Application Exercises | Graded Assignment

Chapter 15 Application Exercises 1, 2, 3, and 4

1. Go to DSMO website at http://www.hipaa-dsmo.org (Links to an external site.)Links to an external site.. Review the changes that have been requested in transaction standards. Click on one of the active change requests. Review the details and determine which HIPAA transaction standard is affected by the request and which DSMO has expressed interest.
2. Visit the HL7 website (http://www.hl7.org) and locate information on Version 3. Write a brief report on the reference information model and the requirements for vocabularies.
3. Locate federal regulations for either the Meaningful Use standards and certification program (42 CFR 170) or for HIPAA transactions and code sets. Write a brief report on recent changes to these regulations.
4. Work with a small team; identify a task that could be done more effectively using data exchange standards. Describe how the task is performed today, and how data exchange standards today make this task more efficient. Identify the information systems that are involved. Research the existing standards that could be used to solve this problem. Discover whether anyone is currently working on this problem. Report in your findings. Extra credit: Submit a proposal to a standards or profiling body to develop the use case into a solution.

Chapter 16 Application Exercises 1, 2, and 3

1. Search the internet and identify the vocabulary standards that ONC adopted and against which EHRs must be tested for certification to meet meaningful use criteria. Next access the NLM website (Links to an external site.)Links to an external site. and locate the information on UMLS metathesaurus source vocabularies (Links to an external site.)Links to an external site.. Develop a table or grid comparing the vocabularies required by ONC and the terminologies required for administrative transactions under HIPAA.
2. Using PHIN VADS, locate the value sets associated with National Healthcare Safety Network Healthcare Associated Infection (HAI). Find the value set for type of adverse reactions to an immunization. Write a report identifying the contents of the value set.
3. Using an Internet search engine, access and listen to the CTS2 in action audio (https://wiki.nci.nih.gov/display/LexEVS/Common+Terminology+Services+Release+2+%28CTS2%29+In+Action (Links to an external site.)Links to an external site.). Write a report describing the different ways in which CTS2 can be used.

Assignment Guidelines

• You have the choice to write a two-page paper, double spaced, or create a multimedia presentation to respond to the exercises
• Clearly label your response to each exercise in your submission

Note: This is an individual assignment. Applying what you have   learned thus far, develop a community teaching proposal designed to   address the needs of  your community.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary     Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Complete the “Community Teaching Work Plan Proposal.” This   will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching     plan with a community health and public health provider in your     local community.
2. Request feedback (strengths and     opportunities for improvement) from the provider.
3. Complete     the “Community Teaching Experience” form.

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. 

 

Describe and provide rationale for which design you plan to use in   your DPI project. Be sure to describe how your methodology is in line   with your project questions. 1 page, APA

 This project will use the quantitative methodology with a descriptive research design.

Topic:  Use of Advanced Practice Providers in triage in improving waiting times in Emergency departments? 

Holloway, I., & Galvin, K. (2016). Qualitative research in nursing and healthcare. John Wiley & Sons.

  

Assignment 1: Initial Analysis for Program Planning

Needs Assessment

“As a concept, need is not only difficult to define but, once defined, difficult to measure” (Kettner, Moroney, & Martin, 2017, p. 63). Likewise, it can be challenging to define and measure assets—yet it is equally important to do so during this phase of program planning. This week’s Learning Resources provide foundational information and guidance for conducting needs assessments, which entails discerning needs that must be addressed in light of the assets that are present.

As you return to Assignment 1, the attention turns to conducting a needs assessment for the problem you have identified. What data collection strategies could be most useful? What issues would likely be encountered? How would you address them?

To prepare for this week’s section of Assignment 1:

• Continue      (from the Discussion) to:
  • Identify       a viable approach for conducting a needs assessment for your problem.
  • Identify       method(s) of data collection.
  • Assess       potential challenges and propose alternatives/solutions.

The full Assignment 1 is due by day 4 (Thursday 12/20/18) of this week. Instructions have been provided in previous weeks to help you prepare.

By Day 4

To complete:

Write a 3- to 5-page paper, in APA format with at least 7 scholarly references in which you address the following level 1 and 2 header:

Also include an introduction and a conclusion as per APA guidelines.

1) Identification of a Problem and a Population

• Identify      a problem and a target population.
       (Note: Your problem      should be clearly developed and related to a health-promotion and      disease-prevention issue of national significance. You should select a      target population so that your program can be designed to create maximum      yet realistic impact at the aggregate level.)

2) Using a Theory or Model

• Analyze      a theory or model that is relevant to your selected problem. Explain why      this is the most appropriate model for you to use with this problem.

3) Literature Review (provide at least 4 scholarly articles less than 5 years old) )

• Assess      the literature as it relates to your problem. Use evidence from the      literature to support your response to the following question: Why is it important to assist this      population to resolve the selected problem?

4) Needs Assessment

• Describe      an appropriate approach to conducting a needs assessment for your problem.
• Identify      method(s) of data collection.
• Assess      potential challenges and propose alternatives/solutions.

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

Chapter 1, “Assessment for Developing Programs and Interventions: The Big Picture”

Chapter 1 notes the importance of looking not just at needs but also the assets associated with the target population and environment; that is, assessing what needs to be addressed given the assets that are present.

This report offers a guide for the use of the logic model in program planning and outcome-oriented evaluation for nonprofit projects.

Chapter 3, “Data Collection Strategies for Needs Assessments and Evaluations”

In Chapter 3, the authors examine data collection, a key element of needs assessments. They also indicate that it is wise to plan ahead and consider data collection strategies for evaluation at the same time.

• Chapter 2, “Paint a Picture of Your Target Population:      Assessing Assets and Problems” 

This chapter presents valuable information for identifying your target population during program planning. Note: Some of the information in this chapter extends into needs assessment, which will be addressed in Week 4.

Chapter 6, “The Importance and Use of Theories in Health Education and Health Promotion”

The authors describe various theories, noting that theories are not universally applicable to every program.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

• Review Chapter 1, “Contemporary Issues in Social      Services Program Planning and Administration” (See attached file).
• Review Chapter 3, “Understanding Social      Problems” (See attached file).

Review these chapters as needed to help you identify a health care-related problem for program planning and evaluation. For instance, you may find the problem analysis information on page 13 and pages 38–39 beneficial.

Chapter 2, “The Contribution of Theory to Program Planning”

This chapter examines the application of theory in program planning.

Chapter 4, “Needs Assessment: Theoretical Considerations”

Chapter 5, “Needs Assessment: Approaches to Measurement”

These two chapters provide foundational information as well as guidance for conducting a needs assessment as part of program planning.

Adams, J. & Kaplow, R. (2013). A sitter reduction program in an acute health care system. Nursing Economics$, 31(2), 83–89.

Pinto, B.M., Waldemore, M., & Rosen, R. (2015). A community-based partnership to promote exercise among cancer survivors: Lessons learned. International Journal Behavioral Medicine, 22, 328–335 doi 10.1007/s12529-014-9395-5 

Tompa, E., deBoer, H., Macdonald, S., Alarngir, H., Koehoorn, M., & Guzman, J. (2016). Stakeholders’ perspectives about and priorities for economic evaluation of health and safety programs in healthcare. Workplace Health and Safety, 64(4), 163–174 DOI: 10.1177/2165079915620201.

Leading Health Indicators. (n.d.). Retrieved March 22, 2017, from https://www.healthypeople.gov/2020/Leading-Health-Indicators 

National Database of Nursing Quality Indicators. (n.d.). Retrieved March 22, 2017, from http://www.pressganey.com/solutions/clinical-quality/nursing-quality 

U.S. Department of Health and Human Services. (2010). Healthy People 2020. (n.d.). Retrieved March 22, 2017, from https://www.healthypeople.gov/sites/default/files/HP2020_brochure_with_LHI_508_FNL.pdf 

IOM Future of Nursing Report. (n.d.). Retrieved March 22, 2017, from http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/IOM-Future-of-Nursing-Report-1

Berhane, A., Biadgilign, S., Berhane, A., & Memiah, P. (2015). Male involvement in family planning program in Northern Ethiopia: An application of the Transtheoretical model. Patient Education and Counseling 98, 469–475

Kroelinger, C.D., Rankin, K. M., Chamgers, D.A., Diez Roux, A.V., Huges, K., & Grigorescu, V. (2014). Using the principles of complex systems thinking and implementation sceice to enhance maternal and child health program planning and delivery. Maternal Child Health Journal, 18, 1560–1564. doi 10.1007/s10995-014-1586-9

Silverman, B., Champney, J., Steber, S., & Zubritsky, C. (2015). Collaborating for consensus: Considerations for convening Coalition stakeholders to promote a gender-based approach to addressing the health needs of sex workers. Evaluation and Program Planning 51,17–26 doi.org/10.1016/j.evalprogplan.2014.12.002

Smith, T.L., Barlow, P.b., Peters, J.M., & Skolits, G.J. (2015). Demystifying reflective practice: Using the DATA model to enhance evaluators’ professional activities. Evaluation and Program Planning, 52, 142–147.

Burrows, T., Hutchesson, M., Chai, L,K., Rollow, M., Skinner, G., & Collins, C. (2015). Nutrition interventions for prevention and management of childhood obesity: What do parents want from an eHealth program? Nutrients, 7, 10469–10479 doi:10.3390/nu7125546

Derguy, C., Michel, G., M’Bailara, K., Roux, S., & Bouvard, M. (2015). Assessing needs in parents of children with autism spectrum disorder: A crucial preliminary step to target relevant issues for support programs. Journal of Intellectual & Developmental Disability, 40(2), 156–166 doi.org/10.3109/13668250.2015.1023707

Millard, T., McDonald, K., Elliott, J., Slavin, S., Rowell, S., & Girdler, S. (2014). Informing the development of an online self-management program for men living with HIV: a needs assessment. BMC Public Health, 14, 1209 doi:10.1186/1471-2458-14-1209

Springer, A. E. & Evans, A.E. (2016). Assessing environmental assets for health promotion program planning: a practical framework for health promotion practitioners. Health Promotion Perspectives, 6(3), 111–118 doi: 10.15171/hpp.2016.19

Required Media

Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file}. Baltimore, MD: Author.

• “Defining a      Population Health Problem” (featuring Dr. Melissa Willmarth, Dr. Debora Dole,      and Dr. Donna Shambley-Ebron)

You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.

In these videos, Dr. Melissa Willmarth, Dr. Debora Dole, and Dr. Donna Shambley-Ebron provide insights related to defining health care-related problems.

Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file]. Baltimore, MD: Author.

“Needs Assessment” (featuring Dr. Rebecca Lee, Shiniche Thomas, and Dr. Donna Shambley-Ebron)

You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.

In this week’s videos, Dr. Rebecca Lee and Dr. Donna Shambley-Ebron discuss needs assessments. Then, Dr. Rebecca Lee demonstrates a windshield assessment along with Seven Hills community resident Shiniche Thomas.

Optional Resources

Algera, M., Francke, A. L., Kerkstra, A., & Van der Zee, J. (2004). Integrative literature reviews and meta-analyses: Home care needs of patients with long-term conditions: Literature review. Journal of Advanced Nursing, 46(4), 417–429.

This article compares literature in the field to determine a profile for people with long-term health care conditions who utilize home care services.

Madden, S. G., Loeb, S. J., & Smith, C. A. (2008). An integrative literature review of lifestyle interventions for the prevention of type II diabetes mellitus. Journal of Clinical Nursing, 17(17), 2243–2256.

This article is an example of an integrative literature review that identifies aspects of nursing programs aimed at prevention of type II diabetes, effectiveness of such programs, and compliance with lifestyle changes after such programs.

Hulton, L. J. (2007). An evaluation of a school-based teenage pregnancy prevention program using a logic model framework. Journal of School Nursing, 23(2), 104–110.

This article describes the use of the logic model to develop, implement, and evaluate a nursing intervention in a school setting.

Johnson, S. S., Driskell, M., Johnson, J. L., Prochaska, J. M., Zwick, W., & Prochaska, J. O. (2006). Efficacy of a transtheoretical model-based expert system for antihypertensive adherence. Disease Management, 9(5), 291–301.

This article introduces the use of the transtheoretical model and stages of change as applied to interventions aimed at medication adherence for patients with hypertension.

Rogers, L. Q., Shah, P., Dunnington, G., Greive, A., Shanmugham, A., Dawson, B., & Courneya, K. S. (2005). Social cognitive theory and physical activity during breast cancer treatment. Oncology Nursing Forum, 32(4), 807–815.

The social cognitive theory is utilized to examine associations with physical activity in breast cancer patients. This article posits that the social cognitive theory can be used as a mediator for intervention evaluation with this population.

W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. Battle Creek, MI: W. K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide.

 

Business Plan/Contract PPY Presentation

Estimated time to complete: 10 hours

Instructions:

• Generate a professional Power Point presentation that sums the following areas:
• Introduction to topic, include introducing yourself, why this is important (1 slide)
• Develop a business plan to start or manage a practice (6-10), identify SWOT analysis, marketing plan, key stakeholders, reimbursement, insurance issues, a solid budget plan (expense and revenue sheet)
• Construct  an employment contract for an advanced practice nurse in your selected care setting. (3-4)) Be specific. What should APN ask for salary, vacation, Health insurance, dental, vision, long and short term insurance, professional development/education fees, professional journals, any others?
• Compare the legal, ethical, and contractual considerations for APN in the employment setting (2-3 slides)

Parameters

• Inclusive of references in presentation, and references then fully presented in final slide of presentation as a reference page (1-2 slides)
• Use APA for formatting
• Presentation should be minimally 25 slides, enough slides to appropriately cover material being presented
• Presentation is to be designed as if you, the APN, were seeking funding for starting your own clinic.
• Presentation to include:Contract portion is to be designed as if student/APN was seeking a position. What would an APN want in the contract? Provide details within the contract about salary, insurances, benefits, duties, etc
  • Type of clinic, clientele serving, location
  • Mission/vision statement
  • DETAILED budget analysis. Expense and revenue reports
  • Insurance and reimbursement: Provide information on expected revenue. What would an APN charge for certain visits (sick versus health check), what is epected pay from insurance types (private, Medicare/Medicaid?)
• Contract portion is to be designed as if student/APN was seeking a position. What would an APN want in the contract? Provide details within the contract about salary, insurances, benefits, duties, etc.
• MUST USE NOTES SECTION. NO AUDIO. Use the notes section to discuss content. Professor will be assessing analysis and synthesis of understanding of the content)