2025 Mark 8 29 Worksheet Name Course Date Instructor Please address each question below with complete

CWV 101 Week 4 Assignments 2025

Mark 8:29 Worksheet Name: Course: Date: Instructor: Please address each question below with complete sentences and clear, specific explanation. The total word count of your writing should be between 750-1,250 words. 1. Select one teaching of Jesus from one of the following Bible verses: Matthew 5:21-24, Matthew 5:43-48, Matthew 6:19-24, Matthew 7:15-23, Luke 15:1-32, John 13:1-17 & 34-35, John 15:1-11. Answer the following questions: a. What was Jesus’ point in the teaching? b. What sort of relevance does this teaching have for other worldviews? c. What does this teaching reveal about Jesus? 2. Identify at least one claim that Jesus made about His nature and/or the purpose of His ministry (such as Mark 2:1-12, Matt 9:9-13, Luke 7:18-23, John 5:16-18, John 10:25-38, John 14:5-11). What is the significance of this claim? 3. How would you personally answer Jesus’ question, “But who do you say that I am?” Describe your own beliefs about Jesus.

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2025 Write a 4 6 page report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance

Metrics Evaluation (Ass 1) (1*) 2025

Write a 4–6-page report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance, with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard. In the era of health care reform, many of the laws and policies set forth by government at the local, state, and federal levels have specific performance benchmarks related to care delivery outcomes that organizations must achieve. It is critical for organizational success that the interprofessional care team is able to understand reports and dashboards that display the metrics related to performance and compliance benchmarks. Maintaining standards and promoting quality in modern health care are crucial, not only for the care of patients, but also for the continuing success and financial viability of health care organizations. In the era of health care reform, health care leaders must understand what quality care entails and how quality in health care connects to the standards set forth by relevant federal, state, and local laws and policies. An understanding of relevant benchmarks that result from these laws and policies, and how they relate to quality care and regulatory standards, is also vitally important. Health care is a dynamic, complex, and heavily regulated industry. For this reason, you will be expected to constantly scan the external environment for emerging laws, new regulations, and changing industry standards. You may discover that as new policies are enacted into law, ambiguity in interpretation of various facets of the law may occur. Sometimes, new laws conflict with preexisting laws and regulations, or unexpected implementation issues arise, which may warrant further clarification from lawmakers. Adding partisan politics and social media to the mix can further complicate understanding of the process and buy-in from stakeholders. Assessment Instructions Note : Your evaluation of dashboard metrics for this assessment is the foundation on which all subsequent assessments are based. Therefore, you must complete this assessment first. Write a report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard. Review the performance dashboard metrics, as well as relevant local, state, and federal laws and policies. Consider the metrics that are falling short of the prescribed benchmarks. Structure your report so that it will be easy for a colleague or supervisor to locate the information they need, and be sure to cite the relevant health care policies or laws when evaluating metric performance against established benchmarks. Note : Remember that you can submit all, or a portion of, your draft report to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Preparation Choose one of the following three options for a performance dashboard to use as the basis for your evaluation: Option 1: Dashboard Metrics Evaluation Simulation Use the data presented in the Dashboard and Health Care Benchmark Evaluation multimedia activity as the basis for your evaluation. Note : The writing that you do as part of the simulation could serve as a starting point to build upon for this assessment. Option 2: Actual Dashboard Use an actual dashboard from a professional practice setting for your evaluation. If you decide to use actual dashboard metrics, be sure to add a brief description of the organization and setting that includes: The size of the facility that the dashboard is reporting on. The specific type of care delivery. The population diversity and ethnicity demographics. The socioeconomic level of the population served by the organization. Note : Ensure your data are Health Insurance Portability and Accountability Act (HIPAA) compliant. Do not use any easily identifiable organization or patient information. Option 3: Hypothetical Dashboard If you have a sophisticated understanding of dashboards relevant to your own practice, you may also construct a hypothetical dashboard for your evaluation. Your hypothetical dashboard must present at least four different metrics, at least two of which must be underperforming the prescribed benchmark set forth by a federal, state, or local laws or policies. In addition, be sure to add a brief description of the organization and setting that includes: The size of the facility that the dashboard is reporting on. The specific type of care delivery. The population diversity and ethnicity demographics. The socioeconomic level of the population served by the organization. Note : Ensure your data are HIPAA compliant. Do not use any easily identifiable organization or patient information. Requirements The report requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence. Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies. Which metrics are not meeting the benchmark for the organization? What are the local, state, or federal health care policies or laws that establish these benchmarks? What conclusions can you draw from your evaluation? Are there any unknowns, missing information, unanswered questions, or areas of uncertainty where additional information could improve your evaluation? Analyze one challenge that meeting prescribed benchmarks can pose for a heath care organization or interprofessional team. Consider the following examples: Strategic direction. Organizational mission. Resources. Staffing. Financial: Operational and capital funding. Logistical considerations: Physical space. Support services (any ancillary department that gives support to a specific care unit in the organization, such as pharmacy, cleaning services, dietary, et cetera). Cultural diversity in the organization and community. Procedures and processes. Address the following: Why do the challenges you identified contribute, potentially, to benchmark underperformance? What assumptions underlie your conclusions? Evaluate a benchmark underperformance in a heath care organization or interprofessional team that has the potential for greatly improving overall quality or performance. Focus on the benchmark you chose to target for improvement. Which metric is underperforming its benchmark by the greatest degree? Which benchmark underperformance is the most widespread throughout the organization or interprofessional team? Which benchmark affects the greatest number of patients? Which benchmark affects the greatest number of staff? How does this underperformance affect the community that the organization serves? Where is the greatest opportunity to improve the overall quality of care or performance of the organization or interpersonal team and, ultimately, to improve patient outcomes, as you think about the issue and the current poor benchmark outcomes? Advocate for ethical action, directed toward an appropriate group of stakeholders, to address a benchmark underperformance. Who would be an appropriate group of stakeholders to act on improving your identified benchmark metric? Why should the stakeholder group take action? What are some ethical actions the stakeholder group could take that support improved benchmark performance? Organize content so ideas flow logically with smooth transitions. Proofread your report, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your evaluation and analysis. Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Be sure to apply correct APA formatting to source citations and references. Example Assessment : You may use the Assessment 1 Example [PDF] to give you an idea of what a Proficient or higher rating on the scoring guide would look like. Report Format and Length Format your report using APA style. Use the APA Style Paper Template [DOCX] . The APA Style Paper Tutorial [DOCX] will help you in writing and formatting your report. Be sure to include: A title page and references page. An abstract is not required. A running head on all pages. Appropriate section headings. Be sure your report should be 4–6 pages in length, not including the title page and references page. Supporting Evidence Cite 4–6 credible sources from peer-reviewed journals or professional industry publications to support your analysis of challenges, evaluation of potential for improvement, and your advocacy for ethical action. Note : Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated. Portfolio Prompt : You may choose to save your report to your ePortfolio. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice. Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization or interprofessional team. Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations. Advocate for ethical action, directed toward an appropriate group of stakeholders, to address a benchmark underperformance. Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations. Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies. Evaluate a benchmark underperformance in a heath care organization or interprofessional team that has the potential for greatly improving overall quality or performance. Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards. Organize content so ideas flow logically with smooth transitions. Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.

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2025 Review the Topic Materials and the work completed in NRS 433V to formulate

PICOT Statement 2025

Review the Topic Materials and the work completed in NRS-433V to  formulate a PICOT statement for your capstone project. A PICOT starts with a designated patient population in a particular  clinical area and identifies clinical problems or issues that arise  from clinical care. The intervention should be an independent,  specified nursing change intervention. The intervention cannot require  a provider prescription. Include a comparison to a patient population  not currently receiving the intervention, and specify the time frame needed to implement the change process. Formulate a PICOT statement using the PICOT format provided in the  assigned readings. The PICOT statement will provide a framework for  your capstone project. In a paper of 500-750 words, clearly identify the clinical problem  and how it can result in a positive patient outcome. Make sure to address the following on the PICOT statement: Evidence-Based Solution Nursing Intervention Patient Care Health Care Agency Nursing  Practice Prepare this assignment according to the guidelines found in the APA  Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to  beginning the assignment to become familiar with the expectations for  successful completion. You are required to submit this assignment to Turnitin

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2025 The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the

Functional Health Patterns Community Assessment Guide 2025

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest in your region. Perform a physical assessment of the community. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.” Interview a community health and public health provider regarding that person’s role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective dropbox. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health. Summary of community assessment: (a) funding sources and (b) partnerships. Summary of interview with community health/public health provider. Identification of an issue that is lacking or an opportunity for health promotion. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sour

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2025 Evidence Based Project Proposal Project Overview Title Evidence Based Project Proposal Description As the course progresses over the

Evidence-Based Project Proposal 2025

Evidence-Based Project Proposal Project Overview: Title: Evidence Based Project-Proposal Description: As the course progresses over the 11 weeks, learners will develop a scholarly project that demonstrates an application of evidence to practice for substantive change. This project emphasizes critical appraisal and application of evidence-based research, scholarly writing, and critical thinking. The scholarly project will be submitted as a written paper in APA format/style. In addition, learners will present a summary of the final project orally or by creating a PowerPoint presentation. Learners will select one of the following types of projects related to their specific advanced role specialization and target population: •Educational program •Evidence-based healthcare policy change •Evidence-based clinical issue or protocol Overview of the Evidence Based Project (EBP): In Week 1 of the course, students will identify an area of inquiry as a basis for practice change, and in Week 2, write their clinical question in PICOT format that will drive the literature search. Following approval of the practice change idea and the PICOT question by course faculty, in Week 3 students will begin their literature search and rapid critical appraisal (RCA) using the RCA checklists available in Appendix D of the course text (Melynk & Fineout-Overholt, 2011) and in Word format. The Search Tracker may be useful in organizing and tracking your search. Your evidence review will be completed in Week 4, resulting in a finished Evaluation Table containing only the “keeper” studies. In Week 5 you will synthesize the evidence to determine best evidence for your project. Faculty will continue to serve in the role of mentor as the student progresses through the remaining steps of the project. Weekly submissions will be used to monitor progress in the development of your proposal. It is recommended that upon receiving feedback from faculty on each section, you revise your work and add that section to build your final paper. Doing so as you proceed through the course will avoid last-minute work. When you began your study of evidence-based practice it was contrasted with the research process. The underlying goal of EBP is to appraise research and study its application to specific patient populations in order to identify best practices. In order to accomplish this, what must be included within your project is a research study. You will most likely compare pre-intervention data with post-intervention results. In come cases, statistical analysis will be necessary. Your proposal will include plans for this study. EBP Project Criteria Students will prepare a formal project proposal using APA format. Below is an outline for the final paper with the weeks where this content will be covered. Each week you will turn in parts of this outline as Dropbox assignments. The week each part will be due is indicated in the outline. After receiving feedback from faculty on each part submitted, it is recommended that you begin building your paper, adding the pieces where they belong. Since you will not be implementing this project, the results section has been omitted. This outline is consistent with the format used for journal articles when reporting results of evidence-based practice projects. Criteria and organization of final paper Abstract Part 1 •Introduction – Week 2 ◦Practice issue ◦Summarize the practice issue in need of change providing background information about the organization (setting) and the perceived significance and severity of the problem ◦Describe the specific aims of the project – what improved outcomes do you hope to achieve •PICOT question – State your question in PICOT format, labeling each part with P-I-C-O-T in parentheses •Significance – what is the significance of the issue in terms of poor outcomes, cost, etc. Part 2 – Week 3. 4, & 5 •Evidence review and synthesis ◦List the names of the databases you searched and if limited to a span of time, i.e., less than 5 years old ◦Summarize “keeper” studies ◦Summarize the synthesis of the body of evidence Part 3 – Week 6 •Purpose of the project – include intervention •Theoretical framework •Clinical questions Part 4 – Week 7 •Studydesign •Setting/sample •Confidentiality •Procedure/intervention •Instruments/scales and measurement of outcomes •Data collection Part 5 – Weeks 8 & 9 •Data analysis •Outcomes expected •Aligning stakeholders Appendices •Evaluation Table – turned in Weeks 3 & 4 •Synthesis Table – turned in Week 5 The paper provides evidence of synthesis of coursework, professional writing, and graduate level scholarship. Oral or Poster Presentation In addition to the written paper, students will present a summary of their project by submitting a professional Microsoft PowerPoint presentation. Criteria: •Organize the presentation to include all required criteria of the EBP project proposal. •Quality of presentation is professional and provides evidence of graduate level scholarship. This week’s Dropbox Assignment Keep in mind that this proposal will be developed piece by piece during the course. The Dropbox assignment this week provides you an opportunity to identify the problem or issue within your specialization that is in need of improvement and receive feedback from faculty. Review the grading criteria listed below as you begin this assignment. Note that you must pass all elements in order to move forward with your proposal development. Faculty will provide feedback either approving or asking that you resubmit prior to further development of your project. For this week’s assignment discuss the following: •State your idea for your evidence-based project proposal including the rationale as to how it reflects an EBP project vs. a research project •Very briefly describe the issue you will address, the intervention that you feel has research evidence (this may change later after you complete the literature search), and the expected outcomes •Discuss how this project is relevant to your role specialization Assignment 3 Grading Criteria Maximum Points Stated the practice issue or problem providing background information and the perceived significance of the problem. 20 Discussed how the clinical issue is relevant to the selected role option. 20 Used APA format with a professional writing style throughout. 10 Total: 50

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2025 Review the Learning Resources on recruitment and selection of job applicants Pay particular attention to

Assignment: Recruitment and Selection Plan 2025

Review the Learning Resources on recruitment and selection of job applicants. Pay particular attention to Chapter 5 of your Fried & Fottler text on the interview process and developing effective interview questions. Also review the document, “Recruitment and Selection Plan: Guidelines and Worksheet,” found in the Week 2 Learning Resources, to assist your preparation for the Module 1 Assignment.

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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 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 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 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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