Before beginning this assignment be sure to watch the Scales of Measurement video. Observational experience to identify data based on people, events, and behaviors that represent a specific population. Go to a coffee shop in your neighborhood, spend a minimum of two hours. Upon arrive gather observations about the environment,

• Noise
• Perceptions related to people’s behaviors
• Number of people present
• Number of staff
• Facial expressions on customers
• Facial expressions on staff
• Number of laptops and tablets
• Number of perceived business meetings
• Sitting along vs 2 or more

Create a chart with of the above-named categories and fill in the numbers upon arrival, and every 15 minutes for a total of eight observations. Using this data set, calculate the mean, mode, and median along with the percent of change that occurs every 15 minutes per observation. Notate if the data being measured is nominal, ordinal, interval, or ratio.

Write a 500-750-word paper, based on your observation, identify three things you learned about data and statistics. How might this newly acquired skill translate into patient care?

Assignment Expectations

Length: 500-750 words; answers must thoroughly address the questions in a clear, concise manner. Be sure to include the chart, your findings, and the write up.

Structure: Include a title page and reference page in APA style. These do not count towards the minimal word amount for this assignment.

References: Use at least one APA style in-text citations and references for all resources utilized to answer the questions.

Answer the Discussion Board board questions in paragraph

1.     A woman went to the physician with severe stomach pains. She was examined by a surgeon who, she stated, told her that her spleen was “hanging by a thread” from her collarbone. The surgeon recommended surgery to “build up ligaments” in her spleen. Following the operation, the surgeon informed her husband that it had been necessary to remove the spleen. The pathology report revealed no evidence of any disease in the spleen. The woman and her husband brought a cause of action against the surgeon for fraud. Should the court rule in their favor?

2.     Charles Venner swallowed 24 or 25 balloons of hashish oil in Morocco, flew to New York, passed 5 balloons, went on to Baltimore, and was brought by friends to the emergency room of Sinai Hospital “euphoric, disoriented, and lethargic, but responding to verbal orders.” While under observation, he passed in bedpans the remainder of the balloons, one broken. The hospital staff saved the balloons and turned them over to the Baltimore police without a warrant. Should the police require a search warrant to use the balloons as evidence in a cause of action for possession of an illegal substance with the intent to distribute?

1) Your response should be in depth (3-4 paragraphs for the initial post) to fully develop your answer. Defend your position with concrete examples from the weekly content and real-life cases, if applicable.

2) APA citation is required.

Recommended Resources

These resources provide additional real-life stories about crimes that took place in medical offices:

• Hewlett, M. (2014, June 25). Employee at doctor’s office accused of stealing prescriptions. Winston-Salem Journal. Retrieved from 33Thttp://www.journalnow.com/news/crime/employee-at-doctor-s-office-accused-of-stealing-prescriptions/article_48d3362c-fc9a-11e3-ada7-0017a43b2370.html33T

• Department of Justice, U.S. Attorney’s Office, Central District of California. (2016, August 29). Two doctors faced with federal charges of illegally writing prescriptions for addictive narcotics connected to gang’s drug trafficking. Press release. Retrieved from 33Thttps://www.justice.gov/usao-cdca/pr/two-doctors-face-federal-charges-illegally-writing-prescriptions-addictive-narcotics33T

• Department of Justice, U.S. Attorney’s Office, Central District of California. (2017, April 4). Gresham medical practice manager sentenced to prison for false billing and tax fraud. Press release. Retrieved from 33Thttps://www.justice.gov/usao-or/pr/gresham-medical-practice-manager-sentenced-prison-false-billing-and-tax-fraud33T

 

Mr. B is a 70-year-old man who developed sub sternal chest pains radiating down his left arm while at home. He was taken to the ER via ambulance. His breathing was labored, pulses rapid and weak, and his skin was cold and clammy. An ECG was done which revealed significant “Q” waves in most leads. Troponin level was elevated. Arterial blood was draw with the following results:

Ph 7.22

PCO2 30 mm

Hg pO2 70 mm

Hg O2 sat 88%

HCO3 22 meq/liter

1. Aside from the obvious diagnosis of MI, what is Mr. B’s acid base status and what caused this  disturbance?   a minimum of 150 words, scholarly written, APA formatted, and referenced. A minimum of 2 references are required .

 

Recall in the Module 3 section titled, Differences in Research Methodologies, I described having all 3 research methodologies in my portfolio: Quantitative, Qualitative, and Mixed Methods. While you are not researchers (yet!), and therefore you may not have consciously considered this, we all have a philosophical perspective that guides our thoughts, beliefs, and values as we walk through this life. This means that how we view ‘reality’ or the world ‘out there’ will strongly influence the methods we choose to investigate it.  

Reflecting on how you view the world will provide perspective on why you view the world as you do and yourself in it. Such introspection provides a model for social inquiry and, by extension, advanced nursing inquiry. Considering that it is not unusual for a researcher (or a non-researcher for that matter) to occupy a range of positions along the spectrum from Positivist to Pragmatist to Constructivist, where would you place yourself on that continuum? How do you know? What real-world examples lead you to this conclusion? As a result of critically reflecting on your beliefs and values, which is intended to lead us to a better understanding of self, which research methodology would you be drawn to as a nurse researcher and why? Why is this process of self-discovery an important leg of your journey of learning in this course?

As you are engaging in this process of reflection, please do not restate the questions in your response post but rather weave your answers into a scholarly narrative. Also as FYI, references are never required when you are self-reflecting… 😉 Dr. R.

 

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Healthy People 2020, n.d.; Flanders, 2018).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
• Competency 4: Integrate principles of social justice in community health interventions.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Present a health promotion plan to an individual or group within a community.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

References

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring 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.

Instructions

Complete the following:

• Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be a transcript of the voice-over (please refer to the PowerPoint tutorial).
• Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
• Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

• Title slide:
  • Health promotion plan title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation).
  • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation:

• Record a Slide Show With Narration and Slide Timings.
  • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
• Microsoft Office Software.
  • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
• PowerPoint Presentations Library Guide.
  • This library guide provides links to PowerPoint and other presentation software resources.
• SoNHS Professional Presentation Guidelines [PPTX].
  • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

• Present your health promotion plan to your hypothetical audience.
  • Tailor the presentation to the needs of your hypothetical audience.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
• Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Which aspects of the session would you change?
  • How might those changes improve future outcomes?
• Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
  • What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?
• Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
• Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Additional Requirements

Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.