2025 Scholarly Activities Throughout the RN to BSN program students are required to participate in

Nursing Scholarly Activities 2025

Scholarly Activities Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally. Submit, as the assignment, a summary report of the scholarly activity, including who, what, where, when and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. You are not required to submit this assignment to LopesWrite. Scholarly Activity Summary This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10. Overview This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you. Problem This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more. Solution This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section. Opportunity This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse? Program Competencies Addressed This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP. NOTE: The plan that I want you to compile for me would state that I attended a meeting conference at San Antonio State Hospital (SASH) with a Psychiatrist and discussed the action plan for patients with intellectual disabilities.

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2025 Health Education Activity TOPIC Pressure Ulcers and the Vulnerable Elderly Population Mary Manning Walsh You Must fill

H A 2025

Health Education Activity TOPIC – Pressure Ulcers and the Vulnerable Elderly Population @ Mary Manning Walsh You Must fill out the Module Five Health Education Activity ATTACHMENT using the following instructions below. Also using Milestone 1 and Milestone 2 attached below as reference. Instructions This week, you should be wrapping up the evaluation and reflection stages of your health education activity. Submit your completed Planner and Log worksheet. Review the Guideline and Rubric for this activity as long as the Planner and Log and Permission Letter. Remember: All planning work counts toward your eight hours!

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2025 SOAP Note Assignment Download and analyze the case study for this week

SOAP note week 3 2025

SOAP Note Assignment Download and analyze the case study for this week. Create a SOAP note for disease prevention, health promotion, and acute care of the patient in the clinical case. Your care plan should be based on current evidence and nursing standards of care. Visit the online library and research for current scholarly evidence (no older than 5 years) to support your nursing actions. In addition, consider visiting government sites such as the CDC, WHO, AHRQ, Healthy People 2020. Provide a detailed scientific rationale justifying the inclusion of this evidence in your plan. Next determine the ICD-10 classification (diagnoses). The International Classification of Diseases, Ninth Revision, Clinical Modification (ICD-10-CM) is the official system used in the United States to classify and assign codes to health conditions and related information. Download the access codes . Download the SOAP template to help you design a holistic patient care plan. Utilize the SOAP guidelines to assist you in creating your SOAP note and building your plan of care. You are expected to develop a comprehensive SOAP note based on the given assessment, diagnosis, and advanced nursing interventions. Reflect on what you have learned about care plans through independent research and peer discussions and incorporate the knowledge that you have gained into your patient’s care plan. If the information is not in the provided scenario please consider it normal for SOAP note purposes, if it is abnormal please utilize what you know about the disease process and write what you would expect in the subjective and objective areas of your note.

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2025 Analyzing an Issue or Event in Diversity Through the Lenses of the Sciences and Social Sciences Topic

Four 2025

Analyzing an Issue or Event in Diversity Through the Lenses of the Sciences and Social Sciences Topic –  Conflicts in Intergenerational Workplace For this fourth milestone, you will analyze your issue or event in diversity through the lenses of the natural and applied sciences and the social sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issue or event through these two lenses. To complete this assignment, review the Milestone Four Guideline and Rubric.

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2025 Assignment 1 Case Study Assignment Assessment Tools and Diagnostic Tests in Adults and Children When seeking

Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children: RAPID STREP TESTING IN CHILDREN 2025

Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results. Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process. For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight. To Prepare Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI. By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools, Diagnostic Tests, or Child Health Case. Based on the Assignment option assigned to you, your Instructor will also assign you assessment tools or diagnostic tests to apply to either an adult or the child health example assigned to you. Note : Please see the “Course Announcements” section of the classroom for your assignments from your Instructor. Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather? Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool. If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example. Based on the risks you identified, consider what  further information you would need to gain a full understanding of the  child’s health. Think about how you could gather this information in a  sensitive fashion. Consider how you could encourage parents or caregivers  to be proactive toward the child’s health. The Assignment Assignment (3–4 pages, not including title and reference pages) : Assignment : Adult Assessment Tools or Diagnostic Tests: Rapid strep testing in children Include the following: A description of how the assessment tool or diagnostic test you were assigned is used in healthcare. What is its purpose? How is it conducted? What information does it gather? Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting. An explanation of the health issues and risks that are relevant to the child you were assigned. Describe additional information you would need in order to further assess his or her weight-related health. Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion. Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information. Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight. NOTE: THIS IS THE BOOK LINK: https://www.sendspace.com/file/wd7quh CHECK FOR PLAGIARISM

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2025 Assignment Exercises Why should program evaluation be used for public health and not for profit institutions in

health care Strategic management 2025

Assignment: Exercises : Why should program evaluation be used for public health and not-for-profit institutions in the development of adaptive strategies? Explain the strategic position and action evaluation (SPACE) matrix. How may adaptive strategic alternatives be developed using SPACE? Professional Development : Case Study #8 : “Dr. Louis Mickael: The Physician as Strategic Manager” Develop an environmental assessment and an internal capabilities analysis using decision support tools that have been introduced in this module (such as PLC analysis, BCG portfolio analysis, SPACE analysis and so on). Analyze alternative strategies to include pros and cons of each alternative, then conclude with a recommended strategy and brief implementation plan. CASE 8: DR. LOUIS MICKAEL590 By the early 1980s, costs to provide these health care services reached epic proportions; and the financial ability of employers to cover these costs was being stretched to breaking point. In addition, new government health care regulations had been enacted that have had far-reaching effects on this US industry. The most dramatic change came with the inauguration of a prospective payment system. By 1984, reimbursement shifted to a prospective system under which health care providers were paid preset fees for services rendered to patients. The procedural terminology codes that were initiated at that time designated the maximum number of billed minutes allowable for the type of procedure (service) rendered for each diagnosis. A diagnosis was identified by the International Classification of Diseases, Ninth Revision, Clinical Modification, otherwise known as ICD-9-CM. The two types of codes, procedural and diagnosis, had to logically correlate or reimbursement was rejected. Put simply, regardless of which third-party payor insured a patient for health care, the bill for an office visit was determined by the number of minutes that the regulation allowed for the visit. This was dictated by the diagnosis of the primary problem that brought the patient into the office and the justifiable procedures used to treat it. These cost-cutting measures initiated through the government-mandated prospective payment regulation added to physicians’ overhead costs because more paperwork was needed to submit claims and collect fees. In addition, the length of time increased between billing and actual reimbursement, causing cash flow problems for medical practices unable to make the procedural changes needed to adjust. This new system had the effect of reducing income for most physicians, because the fees set by the regulation were usually lower than those physicians had previously charged. Almost all other operating costs of office practice increased. These included utilities, maintenance, and insurance premiums for office liability coverage, workers’ compensation, and malpractice coverage (for which costs tripled in the late 1980s and early 1990s). This changed the method by which government insurance reimbursement was provided for health care disbursed to individuals covered under the Medicare and Medicaid programs. Private insurors quickly adopted the system, and health care as an industry moved into a more competitive mode of doing business. The industry profile differed markedly from that of only a decade earlier. Hospitals became complex blends of for-profit and not-for-profit divisions, joint ventures, and partnerships. In addition, health care provided by individual physician practitioners had undergone change. These professionals were forced to take a new look at just who their patients were and what was the most feasible, competitively justifiable, and ethical mode of providing and dispensing care to them. For the first time in his life, Dr. Mickael read about physicians who were bankrupt. In actuality, Dr. Charles, who shared office space with him, was having a financial struggle and was close to declaring bankruptcy. The last patient had just left, and Dr. Lou Mickael (“Dr. Lou”) sat in his office thinking about the day’s events. He had been delayed getting into work because both08.indd  590 both08.indd  590 11/11/08  11:46:25 AM 11/11/08  11:46:25 AM 591 a patient telephoned him at home to talk about a problem with his son. When he arrived at the office and before there was time to see any of the patients waiting for him, the hospital called to tell him that an elderly patient, Mr. Spence, admitted through the emergency room last night had taken a turn for the worse. “My days in the office usually start with some sort of crisis,” he thought. “In addition to that, the national regulations for physician and hospital care reimbursement are forcing me to spend more and more time dealing with regulatory issues. The result of all this is that I’m not spending enough time with my patients. Although I could retire tomorrow and not have to worry financially, that’s not an alternative for me right now. Is it possible to change the way this practice is organized, or should I change the type of practice I’m in?” Practice Background When Dr. Lou began medical practice the northeastern city’s population was approximately 130,000 people, most of whom were blue-collar workers with diverse ethnic backgrounds. By 1994, suburban development surrounded the city, more than doubling the population base. A large representation of service industries were added, along with an extensive number of upper and middle managers and administrators typically employed by such industries. Location Dr. Lou kept the same office over the years. It was less than one-half mile from the main thoroughfare and located in a neighborhood of single-family dwellings. The building, constructed specifically for the purpose of providing space for physicians’ offices, was situated across the street from City General, the hospital where Dr. Lou continued to maintain staff privileges. Three physicians (including Dr. Lou) formed a corporation to purchase the building, and each doctor paid that corporation a monthly rental fee, which was based primarily on square footage occupied, with an adjustment for shared facilities such as a waiting room and rest rooms. Office Layout One of the physicians, Dr. Salis, was an orthopedic surgeon who occupied the entire top floor of the building. Dr. Lou and the other physician, Dr. Charles, were housed on the first floor. Total office space for each (a small reception area, two examining rooms, and private office) encompassed a 15′ × 75′ area (see Exhibit 8/1). The basement was reserved for storage and maintenance equipment. The reception area and each of the other rooms that made up the office space opened on to a hallway that Dr. Lou shared with Dr. Charles. The two physicians and their respective staff members had a good rapport; and because the reception desks opened across from each other, each staff was able to provide support for the other by answering the phone or giving general information to patients when the need arose. PRACTICE BACKGROUND both08.indd  591 both08.indd  591 11/11/08  11:46:25 AM 11/11/08  11:46:25 AM CASE 8: DR. LOUIS MICKAEL592 The large, common waiting room was used by both physicians. After reporting to their own doctor’s reception area, patients were seated in this room, then paged for their appointment via loudspeaker. Dr. Charles was in his mid-forties and in general practice as well. His patients ranged in age from 18 to their mid-eighties, and his office was open from 10:00 A.M. until 7:30 P.M. on Mondays and Thursdays, and from 9:30 A.M. until 4:30 P.M. on Tuesdays and Fridays; no office hours were scheduled on Wednesday. He and Dr. Lou were familiar with each other’s patient base, and each covered the other’s practice when necessary. Staff and Organizational Structure Dr. Lou’s staff included one part-time bookkeeper (who doubled as office manager) and two part-time assistants. The assistants’ and bookkeeper’s time during office hours was organized in such a way that one individual was always at the reception desk and another was “floating,” taking care of records, helping as needed in the examining rooms, and providing office support functions. There were never more than two staff people on duty at one time, and the assistants’ job descriptions overlapped considerably (see Exhibit 8/2 for job descriptions). Each staff member could handle phone calls, schedule appointments, and usher patients to the examining rooms for their appointments. Although Dr. Lou was “only a phone call away” from patients on a 24-hour basis, patient visits were scheduled only four days a week. On two of these days (Monday and Thursday) hours were from 9:00 A.M. to 5:00 P.M. The other two were “long days” (Tuesday and Friday), when office hours officially were extended to 7:00 P.M. in the evening, but often ran much later. Front Desk Treatment Room 1 Treatment Room 2 Private Office Dr. Charles’ Office Space Front Door Common Waiting Room 75′ 15′ Job Description: Bookkeeper/Office Manager In addition to responsibility for bookkeeping functions, ordering supplies, and reconciling the orders with supplies received, this person knows how to run the reception area, pull the file charts, and usher patients to treatment rooms. In addition, she can handle phone calls, schedule appointments, and enter office charges into patient accounts using the computer. Job Description: Assistant 1 The main responsibility of this position is insurance billing. Additional duties include running the reception area, pulling and filing charts, ushering patients to treatment rooms, answering the phone, scheduling appointments, entering office charges into patient accounts, and placing supplies received into appropriate storage areas. Job Description: Assistant 2 This is primarily a receptionist position. The duties include running the reception area, pulling and filing charts, ushering patients to treatment rooms, answering the phone, scheduling appointments, entering office charges into patient accounts, and placing supplies received into appropriate The fifth weekday (Wednesday) was reserved for meetings, which were an important part of Dr. Lou’s professional responsibilities because he was a member of several hospital committees. He was one of two physicians residing on the ten-member board of the hospital, and this, along with other committee responsibilities, often demanded attendance at a variety of scheduled sessions from 7:00 A.M. until late afternoon on “meetings” day. Wednesday was used by the staff to process patient insurance forms, enter patient data into their charts and accounts receivables, and prepare bills for processing. When paperwork began to build after the PPS regulations came into effect in the 1980s, patients had many problems dealing with the forms that were required for reimbursement of services received in a physician’s office. It was the option of physicians whether to “accept assignment” (the standard fee designated by an insurance payor for a particular health care service provided in a medical office). A physician who chose to not accept assignment must bill patients for health care services according to a fee schedule (“a usual charge” industry profile) that was preset by Medicare for Medicare patients. Most other insurances followed the same profile. Dr. Lou agreed to accept the standard fee, but the patient had to pay 20 percent of that fee, so the billing process became quite complicated. In 1988, Dr. Lou decided that he needed to computerize his patient information base to provide support for the billing function. He investigated the possibility of using an off-site billing service, but it lacked the flexibility needed to deal with regulatory changes in patient insurance reporting that occurred with greater Exhibit CASE 8: DR. LOUIS MICKAEL594 and greater frequency. Dr. Charles was asked if he wished to share expenses and develop a networked computer system. But the offer was declined; he preferred to take care of his own billing manually. An information systems consultant was hired to investigate the computer hardware and software systems available at that time, make recommendations for programs specifically developed for a practice of this type, and oversee installation of the final choice. After initial setup and staff training, the consultant came to the office only on an “as needed” basis, mostly to update the diagnostic and procedure codes for insurance billing. Computerization was an important addition to the record-keeping process, and the system helped increase the account collection rate. However, at times problems would arise when the regulations changed and third-party payors (insurance companies) consequently adjusted procedure or diagnosis codes. For example, there was often some lag time between such decisions and receipt of the information needed to update the computer program. Fortunately, the software chosen remained technologically sound, codes were easily adjusted, and vendor support was very good. Although the new system helped to adjust the account collection rate, fitting this equipment into the cramped quarters of current office space was a problem. To keep the computer paper and other supplies out of the way, Dr. Lou and his staff had to constantly move the heavy boxes containing this stock to and from the basement storage area. January 8, 1994 (Morning) On Dr. Lou’s way in that day, the bookkeeper told him that something needed to be done about accounts receivable. Lag time between billing and reimbursement was again getting out of hand, and cash flow was becoming a problem (see Exhibits 8/3 through 8/6 for financial information concerning the practice). Cash flow had not been a problem prior to PPS, when billing for the health care provided by Dr. Lou was simpler, and payment was usually retrospectively reimbursed through third-party payors. However, as the regulatory agencies continued to refine the codes for reporting procedures, more and more pressure was being placed on physicians to use additional or extended codes in reporting the condition of a patient. Speed of reimbursement was a function of the accuracy with which codes were recorded and subsequently reported to Medicare and other insurance companies. In part, that was determined by a physician’s ability to keep current with code changes required to report illness diagnoses and office procedures. Cathy, the receptionist, had a list of patients who wanted Dr. Lou to call as soon as he came in. She also wanted to know if he could squeeze in time around lunch hour to look at her husband’s arm; she believed he had a serious infection resulting from a work-related accident. The wound looked pretty nasty this morning, and Cathy thought maybe it should not wait until the first available appointment at 7:00 P.M. both08.indd  594 both08.indd  594 11/11/08  11:46:29 AM 11/11/08  11:46:29 AM 595 Exhibit 8/3: Trial Balance at December 31 1991 1992 1993 Debits Cash $15,994 $9,564 $8,666 Petty cash 50 100 100 Accounts receivable 19,081 25,054 28,509 Medical equipment 11,722 11,722 11,722 Furniture and fixtures 3,925 3,925 3,361 Salaries 117,455 124,608 132,325 Professional dues and licenses 1,925 1,873 1,816 Miscellaneous professional expenses 1,228 2,246 3,232 Drugs and medical supplies 2,550 1,631 2,176 Laboratory fees 2,629 524 1,801 Meetings and seminars 2,543 838 3,880 Legal and professional fees 5,525 2,057 5,400 Rent 16,026 16,151 18,932 Office supplies 4,475 3,262 4,989 Publications 1,390 406 401 Telephone 1,531 1,451 2,400 Insurance 8,876 9,629 11,760 Repairs and maintenance 3,547 4,240 5,352 Auto expense 1,009 1,487 3,932 Payroll taxes 3,107 2,998 3,780 Computer expenses 846 938 1,905 Bank charges 438 455 479 $225,872 $225,159 $256,918 Credits Professional fees $172,281 $172,472 $204,700 Interest income 992 456 210 Capital 46,122 43,137 40,117 Accumulated depreciation (furniture and fixtures) 1,692 2,151 2,796 Accumulated depreciation (medical equipment) 4,785 6,943 9,095 $225,872 $225,159 $256,918 Exhibit 8/4: Gross Revenue and Accounts Receivable December 31 1979 1986 Gross revenue $116,951 $137,126 Accounts receivable 15,684 32,137 JANUARY 8, 1994 (MORNING) both08.indd  595 both08.indd  595 11/11/08  11:46:29 AM 11/11/08  11:46:29 AM CASE 8: DR. LOUIS MICKAEL596 “I’m just starting to see my patients, and I’ve already done a half-day’s work,” Dr. Lou thought when he buzzed his assistant to bring in the first patient. He was 45 minutes late. Patient Profile When Dr. Lou walked into Treatment Room 1 to see the first patient of the day, Doris Cantell, he was thinking about how his practice had grown over the years. His practice maintained between 800 and 900 patients in active files. In comparison to other solo practitioners in the area, this would be considered a fairly large patient base. “Well, how are you feeling today?” he asked the matronly woman. Doris and her husband, like many of his patients, were personal friends. In the beginning years of practice, Dr. Lou’s patients had been primarily younger people with an average age in the mid-thirties; their average income was approximately $15,000. Their families and careers were just beginning, and it was not unusual to spend all night with a new mother waiting to deliver a Exhibit 8/5: Statements of Income for the Years Ended December 31 1991 1992 1993 Operating Revenues Professional fees $172,281 $172,472 $204,700 Interest income 992 456 210 Total revenues 173,273 172,928 204,910 Operating Expenses Salaries (Dr. Mickael, Staff) 117,455 124,608 132,325 Professional dues and licenses 1,925 1,873 1,816 Miscellaneous professional expenses 1,228 2,246 3,232 Drugs and medical supplies 2,550 1,631 2,176 Laboratory fees 2,629 524 1,801 Meetings and seminars 2,543 838 3,880 Legal and professional fees 5,525 2,057 5,400 Rent 16,026 16,151 18,932 Office supplies 4,475 3,262 4,989 Publications 1,390 406 401 Telephone 1,531 1,451 2,400 Insurance 8,876 9,629 11,760 Repairs and maintenance 3,547 4,240 5,352 Auto expense 1,009 1,487 3,932 Payroll taxes 3,107 2,998 3,780 Computer expenses 846 938 1,905 Bank charges 438 455 479 Total operating expenses 175,100 174,794 204,560 Net Income (Loss) ($1,827) ($1,866) $350 Exhibit 8/6: Balance Sheets at December 31 1991 1992 1993 Assets Capital equipment Medical equipment $11,722 $11,722 $11,722 Furniture and fixtures 3,925 3,925 3,361 Less-accumulated depreciation (6,477) (9,094) (11,891) Total capital equipment 9,170 6,553 3,192 Current assets Cash 15,994 9,564 8,666 Petty cash 50 100 100 Accounts receivable 19,081 25,054 28,509 Total current assets 35,125 34,718 37,277 Total assets $44,295 $41,271 $40,467 Liabilities Current liabilities Income taxes payable ($639) ($653) $122 Dividends payable 1,158 1,154 1,154 Total current liabilities 519 501 1,276 New income (1,188) (1,213) 228 Less dividends 1,158 1,154 1,154 Retained earnings (2,346) (2,367) (926) Capital 46,122 43,137 40,117 Total owner’s equity 43,776 40,770 39,191 Total liabilities and owner’s equity $44,295 $41,271 $40,467 baby. Although often dead tired, he enjoyed the closeness of the professional relationships he had with his patients. He believed that much of his success as a physician came from “going that extra mile” with them. Many things had changed. Today all pregnancies were referred to specialists in the obstetrics field. His patients ranged in age from 3 to 97, with an average of 58 years; their median income was $25,000. Most were blue-collar workers or recently retired, and their health care needs were quite diverse. Approximately 60 percent of Dr. Lou’s patients were subsidized by Medicare insurance, and most of the retired patients carried supplemental insurance with other third-party payors. Three types of third-party payors were involved in Dr. Lou’s practice: (1) private insurance companies, such as Blue Cross and Blue Shield; (2) government insurance (Medicare and Medicaid); and (3) preferred provider organizations. Preferred provider organizations and health maintenance organizations were forms of group insurance that emerged in response to the need to cut the costs of providing health care to patients, which resulted in the prospective payment system. Both types of organizations developed a list of physicians who would Exhibit CASE 8: DR. LOUIS MICKAEL598 accept their policies and fee schedules; using the list, subscribers chose the doctor from whom they preferred to obtain health care services. Contrary to reimbursement policies of most other major medical third-party payors, PPOs and HMOs covered the cost of office visits, and the patient might not be responsible for any percentage of that cost. Although the physician had to accept a fee schedule determined by the outside organization, there was an advantage to working with these agencies. A physician might be on the list of more than one organization, and a practice could maintain or expand its patient base through the exposure gained from being listed as a health service provider for such organizations. Those patients who were working usually had coverage through work benefits. Some were now members of a PPO. Dr. Lou was on the provider list of the Northeast Health Care PPO; only a few of his patients were enrolled in the government welfare program. “How’s your daughter doing in college?” Dr. Lou asked. He had a strong rapport with the majority of his patients, many of whom continued to travel to his office for medical needs even after they moved out of the immediate area. “Are you heading south again this winter, and are you maintaining your ‘snowbird’ relationship with Dr. Jackson?” It was not unusual for patients to call from as far away as Florida and Arizona during the winter months to request his opinion about a medical problem, and Doris had called last year to ask him to recommend a physician near their winter home in the South. Because of this personal attention, once patients initiated health care with him, they tended to continue. Dr. Lou had lost very few patients to other physicians in the area since he began to practice medicine. The satisfaction experienced by his patients provided the only marketing function carried out for the practice. Any new patients (other than professional referrals) were drawn to the office through word-of-mouth advertising. Dr. Lou: Profile of the Physician Dr. Lou had grown older with many of his patients. His practice spanned more than three generations; a lot of families had been with him since he opened his doors in 1961. Caring for these people, many of whom had become personal friends, was very important to him. However, as the character of the health care industry was changing, Dr. Lou was beginning to feel that he now spent entirely too much time dealing with the “system” rather than taking care of patients. Eighty-year-old Mr. Spence was a good example. Three weeks before, he was discharged from the hospital after having a pacemaker implanted. He had been living at home with his wife, and although she was wheelchair bound, they managed to maintain some semblance of independence with the assistance of part-time care. Lately, however, the man had become more and more confused. The other night he wandered into the yard, fell, and broke his hip. His reentry to the hospital so soon meant that a great deal of paperwork would be needed to justify this second hospital admission. In addition, Dr. Lou expected to receive both calls from their children asking for information to help them determine the best alternatives for the care of both parents from now on. He had never charged a fee for such consultation, considering this to be an extension of the care he normally provided. “Things are really different now,” he thought. “Under this new system I don’t have the flexibility I need to determine how much time I should spend with a patient. The regulations are forcing me to deal with business issues for which I have no background, and these concerns for costs and time efficiency are very frustrating. Medical school trained me in the art and science of treating patients, and in that respect I really feel I do a good job, but no training was provided to prepare me to deal with the business part of a health care practice. I wonder if it’s possible to maintain my standards for quality care and still keep on practicing medicine.” Local Environment The actual number of city residents had not changed appreciably since the early 1960s, although suburban areas had grown considerably. In the mid-1970s, a four-lane expressway, originally targeted for construction only one mile from the center of the downtown area, was put in place about eight miles farther away. Within five years, most of the stores followed the direction of that main highway artery and moved to a large mall situated about five miles from the original center of the city. Many of the former downtown shops then became empty. Government offices, banking and investment firms, insurance and real estate offices, and a university occupied some of this vacated space; it was used for quite different (primarily service-oriented) business activities. Numerous residential apartments devoted to housing for the elderly and lowincome families were built near the original, downtown shopping area. Several large office buildings (where much space was available for rent) and offices for a number of human services agencies relocated nearby. As he headed across the street to lunch in the hospital dining room, Dr. Lou was again thinking about how things had changed. At first, he had been one of a few physicians in this area. Within the past ten years, however, many new physicians had moved in. Competition Two large (500-bed) hospitals within easy access of the downtown area had been in operation for over 40 years. One was located immediately within the city limits on the north side of the city; the other was also just inside city limits on the opposite (south) side. They were approximately three miles apart and competed for a market share with City General, a 100-bed facility. This smaller hospital was only two blocks from the old business district; it was the only area hospital where Dr. Lou maintained staff privileges. Exhibit 8/7 contains a map showing the location of the hospitals and Dr. Lou’s office. CASE 8: DR. LOUIS MICKAEL600 The two large hospitals had begun to actively compete for staff physicians (physicians in private practice who paid fees to a hospital for the privilege of bringing their patients there for treatment). In addition, these two health care institutions offered start-up help for newly certified physicians by providing low-cost office space and ensuring financial support for a certain period of time while they worked through the first months of practice. City General recently began subsidizing physicians coming into the area by providing them with offices inside the hospital. Most of these physicians worked in specialty fields that had a strong market demand, and the hospital gave them a salary and special considerations, such as low rent for the first months of practice, to entice them to stay in the area. These doctors served as consultants to hospital patients admitted by other staff physicians and could influence the length of time a patient remained in the hospital. This was an extremely important issue for the hospital, because under the new regulations a long length of stay could be costly to the facility. All third-party insurors reimbursed only a fixed amount to the hospital for patient care; the payment received was based on the diagnosis under which a patient was admitted. Should a patient develop complications, a specialist could validate the extension of reimbursable time to be added to the length of stay for that patient. In the past few years, many services to patients provided by all these hospitals changed to care provided on an outpatient basis. Advancements in technology made it possible to complete in one day a number of services, including tests and some surgical procedures, which formerly required admission into the hospital and an overnight stay. Many such procedures could also be done by physicians in their offices, but insurance reimbursement was faster and easier if a patient had them done in a hospital. As an example of the degree of change involved, in the mid-1980s, outpatient gross revenue was only 18 percent of total gross revenue for City General. In 1992 this figure was projected to be approximately 30 percent. January 8, 1994 (Lunchtime) “May I join you?” Dr. Lou looked up from his lunch to see Jane Duncan, City General’s hospital administrator, standing across the table. “I’d like to talk with you about something.” Dr. Lou thought he knew what this was about. The hospital had been recruiting additional staff physicians (doctors who owned private practices in and around the city). A number of these individuals held family practice certification, a prerequisite for staff privileges in many hospitals. The recruitment program offered financial assistance to physicians who were family practice specialists wishing to move into the area, and also subsidized placement of younger physicians who had recently completed their residencies. In contrast to physicians designated as general practitioners, who had not received training beyond that received through medical school and a residency, “family practitioners” received additional training and passed state board exams written to specifically certify a physician in that field. Last week after a hospital staff meeting, Duncan had caught him in the hall and wanted to know if Dr. Lou had thought about his retirement plans. “It’s really not too soon,” she had said. Dr. Lou knew that one of the methods used to bring in “new blood” was to provide financial backing to a physician wishing to ease out of practice, helping pay the salary of a partner (usually one with family practice certification) until the older physician retired. “She wants to talk to me again about retirement and taking on a partner,” he thought. “But I’m only in my late fifties. And I’m not ready to go to pasture yet! Besides, there’s really no room to install a partner in my office.” January 8, 1994 (Afternoon) After lunch Dr. Lou ran back to the office to take a look at Cathy’s husband’s arm before regular office hours started. This was a work-related case. As he treated the patient, he began thinking about industrial medicine as an alternative to full-time office practice. Right then the prospect seemed quite appealing. He had investigated the idea enough to know that there were only a few schools that provided this kind of training but one was within driving distance (Exhibit 8/8 contains information on industrial medicine). As health costs rose over the past decade, manufacturing organizations began to feel the cost pinch of providing health care insurance to employees. Some larger companies in the area began to recognize the cost benefit of maintaining a private physician on staff who was trained in the treatment of health care needs for JANUARY CASE 8: DR. LOUIS MICKAEL602 industrial workers. Dr. Lou had been considering going back for postgraduate training in industrial medicine, and while wrapping the man’s arm, he began to think about working for a large corporation. “Work like that could have a lot of benefits; it would give me a chance to do something a little different, at least part time for now,” he thought. “The income was almost comparable to what I net for the same time in the office, and some days I might even get home before 9:00 P.M.!” End of the Day As he was putting on his coat and getting ready to leave, Dr. Charles, the physician from across the hall, phoned to ask if Dr. Lou might be interested in buying him out. “I think you could use the space,” he said, “and my practice is going down the tubes. I can’t seem to get an upper hand with the finances. I’ve had to borrow every month to maintain the cash flow needed to pay my bills because patients can’t keep up with theirs. City General has offered me a staff position, and I’m seriously considering it. I thought I’d give you first chance.” After some minutes of other “office talk,” Dr. Charles said good night. “If I wanted to take on a new partner, that could work out well,” thought Dr. Lou. “It might be interesting to check into this. I wonder what his asking price would be? It could not be too much more than the value of my practice; although his patients are a bit younger and some of his equipment is a little newer. The Exhibit 8/8: Industrial Medicine as a New Career for Dr. Mickael “Industrial Medicine” is an emerging physician specialty. Training in this new field entails postgraduate work and board certification. As yet, only a few schools provide such training. One is located in Cincinnati, Ohio, which is geographically close enough to be feasible for Dr. Mickael. The time spent in actual attendance amounts to one two-week training period beginning in June of the year in which a physician is accepted for the training. Two additional training periods are each one week in duration: these take place in the months of October and March. After this, the physician was expected to individually study for and take the board certification exams, which were given only once per year; the exams were comprehensive and extended over a two-day period. Training Program Costs: Industrial Medicine University Residency: Three, on-site class sessions $4,000.00 Per night cost for room 47.87 Books and supplies (total) 580.53 Transportation, Air: Three, round-trip fares $1,650.00 Transportation, Ground: Car rental, per week with unlimited mileage $125.45 initial hospital proposal to buy me out indicated that my practice was worth about $175,000. So that means I should be able to negotiate with Dr. Charles for a little less than $200,000.” It was 9:30 P.M. when Dr. Lou finally left the office, and he still had hospital rounds to make. “This is another situation caused by these insurance regulations,” he thought. “I feel as though I’m continuously updating patients’ hospital records throughout the day, and more of my patients require hospitalization more often than they did when they were younger. All things being equal, I’m earning considerably less for doing the same things I did a decade ago, and in addition the paperwork has increased exponentially. There has to be a better way for me to deal with this business of practicing medicine.”

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2025 In Week 3 you completed the Fitzgerald University Exit Comprehensive Exam and

FHEA Exam Follow-up 2025

In Week 3 you completed the Fitzgerald University Exit Comprehensive Exam and you should have received your results. This exam is an example of the certification exam you may be required to take in order to be licensed as a PMHNP in your state. Your results from the exam may reflect how you would do in the actual certification exam. In this Assignment, you will develop a plan of action to address any areas of the exam where you may have scored less than acceptable. Learning Objectives Students will: · Develop plan of action for certification exam preparation To prepare for this Assignment: · Develop plan of action for certification exam preparation In 1 page: Based on your results from the FHEA Exam, develop a plan of action, including an academic study plan, which will help you maintain your areas of strength and address the areas that need improvement, and help you prepare for the Certification Exam. Address each area of the exam including: · Foundations of Advanced Practice Nursing · Independent Practice Competencies · Professional Role and Policy

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2025 Evaluating a Quantitative Research Study Examine the study Harris M F Chan B

Evaluating a Quantitative Research Study 2025

Evaluating a Quantitative Research Study Examine the study- Harris, M. F., Chan, B. C., Laws, R. A., Williams, A. M., Davies, G. P., Jayasinghe, U. W., … Milat, A. (2013). The impact of a brief lifestyle intervention delivered by generalist community nurses (CN SNAP trial). BMC Public Health, 13(1). doi:10.1186/1471-2458-13-375 In this assessment, you will evaluate the study according to research design methods, procedures and study results, for example, see Evaluating a Quantitative Study (Houser, 2019, p. 345 & p. 377). Suggested Reading Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350) & Chapter 13 (pp. 351-380) In Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning Astroth, K. S., & Chung, S. Y. (2018). Focusing on the fundamentals: Reading quantitative research with a critical eye. Nephrology Nursing Journal, 45(3), 283-287. Retrieved from http://americansentinel.idm.oclc.org/login?url=https://search-proquest-com.americansentinel.idm.oclc.org/docview/2063390700?accountid=169658 Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission option Instruction Paper 4 to 6-page paper. Include title and reference pages.

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2025 Write a 4 7 page analysis of your care setting that supports development of

Care Setting Environmental Analysis 2025

Write a 4–7-page analysis of your care setting that supports development of a strategic plan and includes both the discovery and dream phases of an appreciative inquiry (AI) project and a strengths, weaknesses, opportunities, and threats (SWOT) analysis of the care setting. Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. SHOW LESS Identifying analysis techniques for assessing competitive advantage is important for building health care strategy. Sustaining health care competitive advantage requires that leaders understand environmental demands to assist with minimizing weakness and threats from the external environment. This assessment provides you with an opportunity to examine your health care environment to determine whether what is being accomplished in your organization, department, team, community project, or other care setting is making a positive difference. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations. Analyze the leadership characteristics and skills most desired in the person leading potential performance improvement projects, taking both an appreciative inquiry (AI) and a strengths, weaknesses, opportunities, and threats (SWOT) approach. Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals. Synthesize stories and evidence about times when a care setting performed at its best with regard to quality and safety goals. Conduct a SWOT analysis of a care setting, with respect to quality and safety goals. Describe an area of concern identified in a SWOT analysis—relevant to a care setting’s mission, vision, and values—that should be improved. Compare the AI and SWOT approaches to analysis with regard to data gathering and interactions with others. Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making. Propose positive, attainable quality and safety improvement goals for a care setting. Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments. Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6210: Leadership and Management for Nurse Executives Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Appreciative Inquiry and SWOT MacCoy, D. J. (2014). Appreciative inquiry and evaluation – Getting to what works . The Canadian Journal of Program Evaluation , 29 (2), 104–127. Nursing Leadership: Present and Future Needs | Transcript . Appreciative Inquiry: Core Concepts | Transcript . Review the section on the dream stage of appreciative inquiry. Vila Health: Comparing AI and SWOT | Transcript . This media simulation walks you through a scenario within the Vila Health system that will enable you to analyze a situation in a care setting through both AI and SWOT lenses. Vila Health: Appreciative Inquiry or SWOT? | Transcript . This media piece presents various brief scenarios in which either appreciative inquiry or SWOT is the more appropriate approach. TOWS Analysis in Action: Going Beyond the SWOT Analysis | Transcript . This media piece will help you to gain a better understanding of the considerations, categorizations, and applications of SWOT analyses. SHOW LESS Strategic Planning Deisher, M. (2013). A systems change: Leading the way to meeting health needs . Journal of Hand Therapy , 26 (3), 282–285, 286. This article illustrates how strategic planning has been used to implement a new program in a clinic. Leadership Characteristics and Skills Any of the following resources are useful in analyzing leadership characteristics and skills: Grossman, S. C., & Valiga, T. M. (2012). The new leadership challenge: Creating the future of nursing . Philadelphia, PA: F. A. Davis Company. Chapter 2, “The World and New Leadership: Changing our Thinking About Leadership.” This chapter may help you with an analysis of the leadership characteristics and skills most desired in a person leading potential performance improvement projects. American College of Healthcare Executives. (2016). ACHE healthcare executive 2016 competencies assessment tool [PDF] . Retrieved from http://www.ache.org/pdf/nonsecure/careers/competencies_booklet.pdf Competency areas A–C (including all sub-points as laid out in the ACHE self-assessment) in the Communication and Relationship Management theme. Competency areas A–D (all sub-points as laid out in the ACHE self-assessment) in the Leadership theme. American Organization of Nurse Executives. (2015). Nurse executive competencies [PDF] . Retrieved from http://www.aone.org/resources/nec.pdf Competency areas A–G in section 1, the Communication and Relationship Building theme. Competency areas A–E in section 3, the Leadership theme. Assessment Instructions Note: You will use the results of this analysis to develop a strategic plan in Assessment 2. Preparation You have been asked to conduct an analysis of your care setting that will result in two potential pathways toward a strategic plan to improve health care quality and safety in your organization, department, team, community project, or other care setting. To accomplish this, you will take two approaches to the analysis: Complete the discovery and dream phases of an appreciative inquiry (AI) project. Conduct a strengths, weaknesses, opportunities and threats (SWOT) analysis. To help ensure that your analysis is well-received, the requester has suggested that you: Present your analysis results in four parts: Part 1: Appreciative Inquiry Discovery and Dream. Part 2: SWOT Analysis. Part 3: Comparison of Approaches. Part 4: Analysis of Relevant Leadership Characteristics and Skills. Your analysis should be 4–7 pages in length. Note: Remember, you can submit all, or a portion, of your draft plan to Smarthinking for feedback before you submit the final version for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service. Analysis Requirements Note: The requirements outlined below correspond to the grading criteria in the scoring guide, so at a minimum, be sure to address each point. In addition, you are encouraged to review the performance level descriptions for each criterion to see how your work will be assessed. Writing, Supporting Evidence, and APA Style Communicate professionally when conducting interviews and collecting data. Write clearly, with professionalism and respect for stakeholders and colleagues. Integrate relevant sources of evidence to support your assertions. Cite at least 3–5 sources of scholarly or professional evidence. Include relevant interview information. Format your document using APA style. The APA Style Paper Template and associated tutorial, linked in the Resources, are provided for your use. Be sure to include: A title page and reference page. An abstract is not required. A running head on all pages. Appropriate section headings. Properly formatted citations and references. Proofread your writing to minimize errors that could distract readers and make it more difficult to focus on the substance of your analysis. Part 1: Appreciative Inquiry Discovery and Dream Synthesize stories and evidence about times when a care setting performed at its best with regard to quality and safety goals. Collect stories from your care setting. You may collect stories through interviews or conversations with colleagues or provide your own. Explain how your stories are related to quality and safety goals. Describe the evidence you have that substantiates your stories. Identify the positive themes reflected in your stories. Describe other evidence (for example: data, awards, accreditations) that validates your care setting’s positive core. Propose positive, yet attainable, quality and safety improvement goals for your care setting. Explain how accomplishing these goals will lead to ethical and culturally-sensitive improvements in quality and safety. Explain how your proposed goals align with your care setting’s mission, vision, and values. Part 2: SWOT Analysis Conduct a SWOT analysis of your care setting, with respect to quality and safety goals. Provide a narrative description of your analysis. Identify the assessment tool you used as the basis of your analysis. Describe your key findings and their relationships to quality and safety goals. Describe one area of concern that you identified in your SWOT analysis—relevant to your care setting’s mission, vision, and values—for which you would propose pursuing improvements. Explain how this area of concern relates to your care setting’s mission, vision, and values. Explain why you believe it will be necessary and valuable to pursue improvements related to this area of concern. Part 3: Comparison of Approaches Compare the AI and SWOT approaches to analysis and reflect on the results. Describe your mindset when examining your care setting from an AI perspective and from a SWOT perspective. Describe the types of data and evidence you searched for when taking an AI approach and a SWOT approach. Describe the similarities and differences between the two approaches when communicating and interacting with colleagues. Part 4: Analysis of Relevant Leadership Characteristics and Skills Analyze the leadership characteristics and skills most desired in the person leading potential performance improvement projects, taking both an AI and SWOT approach. Explain how these characteristics and skills would help a leader facilitate a successful AI-based project and a successful SWOT-based project. Comment on any shared characteristics or skills you identified as helpful for both AI and SWOT approaches.

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2025 As a group identify a research or evidence based article published within the last 5

intervention Presentation on Diabetes 2025

As a group, identify a research or evidence-based article published within the last 5 years that focuses comprehensively on a specific intervention or new treatment tool for the management of diabetes in adults or children. The article must be relevant to nursing practice. Create a 10-15 slide PowerPoint presentation on the study’s findings and how they can be used by nurses as an intervention. Include speaker notes for each slide and additional slides for the title page and references. Include the following: Describe the intervention or treatment tool and the specific patient population used in the study. Summarize the main idea of the research findings for a specific patient population. The research presented must include clinical findings that are current, thorough, and relevant to diabetes and nursing practice. Provide a descriptive and reflective discussion of how the new tool or intervention can be integrated into nursing practice. Provide evidence to support your discussion. Explain why psychological, cultural, and spiritual aspects are important to consider for a patient who has been diagnosed with diabetes. Describe how support can be offered in these respective areas as part of a plan of care for the patient. Provide examples. you are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. https://www.sciencedaily.com/releases/2020/04/200427125132.htm file:///home/chronos/u-602344943289e0fbaea919b59ab60f18861c5fd0/MyFiles/Downloads/The%20state%20of%20the%20art%20of%20islet%20transplantation%20and%20cell%20therapy%20in%20type%201%20DM.pdf

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