in saving lives?

Was the community clear on what the procedures were? How?

Why was the evacuation of the hospital so successful?

How important are external relationships with other agencies to having an efficient evacuation plan?

Your review should be at least 2- to 3-page Importance of Training in Emergency Patient Evacuation Essay Paper Microsoft Word document, not counting the cover page or the reference page.

Support your responses with reasoning and examples.

Cite any sources in APA format.

Reference:

Vogt, B. M., & Sorenson, J. H. (1999). Description of survey data regarding the chemical repacking plant accident, West Helena, Arkansas. Retrieved from http://orise.orau.gov/csepp/publications/files/DescriptSurveyV3.pdf

Importance of Training in Emergency Patient Evacuation Essay Paper

Nursing Essays – Healthcare Research and Quality (AHRQ) Quality Indicators (QIs)

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 Nurses use Quality Indicators (QIs) for several purposes. QIs highlight potential quality concerns, identify areas that need further study and investigation, and track changes over time. The Agency for Healthcare Research and Quality (AHRQ) QIs include Prevention Quality Indicators, Inpatient Quality Indicators, Patient Safety Indicators, and Pediatric Quality Indicators (Agency for Healthcare Research and Quality, n.d.). You will use these quality indicators within your Assignment. •Draft a 2- to 3-page paper describing your selected QI in general, and then describe how this QI has the potential to improve the quality, safety, and outcomes of your patients and their families. •Describe the current data available and leadership’s goal for improvement. •Draft a solution using 2 sources from professional and scholarly literature to support your proposal. •Use the 2000/3000 AWE Level Assignment Template in the resources for this week to complete your Assignment. •Use in-text citations to support your paper. Use essay-level writing skills, including the use of transitional material and organizational frames. APA citation. Prefer any quality indicators related to percutaneous coronary intervention or acute myocardial infarction

Problem Statement – Environmental Health

Most environmental health issues involve a variety of elements with overlapping or distinct causes, stakeholder groups, and solutions. Selecting an important, specific element of the issue is essential when formulating realistic ways to address and improve the environmental issue. This specific aspect of the issue is known as the problem and can be defined in a concise problem statement. The problem statement includes the purpose of the problem-solving effort, defines its scope, and states the specific objective of the problem-solving effort in the form of a question.

The three elements of the statement are—explaining how things should be; identifying a significant gap; and asking a question about one major way to improve the current situation. For example:

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The food you purchase should be free from levels of pesticide residues that are hazardous to human health, but many commercially used pesticides have not been tested using newer techniques to detect harm that they may cause during prenatal development or childhood. Should the EPA require that pesticides used on food crops be reevaluated using the new tests to ensure that children are fully protected, and if so, which tests?

Employees who work with lead have a right to expect that their health will be protected if their workplace adheres to the OSHA lead standard, but the OSHA lead standard has not been updated since 1978, despite a great deal of new epidemiologic and toxicologic research about lead toxicity. Should the OSHA lead standard be revised, and if so, what should the new provisions be?

Consumers often trust that products and services that they purchase are safe unless they are advised otherwise. Recently, nail salons have been the focus of worker safety initiatives because they use hazardous chemicals such as methacrylates, acetates, toluene, and formaldehydes. Are consumers adequately protected from hazardous chemicals when they receive services in nail salons?

The process of developing a problem statement is extremely useful because you will choose a defined focus, which will guide the rest of the work leading to a proposed solution to the problem.

For this assignment:

Choose a specific aspect of the topic that you selected last week as your problem.

Define the environmental or occupational problem affecting human populations that you will analyze for your final project.

Write your problem statement in 2–3 sentences in a Microsoft Word document. These sentences should be questions that you intend to explore in your research paper.

Justify, in 3 to 5 double-spaced pages, why you chose to focus your analysis of this multifaceted issue to the specific problem as stated in your problem statement.

Problem Statement – Environmental Health

Role of leadership in managing quality initiatives in healthcare essay article

Locate and read three scholarly research articles on the role of leadership in managing quality initiatives in healthcare. Select articles that demonstrate three different styles of leadership (e.g. servant, transformational, transactional).

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Write an essay that briefly summarizes the three articles and how they relate to healthcare leaders. Describe the leadership theory from one of your selected articles that most closely reflects your current (or future) leadership style and compare/contrast it to another style you have seen used (or read about) by leaders in healthcare settings from these articles. What would you change? What impact does this leadership style have on the healthcare environment? How would you go about changing or developing your leadership style?

Your paper should meet the following requirements:

Be 3-4 pages in length, not including the cover or reference pages.

Be formatted according to 
APA Writing Requirements

.

Provide full APA references for articles selected along with associated in-text citations.

Utilize headings to organize the content in your work.

Role of leadership in managing quality initiatives in healthcare essay article

Student Essay for Revision – Healthy Living Classes at Maliheh Free Clinic

There were several sections in the project that you did not put anything for Focus the Evaluation, Implementation, Evaluation and Maintenance. Most of the rest of the sections were superficial and/or not specific to your agency and program.

 
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Healthy Living Classes at Maliheh Free Clinic

The audience of “Healthy Living Classes” are students and common people who need life support for living a healthy life. There are lots of people who need to learn how to live a healthy live in a society, thus the “Healthy Living Classes” at Maliheh Free Clinic are the classes that can play its parts to teach student how to deal with health related issues and how to deal with emergency cases as well. Through these classes students will be able to deal with emergency situation as well because such classes will teach them how to manage common health issues within short period of time. Healthy Living Classes is the program design to generate healthy communities as well as to teach student how to deal with emergency cases in difficult situations.

Overall, Healthy Living Classes are the classes that provide students with important information regarding the life threatening injuries, illness because in many situation people are dying with the passive of time. To overcome from such situation healthy living class play a vital role and also provide a mechanism to deal with emergency cases as well. There are different segments of audience of “Healthy Living Classes” including students, common people, and people suffering from long diseases and injuries and so on. Overall, these classes are design to provide people with necessary information about living a good life and to teach people/students that how they can help other people in emergency situations.

However, the audience of “Healthy Living Classes” can be divided into different segments like students, patients, doctors, physicians, injured people, people suffering from long or short term disease and many more. Patient suffering from poisoning, injuries, wounds, patient who need first aid, even the staff of healthcare organization, politicians, leads, businessman, and the list is going on. The operations of “Healthy Living Classes” are done by certified instructor or worker at Maliheh Free Clinic.

The operation of “Healthy Living Classes” is based on different staff members including from first step (check in desk) and the last step is meeting with physician or doctor. Basically the process of “Healthy Living Classes” is consisting of every staff member that working in the Maliheh Free Clinic from check in desk to the physician. Overall, we can say that “Healthy Living Classes” operation involved all the staff members of Healthy Living Classes.

However, if we specifically talk about the “Healthy Living Classes” at Maliheh Free Clinic than there is a hierarchy system which start from lower level (check in desk), after that the patient or student shifted to the Healthy Living Department which then patient/student start learning how to live a healthy live as well as how to deal with emergency cases. On other hands, as we know that every clinic is not limited or based on these staff members, yes there are other members also indirectly impact on the Healthy Living Classes like lobby assistants, transporters, nurses and the list is going on.

“Healthy Living Classes” users are varying from individuals to the communities and countries as well. It is because the information from the evaluation of this program may be used by patients, students, leaders, communities, societies, countries, medical organization, agencies, governments departments related with health, nurses, doctors, physicians, staff members or hospitals, different managers and directors are clinic or hospitals, and so on.

“Healthy Living Classes” process is same like other process at any clinic or hospital, in which a patient/student enter in the hospital/clinic and the process end when student or patient leave the clinic or hospital after getting treated or understand the ways of living a healthy life. “Healthy Living Classes” users are varying from individuals to the communities and countries as well. It is because the information from the evaluation of this program may be used by patients, students, leaders, communities, societies, countries, medical organization, agencies, governments departments related with health, nurses, doctors, physicians, staff members or hospitals, different managers and directors are clinic or hospitals, and so on.

For collecting information from different segments of society I believe that survey method is the best because in survey we can ask important as well as basic information without any hesitation to common people as well as to the higher authorizes related to healthcare. There will lots of people will involve in this process of collecting information that may be consists of students, patients, clinic staff members, governments agencies and NGOs members as well. However, I would like to focus on students and patients because I believe that these both are directly impacted by the “Healthy Living Classes” at Maliheh Free Clinic.

Describe Program

I believe that there is not a single reason for selecting this program for evaluation. There are bundle of reasons for selecting this program like such classes will help student and patient to learn that how to help other people suffering from emergency situation because if someone have information that how to deal with different emergency than there are greater number of chances of survival of patients. Furthermore, the importance of “Healthy Living Classes” is not limited to a boundary rather it’s spread in the entire world because every human being wants to live a healthy life. So such classes or program becomes an important part of every human being so he/she can improve his health as well as improve other people health status as well.

Basically, I selected this program to evaluate because I wanted to find out its importance and effectiveness among students as well as among patients as well. Because such program consists of huge importance not limited to single human rather it deals with a communities and so on. Like American Health Organization and WHO reveals that Healthy Living Classes are very important for the survival of human being as well as for the longer life spam of human beings.

The mission of “Healthy Living Classes” is to improve the health quality of human being for the people living in Greater Salt Lake Area. The mission is to provide free medical services to patients and students even for those who are uninsured and have low income status. The mission also reveals that families that seeking for medical help free of cast then the Maliheh Free Clinic is there to provide them with important and basic health care facilities and “Healthy Living Classes” is one of the free medical services by Maliheh Free Clinic.

The basic objective of “Healthy Living Classes” is that no patient/student will clinic without any chance of survival because surviving life of people is the basic goal of this program. Furthermore, there is not discrimination among races, dignity, respect, and everyone is treated with care, love and equal grace. The basic objective of “Healthy Living Classes” is to provide people with necessary information or techniques through which they can easily manage to live a healthy live and also save the lives of others as well.

Maliheh Free Clinic is a non-profit health clinic with support from an advisory board. Maliheh Free Clinic is organization that provides free medical services for the poor people and for the uninsured or low income population of the Greater Salt Lake Area. The basic thing about this organization is that they believe that nobody should leave the clinic without positive hope. The organization treats everybody with dignity, respect as well as grace and without gender biasness. Maliheh Free Clinic believes to provide free medical services without biasness in ethnicity, and sexual orientation. Maliheh Free Clinic staff believes in providing care on the basis of kind and compassionate acts. Maliheh Free Clinic has qualified staff, with licensed from health department.

Maliheh Free Clinic provides healthy living classes in which people from different income categories can apply. In this program people learn how to survival and how to live a healthy life. This program is based on teaching in which a highly qualified staff member teaches how to tackle difficult situation by using minimum resources. It is an important class for poor and low income class because they ignore many of the important things which they should care for. In this program people learn that what are important things in our life that we must care and we must keep in our mind.

Healthy Living Class teaches and information peoples how to deal with EMS cases and what should they do in any type of EMS cases. As we have experience that sometimes people facing EMS but they have less information regarding such case so they don’t know how to deal with different EMS cases. Healthy living classes will provide them enough information to deal different kind of EMS cases. Such classes will also enable people to know that what EMS equipment are available with different building, mall, stores, shop, homes, so it will also enable them for proper and effective use of EMS boxes and other equipment at time of emergency.

Overall, “Healthy Living Classes” is not only important that it is providing necessary information but also it provide ways of living healthy life. In some situation, people leave hope of survival but “Healthy Living Classes” basic value is to produce hope of survival for every patient and also its worker help other people to produce hope of survival because everyone in this world has the right to live as much as he/she want and we must provide him/her important medical facilities for living a longer life as much as possible.

Evaluation

Maliheh Free Clinic is a non-profit health clinic with support from an advisory board. Maliheh Free Clinic is organization that provides free medical services for the poor people and for the uninsured or low income population of the Greater Salt Lake Area. The basic thing about this organization is that they believe that nobody should leave the clinic without positive hope. The organization treats everybody with dignity, respect as well as grace and without gender biasness. Maliheh Free Clinic believes to provide free medical services without biasness in ethnicity, and sexual orientation. Maliheh Free Clinic staff believes in providing care on the basis of kind and compassionate acts. Maliheh Free Clinic has qualified staff, with licensed from health department.

Maliheh Free Clinic provides healthy living classes in which people from different income categories can apply. In this program people learn how to survive and how to live a healthy life. This program is based on teaching in which a highly qualified staff member teaches how to tackle difficult situation by using minimum resources. It is an important class for poor and low income class because they ignore many of the important things which they should care for. In this program people learn that what are important things in our life that we must care and we must keep in our mind.

Basically I am going to evaluate this program to find out the importance, success, effectiveness, and assess effects of the program. Maliheh Free Clinic provides lots of medical services free of cost so I want to evaluate the effectiveness of this program among citizen of Salt Lake Area. Furthermore, there are many other reasons of selecting and evaluating this program as well like I want to know the strength and weakness of this program and how it is impacting on the common people life as well as the students lives. As Maliheh Free Clinic basic mission is to provide such services free of cost to people so what feel and believe about the program as well as about the Clinic as well.

The mission of “Maliheh Free Clinic” is to improve the health quality of human being for the people living in Greater Salt Lake Area. The mission is to provide free medical services to patients and students even for those who are uninsured and have low income status. The mission also reveals that families that seeking for medical help free of cast then the Maliheh Free Clinic is there to provide them with important and basic health care facilities and “Healthy Living Classes” is one of the free medical services by Maliheh Free Clinic.

So far, the organization has managed to change the lives of many residents of this area by improving their access to quality health services an information that they use to improve their health conditions. The organization has developed mission statement and core values.

Core Values

Hope
– No one leaves the clinic without hope.

Respect
– We treat everyone with grace, dignity and respect.

Fairness
– Ethnicity, gender, or sexual orientation.

Compassion
– Our staff offers kind and compassionate care for everyone.

Professionalism
– Healthcare is provided by qualified, licensed health care professionals and well-trained staff and volunteers.

These above mission statement and core values align well with goal and objectives of this project. This is so because both of them are guided by the same underlying principle-helping people in the society to learn and lead healthy lives.

Maliheh Free Clinic is an organization that consists of different board of directors and advisory board. The members of boards of directors are:

Dr. Scott Browing                             Chairman

Elaine Ellis                                          Vice Chairman

Doug White                                        Secretary

Dr. Mansoor Emam

Sue Ferry

Kym McChelland

Dr. Karen Miller

Mikelle Moore

Ghazaleh Semnani

Khosrow Semnani

Dr. David Sundwall

 

The Advisory board members of Maliheh Free Clinic are:

Meghan Holbrook

Scott Anderson

Patricia Morton

Pamela Athinson

Steve Starks

Carol Hunter

David Jordan, Esq.

Dr. Brent Wallace

Lane Beattie

Georgiana Knudson

Doug Wright

Sen. Peter Knudson

Kent Cannon

Larry Hancock

The Financial Statement of Maliheh Free Clinic is mentioned below:

Total net assets                                    2015                                                                2014

3, 969, 7943,551,992                                      $ 3,610,874

Logic Model

Title
– Healthy Living Classes at Maliheh Free Clinic

Maliheh Free Clinic is basically providing people with different medical services free of cost and Healthy living classes is one of them. The objectives of Maliheh Free Clinic are to provide people with every possible facility without any charges and to make people healthier and happier.

Goal
– To provide best, fast and effective facilities to make people life healthy

Secondary Goal
– increase the life span of people life especially dealing with emergency cases

Influential Factors
– Funding, Staff, Governmental Influence, Weather, Equipment, Politic,

NGOs, etc

Inputs

Activities

Outputs

Initial Outcomes

Intermediate Outcomes

Long-Term Outcomes

Funding

Public Relations

Fast Health Gaining

Increase level facilities of healthier life

Improvement in health care facilities

Develop careers in Healthy Living

Staff

Increase Health Status

Educate the society,

students

Experienced public to deal with emergency cases

Funding increases

Increase in the development of health life

Volunteers

 

Education

 

Living Healthier life

Knowledge about techniques of healthier living

Increase survival rate of people

Healthier community

Equipment

Training

First aid response

Build trust among people

Increase salary rate

Time

Faster Patient Care

Better Status of health

Increase medical facilities

Good relations in employees and organization

The Survey

Hello all, I am student of EMS Planning & Evaluation. I have to conduct a survey about the effectiveness of Healthy Living Classes at Maliheh Free Clinic. The responses from the participants will only be used for academic purpose and there is not any misuse of such information. Thanks for your participation.

Your Name ____________________________

Age       _____________________________

Gender _____________________________

Status
____________________________

Are you working at Maliheh Free Clinic?

Yes

No

How much do you believe that Healthy Living Classes increase Health Status of people?

Very Much

Much

Somewhat

Little

Never

 

How much do you are satisfy with the progress of Healthy Living Classes at Maliheh Free Clinic?

Very Much

Much

Somewhat

Little

Never

 

How much do you think that Healthy Living Classes achieving success in building healthier community?

Very Much

Much

Somewhat

Little

Never

 

 

How much do you believe that Maliheh Free Clinic is best place for Healthy Living Class?

Very Much

Much

Somewhat

Little

Never

 

 

In what ways we can improve the quality of Healthy Living Classes at Maliheh Free Clinic?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

 

 

 

Design

I want to find the Gain insight, Change practice, Assess Effect of Healthy Living Classes at Maliheh Free Clinic. It is because I believe that this evaluation will be used by not only patient but also by organization to know its program success as well as if there is need of any change in the program. I have selected survey method to collect information from patients, students, staff members, instructions, authorities of Maliheh Free Clinic, and NGOs as well. However, I believe that students and patients are the major sources of information because they are directly related with the program as well as with the organization.  As per available information patients/student are satisfy from this program at Maliheh Free Clinic.

Students and patients believe that Healthy Living Classes is going on its right direction and produce desire outcomes for students, communities and countries as well. As per available information patients/students are satisfy from cost of Healthy Living Classes, but few of them complain regarding the charges as well. I believe that students are the major source of information I am looking for because students are directly related with the program and producing the output as well. The other credible sources for getting information are including Maliheh Free Clinic members, government authorizes, patients, students etc.

Getting Credible Information

As I already mentioned that I will use survey method to collect creditable information and this information will be used to evaluate the program that being discussed in this paper. Getting credible information is very important for any evaluation because we can only evaluate program on the basis of credible information that gathered from different sources including students, patients, authorities, staff members and so on. The questions that I would like to ask to my participants are mentioned below:

Your Name ____________________________

Age       _____________________________

Gender _____________________________

Status
____________________________

Are you working at Maliheh Free Clinic?

Yes

No

How much do you believe that Healthy Living Classes increase Health Status of people?

Very Much

Much

Somewhat

Little

Never

 

How much do you are satisfy with the progress of Healthy Living Classes at Maliheh Free Clinic?

Very Much

Much

Somewhat

Little

Never

 

 

 

 

How much do you think that Healthy Living Classes achieving success in building healthier community?

Very Much

Much

Somewhat

Little

Never

 

 

How much do you believe that Maliheh Free Clinic is best place for Healthy Living Class?

Very Much

Much

Somewhat

Little

Never

 

 

In what ways we can improve the quality of Healthy Living Classes at Maliheh Free Clinic?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

As I have selected Survey method for getting information and I will use probability sampling technique as well as simple random sampling to get the information from my participants. The sample size of evaluation paper would be at least 250 participants because I believe that the higher the number of participant the accurate the data will be collected.

Justify Conclusion:

As we know that it is the most important part of the evaluation because the basic outcomes of any paper are mentioned in the conclusion section. The conclusion of my evaluation will consists of all the finding (the results of data collected through survey method from at least 250 participants) that I will collect during the evaluation. Conclusion is also based on different other elements to verified the details or information we utilized or collect during this evaluation program project.

Ensure Use and Distribution

As every evaluation report should reach to its audience the stakeholders of the programs so in this case I will ensure the distribution of the evaluation report to the program stakeholders by publishing the report in National and International Journals. After getting this evaluation report the stakeholders of the program would be used it as guidelines for their future framework regarding the program and the organization as well.

Introduction to Planning

Planning is a very critical steps in “Healthy Living Classes” program because it helps to give an insight of how each and every other activity in the program implementation and evaluation will be conducted.  Failure to panning is a sure recipe to fail and this is why a lot of attention and time will be spent on planning. Our planning will focus on decision on which activity will be done when, why, and by who. For instance, our planning will employ the results obtained from the survey to find out what urgent issues the healthy workers fee mist be given priority.   In other words, the healthy workers will help in determining the main local health problems at Greater Salt Lake Area and this will be a very critical step in tailoring everything else towards meeting this health problem in order to ensure needy individuals and groups gain access to quality healthcare.

In addition, planning will be to explore the community feelings on the subject of this project.  It is of utmost importance to ensure that the program is focus on the critical needs of the community in order to ensure that the resources, energy, and time spent to carry out the program do not go to waste but are well accounted for. When compared to other individuals other upper social classes,  low income earners tend to be more disadvantage because they lack the financial muscle to purchase good health insurance covers.

Needs Assessment

Just like any other area of the U.S, the Greater Salt Lake Area is faced by a number health problems that need to be addressed effectively in order to ensure that every individual in the area has access to quality and affordable care.
 
Maliheh Free Clinic and the other healthcare providers in this area face rising demand for healthcare, limited resources and inequalities in healthcare because, as mentioned earlier, low income earners lack the financial ability to pay for quality healthcare services. Teaching them about ways to live healthy lives is one of the strategies to improve health among the residents of Greater Salt Lake Area.

The primary of “Healthy Living Classes” are students and common people who need life support for living a healthy life. In Greater Salt Lake area, there many people who need to learn how to live a healthy live in a society, thus the “Healthy Living Classes” at Maliheh Free Clinic are the classes that can play its parts to teach student how to deal with health related issues and how to deal with emergency cases as well.

Under the Patient Protection and Affordable Care Act (ACA) that was signed into law in 2010, all non-profit organizations are required to conduct community health needs assessment (CHNA) regularly in order to identify and prioritize the unmet needs of the community order to develop effective interventions to satisfy those needs.  Maliheh Free Clinic employed this CHNA to conduct needs assessment of the primary targets of s “Healthy Living Classes” who are majorly students and low income earners. A multifaceted CHNA process was conducted and it encompassed the following:

Epidemiological and socio-demographic analysis-An extensive data analysis was conducted and it drew on several national state, and county public data sources. In this process, we compared the health needs of students and common people who are majorly low income earners to those of the Utah and Health People 2020 goals.

Data gathering-

Primary Data –Interviews about the conducted using qualitative interviews whereby 10 students and 10 common people were surveyed. These interviews provided us with perspective on the emerging health problem in the area and also the different emerging community an environmental situations that and can potentially impact health and quality of life.

Focus group discussions- In order to ensure each and every segment of the community was represented, a focus group discussion comprising of two target groups was convened. These groups also involved Maliheh Free Clinic healthcare providers because they are one of the major agencies who serve under-deserved populations in the area.

Secondary Data-epidemiological information and lit searches were employed to obtain data about the prevalence of the various health problems mentioned in the next section.

Priority setting-The next step was identification of potential priority health risks and gaps in access to care from the above-mentioned stages of research. The criteria for priority-setting included:

Severity of the issue.

Availability of effective interventions with measurable impact that can potentially improve quality of life.

The level of understanding of health problems such as emergencies among students and common people.

Maliheh Free Clinic synergies (special expertise and strategic priority.

Development and implementation strategies- Next, outlining of various implementation strategies flowed and this was achieved through a wide range of Maliheh Free Clinic clinical and administrative leadership.

Key Findings

From this nee assessment exercise, number of critical findings were established. The key health needs of the people Great Salty Lake Area in comparison with the Healthy People 2020 goals included;

Heart Disease

Cancer

Chronic Lower Respiratory Diseases

Accidents

Stroke

Alzheimer’s Disease

Diabetes

Influenza/Pneumonia

Kidney Disease

Suicide

Epidemiology

According to Stats of the Utah, (2014) heart diseases, cancer, and accidents are some of the leading causes of death in Utah. Below is a summary of these statistics as reported by Stats of the Utah.

U.S Leading Cause of Death

Total deaths

Death Rate

State Rank

U.S Rate

1.  Heart Disease

3,323

149.0

37th

169.8

2. Cancer

2,971

127.6

50th

163.2

3. Chronic Lower Respiratory Diseases

718

32.0

45th

42.1

4. Accidents

1,103

43.4

25th

39.4

5. Stroke

836

38.2

18th

36.2

6. Alzheimer’s Disease

412

19.4

38th (tie)

23.5

7. Diabetes

578

25.3

8th

21.2

8. Influenza/Pneumonia

413

18.6

11th (tie)

15.9

9. Kidney Disease

312

14.1

21st

13.2

10. Suicide

579

21.4

4th

12.6

 

Other causes of death that are specific to the state of Utah are firearms, homicide and drug poisoning. The status of the factors as reported by State of Utah, (2014) have been provided below.

Cause of Death

State Deaths

State Rate

U.S Deaths

U.S Rate

Firearms

339

12.6

33,636

10.4

Homicide

53

1.9

16,121

5.2

Drug Poisoning Deaths

594

22.1

43,982

13.8

 

Factor

 State

U.S

Infant Mortality Rate (2013  , deaths per 1,000 live births)

5.16

5.96

People without Health Insurance Percentage (2014)

12.9

11.5

Marriage Rate (2011)

8.6

6.8

Divorce Rate

3.7

3.6

 

The Great Salty Lake Tribune, (2014) also reported that poisoning and suicide are the leading causes of death in the country.  According their report, 762 suicides were reported in the area between 2005 and 2009.  The next most common cause of death country was found out to be “undetermined” poisoning which typically involved prescription drugs. Moreover, the rate of deaths in the area was found to be 66 percent higher than he Utah norms.

Justification

The above statistics indicate that Great Salty Lake Area and the whole of U.S is losing too many precious lives to various causes of death.   While factors such as heart diseases and care somewhat understandable because they cut across the world, suicide, homicide, poisoning, andto a givn extend, accidents are avoidable and therefore, the country and specifically, Salty Lake Area Should not be losing too many lives to such causes.  It is a matter that calls for urgent attention from al the relevant stakeholders because it left unattended, it will certainly escalate and too many precious live ill continue to perish robing the country labor and also worsening the challenge of organs in the U.S.

This is the opportune moment for the creation of plans such as “Health Living Classes” in order to help reverse trend because it is extending towards undesirable levels.  Through these classes, students, healthcare providers and the common people will be educated on how to deal with emergency situation such as fire, poisoning, suicide attempts and the other causes of death mentioned above. In addition, these classes will teach this audience how to manage common health issues within short period of time so as to avoid avoidable deaths. These classes represent a program design to generate healthy communities and also to teach student how to deal with the above-mentioned emergency cases and difficult situations.

It is expected that upon the implementation of “Health Living Classes”, the trend will be reversed and Great Salty Lake area will realize more healthy living standards whereby no or very few lives are lost to avoidable causes of death such as fire, poisoning, homicide and the rest. This program aims to cut down death rates by 90 percent in the next one to two years.  For these reasons, every resource committed to support the implementation of “Health Living Classes” will be accounted for. It is an exercise whose outcomes will be far outweigh the money, tie, and energy during the preparation, implementation, and evaluation, and every other efforts made to make the program a success.

Current Services and Coalition

There are a number of non-profit organizations that provide similar survives in this area. The first major organizations is American Red Cross which provides first-line disaster response services to victims of disasters in the region such as traffic accidents.  The other organizations include Mennonite Central Committee, Direct Relief International, International Red Cross, Brethren Disaster Ministries, The Nazarene Disaster Response, and All Hands. While each of these nonprofit organizations deal with various incidents, they can also partners with “Healthy Living Classes” to help address the various health problems and causes of death mentioned earlier.  Such partnership is advantageous because it will allow each of the groups to contribute its own expertise in areas where it is most specialized.

Stakeholders

Implementation of the “Healthy Living Classes” is a program that addresses a myriad of health issues and for this reason, several stakeholders will be involved in various processes and activities. The main stakeholder of “Healthy Living Classes” include  students, patients, doctors, physicians, injured people, people suffering from long or short term disease and many more. Patient suffering from poisoning, injuries, wounds, patient who need first aid, even the staff of healthcare organization, politicians, leads, businessman, and the list is going on. Other important stakeholders who will be involved in the program include Mennonite Central Committee, Direct Relief International, International Red Cross, Brethren Disaster Ministries, The Nazarene Disaster Response, and All Hands.

Funding

Funding is of utmost importance in ensuring that “Healthy Living Classes” meets its objectives. Just like any other nonprofit organizations programs, Healthy living Classes” will rely on external funding in order to meet its mission, goal and objectives.  Since its inception, Maliheh Free Clinic has relied on funding from funding from foundations such as the Semnani Family Foundation, the I.J. and Jeanne Wagner Foundation and Layton Construction Co., Inc., and several other corporations, foundations and individuals in the Great Salty Lake area and Utah in general.  In the same way, it will sources funding from such sources to implement the “Health living Classes”.

Maliheh Free Clinic will require adequate budget that can take care of the various activities it must undertake while implementing the “Healthy Living Classes” program. Nonprofit organizations such as Maliheh Free Clinic typically have four types of budgets namely operating, cash, capital, and grant/contract budgets.

Operating budget

This is the annual financial plan that will show he expected revenues and cost for is current operations.  This type of budget will support the “Health Livings Classes” activities and related services. Noteworthy, this operating budget gives a clear illustration of the revenue from contributions, events, and grants.  In addition, this budget will list all expenses incurred by the organization during the entire of the project implementation.  These expense include fringe benefits, salaries, and professional feeds.

Cash Budget

This type of budget will detail all the short term cash flows and outflows. It will be used in conjunction with other types of budgets such as operating budget in order to synchronize expenses. In so doing, Maliheh Free Clinic will use cash budget to ensure that availability of cash for its current expenses and also to determine cash shortages or overages.

Grant/Contract Budget

A specific budget that is set aside for the implementation of “Health Living Classes” will be created. This is the grant budget that is specific to the particulars of this program. This budget will stipulate that Maliheh Free Clinics establish a specific budget unique to the “Health Living Classes” and separate from the organization’s overall operating budget.

General Sources of Funding

Below are the four general sources of funding that will provide Maliheh Free Clinics with the much needed funds to see the implementation of “Health Living Classes” through.

Agency

There are a number of donor agencies that will provide financial sources that fund all activities of “Health Living Classes.” Some of the agencies where the organization can obtain donor funds include George S. Eccles and Delores Dore Eccles Foundation, The Jon and Karen Huntsman Foundation, The Utah Community Foundation, The Ashton Family Foundation, Simmons Family Foundation, B.W. Bastian Foundation among others.

These are some of the top giving foundation in the state of Utah with a proven track record. The agencies have the staff, they issue RFPs and hey also give indications of interest in receiving proposals.

Grants

In addition, Maliheh Free Clinics will seek funding from grans. In the Great Salty Lake area, there are agencies that provide grants to nonprofit organizations such as Maliheh Free Clinics. For example, Maliheh Free Clinics will present the proposal for its “Health Living Classes” grant agencies such as Children’s Health Grant, Community Facility Loans, Daniels Fund Grants, May and Stanley Smith Charitable Trust Grant Program, and Utah Conrad State 30-J-1 Visa Waiver Program. Grant from these agencies will enable the organization effectively.  The others source funding for Maliheh Free Clinics include foundation and donations.

Planning

In order to ensure everything is geared towards the ultimate goal of this program- to provide students and common people with important information regarding the life threatening injuries, illness because in many situation people are dying with the passive of time- the program implementation of this program will carry out several planning activities.  The first step will be to establish the mission of “Health Living Classes” program.

Mission: “to provide students with important information regarding the life threatening injuries, illness because in many situation people are dying with the passive of time in order to generate healthy communities in the Great Salty Lake area.”

The second important step in this planning exercise will be to develop the objectives of “Healthy Living Classes” program. These include:

To increase students understanding of the different ways to address life threatening injuries, and illness early enough to prevent avoidable deaths.

To increase the public’s awareness about their roles in addressing life threatening injuries, and illness early enough to prevent avoidable deaths.

To build healthy lives for all the residents of Great Salty Lake area.

Vision

“Healthy Living Classes” aims to prevent avoidable deaths and to build healthy lives for all the residents of Great Salty Lake area
.

Enabling Factors

While “Healthy Living Classes “aims at helping the residents of Great Salty lake area to live better and healthier lives, there are a number of enabling factors  that must be ensured for smooth implementation  of this program and realization of its mission, vision, goals and objectives.

Willingness to learn

The students and the other people involved in this program will be required to be willing and ready to learn the various concepts, skills and information offered to them by the trainers. Willingness to learn will be a very important step because to enable the participants to develop their own skills and also, it gives them the ability to innovate strategies to effectively meet the goals and objective of this program.

Commitment

For the students and the other participants to effective support this program, they will need be committed to every activity they’re involved in this program. “Healthy Living Class” will involve a lot of reading and practice and all these activities require a lot of time.  There are also different challenges that will be faced in the implementation of this program. This calls for the participants to be resilient and passionate about all the various activities they will be involved in during the whole process of actualizing “healthy living classes”.

                           

 

 

 

 

 

 

 

 

 

 

 

 

Inputs
Funding-Healthcare providers, residents, referral networks, standards of care protocols, facilities, travel equipment

 

 

 

 

Program”: “Healthy living Classes”

Outcomes

Short                                            Medium                                  Long

Outputs-At least 90% reduction in voidable deaths from accidents, poisoning, suicide etc

 

)

Activities                            Participation

 

 

 

 

 

 

100% of the students will be trained

100% of the participates will show improved skills and knowledge abut management of emergenceis  about

 

100% of the participates will show improved skills and knowledge about management of emergencies about

 

Assumptions

1.    
Students and local people will support the program.

2.    
Participants are willing to participate in the program.

3.    
Trainers have the skills to train the participant

knowledge abut management of emergenceis  about

 

 

 

 

 

 

 

 

 

 

 

 

Impact and Outcomes

After the implementation of “Healthy living classes”, it is expected that students will show  increased  understanding of the different ways to address life threatening injuries, and illness early enough to prevent avoidable deaths. In addition, it is expected that students will show  increased  awareness about their roles in addressing life threatening injuries, and illness early enough to prevent avoidable deaths. In so doing, it will be easy to build to build healthy lives for all the residents of Great Salty Lake area.

 

 

 

Assumption

4.    
Students and local people will support the program.

5.    
Participants are willing to participate in the program.

6.    
Trainers have the skills to train the participant

 

 

Student Essay for Revision – Healthy Living Classes at Maliheh Free Clinic