reply 1

The term “negotiate” implies conferring with another to reach a compromise. Conflict exists if health professionals blindly advise patients, expecting them to follow the recommendations without understanding patients’ feelings or identifying barriers to patient adherence. Negotiation identifies areas of agreement and disagreement and provides a forum for discussion of solutions. (Falvo, 2011). Patient education is one of the important roles of nursing. Patient teaching can be effective only if patient understand and agrees to follow the instruction. Negotiation is a way to work collaboratively with the patient to establish mutually acceptable goals and problem solve to assist patients’ ability to reach them. Negotiation helps to create effective teaching learning environment. Back in the day, the doctor was considered the last word when it came to a patient’s decision making. Today, physicians share the decision-making with their patients because patients have other things going on in their life that they must include in their healthcare decisions such as careers, families, time constraints and other realities. They need to work with physicians to establish effective, individualized treatments that works for the patient and the provider. The term negotiation, when applied to health care, indicates that a back and forth discussion is occurring where proposed treatment options are presented by the health care professional, considered by the patient, and either accepted, rejected, or altered to fit the patient’s needs (Falvo, 2011). By negotiating with patients, physicians and patients can reach a healthy decision for both parties.

In my practice with the increase of social media on the public’s decisions on healthcare matters, it is important to talk to the patient about their fears and reasons why they want or do not want. By educating them and providing them with evidence-based practice but still letting them make the decision will make them feel more included in the decision process.

Falvo, D. R. (2011). Effective patient education: A guide to increased adherence. (4th ed.). Jones & Bartlett Publishers. Retrieved from: https://viewer.gcu.edu/RQBKXW

reply2

According to the reading “negotiate implies conferring with another to reach compromise” (Falvo, 2011). The reading also points out there are different levels of negotiation by providers. Some (providers) may feel that negotiation interferes with what they consider to be the major goal of patient teaching: to offer information that will help patients improve or maintain health (Falvo, 2011).

Negotiation is part of building a partnership between the provider and patient. Negotiation is a way to work collaboratively with the patient to establish mutual goals and identify problems. Identifying the problems will allow patient’s the ability to reach the goals (Falvo, 2011). Providers also can find areas in the treatment plan the patient may not agree with, this important because this correlates with compliance as well as expectations of outcomes.

I would say that negotiation is a tool that can better or assist in relationships/partnerships between providers and patients. When providers are willing to accept that patients as partners, listen to their side of things and negotiate or meet somewhere in between there is responsibility on both parties. Patients must be honest with providers however and providers must be more flexible. Although the provider is expected to communicate and educate the patient is also responsible for their actions such as following the treatment plan.

An example would be a patient sees a physician the physician says the patient has high cholesterol. Educates on what this finding means, the risks, and suggests medication to correct the problem. The patient voices that she doesn’t want to take medication for the high cholesterol. The physician than explains alternatives to decrease the cholesterol. The patient chooses a non-medication route, the physician then based off this tells the patient they have one month to decrease their cholesterol. The patient and provider agree on the number expected for cholesterol in one month. The physician suggests that the patient decreases trans fats in their diet, adds fiber, adds exercise, and completes smoking cessation (Thorpe, 2017). If the patient goes back and there is not a change the physician tells the patient the medication will need to be started. The patient agrees. The key is now that the patient must be honest whether or not they held them self-accountable and made changes or not when following up. The patient also must express any concerns or difficulties they face with the provider. If the cholesterol is not lower the patient must also follow through on their part of the negotiation.

Critical thinking: Negotiation works in healthcare like it would in any type of relationship. If you tell someone everything is my way and I don’t care about what you think. Most likely that person isn’t going to do what you ask compared to if you said ok, I could see your point can we find a common ground to a solution we agree on. This type of relationship is beneficial for the provider and patient to increase better patient outcomes. Another benefit is the responsibility on the patient as well as the provider. The roles of patient and provider have changed and allows many different levels of acceptance as well as ways to in cooperate better health and patient centered care.

References:

Falvo, D.R. (2011) Effective patient education: A guide to increased adherence. Retrieved from http://gcumedia.com/digital-resources/jonesandbartlett/2010/effective-patient-education_-a-guide-to-increased-adherence_ebook_4e.php

Thorpe, M. (2017). 10 ways to naturally lower cholesterol. Retrieved from https://www.healthline.com/nutrition/how-to-lower-cholesterol

    Can i get 2 or 3 topic to know the one my professor will approve

Health Assessment Topic Brochure Project – Produce an informational brochure on a health assessment topic (in this text, e.g., osteoporosis) for patients in a healthcare setting. 

The topic and name of student must be submitted to and approved by the instructor. One topic per student. 

Purpose: 

· The purpose of the project is to educate a targeted audience (i.e., individual, group, or community about your specified health assessment topic in a brochure. The brochure may be double-sided.

Project Title and Overview: 

· The student will select a health assessment topic and body system of their choice to present in a brochure. 

· The health assessment will focus on a specific group, community, and/or individual.  

· You must state the:

o Purpose of your project

o Audience that you intend to reach

o Background information and 

o Relevance of the information to the target audience 

Implementation Method: 

· The brochure must be concise, clear, and goals and objectives should be stated. 

· Research and background information should be shared in the brochure. 

· A brief introduction with background information about the targeted audience and relevance of your topic selection should also be included in the introduction. 

· At the end of the brochure, include 3-5 appropriate FAQs (Frequently Asked Questions) you anticipate to be often asked by the target audience.

General Rules (when you describe the content and idea of your project):

Please be sure that when you present the content of your project it is:

· Clear (terminology is generalizable to your audience) 

· Concise (the project description and content is focused)

· Complete (the project includes everything that concerns and deals with your topic)

· Be sure that the content covers every critical aspect that is required for the intended audience to understand) 

· Credible (you must refer to up-to-date and relevant information only, never use data that is irrelevant to the matter or does not support the idea of your project)

· Includes 2-3 appropriate images, graphs, or tables, etc. 

Include as a separate document: the brochure you created copied and pasted as paragraphs into a Word doc. Using APA 7th edition cite research and source materials used in the brochure, with a reference list of source materials on a separate page.

Expected Outcomes – Please see rubric below (page 2).
 

  

Students Name: _____________________________________________ Total Achievable Grade 15% 

Topic: _____________________________________________________Grade: ________________

  

Criteria

Limited

Acceptable

Proficient

Comments

 

The   brochure fully and clearly provides education to a target audience about a specified   health assessment topic.

(3   points)

Description   is absent or vague; only partially addresses the target audience and topic. 

(1   point) 

Description   is clear with adequate detail; covers the major concepts behind the target   audience and topic. 

(2   points)

Description   is clear and detailed; thoroughly covers all the concepts behind the target   audience and topic. 

(3   points)

 

The   health assessment focuses on a specific group, community or individual. 

(3   points)

The   health assessment focus on a specific group, community or individual is   absent or vague; only partially addresses the issue. 

(1   point)

The   health assessment focus on a specific group, community or individual is clear   with adequate detail. 

(2   points)

The   health assessment focus on a specific group, community or individual is clear   and detailed; thoroughly covers the issue. 

(3   points) 

 

The   purpose of the project, the audience that it intends to reach, background   information and relevance of the information to the group is clearly   defined. 

(3   points)

The   purpose of the project, the audience that it intends to reach, background   information and relevance of the information to the group, is absent or   vague; only partially relates to the issue. 

(1   point) 

The   purpose of the project, the audience that it intends to reach, background   information and relevance of the information to the group is clear with   adequate detail. 

(2   points)

The   purpose of the project, the audience that it intends to reach, background   information and relevance of the information to the group is clearly and thoroughly   described. 

(3   points)

 

The brochure is concise, clear,   goals and objectives are stated. 

(2   points) 

The brochure is vague, unclear,   goals and objectives are not stated.

(0.5   Points)

The brochure and goals and   objectives are stated and clear with adequate detail.

(1   point)

The brochure and goals and   objectives are stated and clearly and thoroughly described clear with   adequate detail. 

(2   points)

 

The brochure includes appropriate   FAQs, and images, graphs, or tables, etc.

(2   points) 

The brochure does not include   appropriate FAQs and images, graphs, or tables, etc. No or fewer than the   required number of items were included.

(0.5 Points)

The brochure includes an adequate number   of appropriate FAQs (3) and images, graphs, or tables, etc. (2). 

(1   point)

The brochure includes all the   required appropriate FAQs (5) and images graphs, or tables, etc. (3).

(2 points)

 

Effectiveness   

The   brochure is easily legible. The overall brochure is organized in a clear,   logical way. Correct use of APA 7th edition for citations and   references.

(2   points) 

Brochure   is lacking a significant number of key elements and has inaccuracies. Poor   organization with numerous errors, including in APA format.

(0.5   Points)

Brochure   includes most material needed to gain a comfortable understanding of the   theory but is lacking one or two key elements. Moderately-well organized and   contains a few errors, including in APA format. (1 point) 

Brochure   includes all material needed to gain a thorough understanding of the topic. Brochure   looks professional, demonstrates good understanding of the information. Minimal   APA format errors.

(2 points)

 

Students will complete the following scenario as an essay.

As you are completing your audits you observe Mary Johnson’s chart and notice the following:

Mary Johnson saw Dr. Nichols today for a well-woman exam. Total charges are $185.00. Mary has two insurance companies:

Primary Insurance

Secondary Insurance

BCBS

Cigna Health Care

Copay: $25.00

Deductible: $200.00 (already met)

100% benefit after copay

80% benefit after deductible

Allowed amount: $150.00

Allowed amount: $125.00

Both claims were submitted at the same time in error.

Money collected from the patient: $0.00

1. Complete the following questions providing rationales for your responses:
   1. How much money did Dr. Nichols receive?
   2. How much should BCBS have paid?
   3. How much should Cigna have paid?
   4. How much is this claim overpaid?
   5. Who overpaid on this claim?
   6. What would be your next steps?
2. Address how this situation might be avoided in the future: be specific and provide steps.
3. The well-woman exam showed this patient due to family history of cancer would benefit from BRCA genetic testing and both insurance companies denied this claim. Format a letter of appeal or BRCA testing.

This assignment is completed as an APA style paper, and should be at least 2-3 pages in length. Demonstrate your business knowledge and professional ethics in your response.

Assignment Expectations:  

• Length:
  • answers must thoroughly address each question in a clear, concise manner; complete answers will likely take 2-3 pages
• Structure:
  • Title and reference page required
  • address each question in a numbered list
• References:
  • References required to be cited if used

Qualitative and Quantitative Research Design

Qualitative and quantitative research designs are two different types of data. They both have specific differences that could easily be mistaken for the other. Qualitative research has to do a lot with data that is descriptive and takes into regard a phenomenon that can be observed but not measured, like language, for example (McLeod, 2019).  Quantitative has to do with information about quantities, like numbers for example (McLeod, 2019).

Qualitative research uses a multi method approach (McLeod, 2019). This means that multiple methods can be used to acquire data in regard to a research study. Qualitative research also involves the use of a type of naturalistic and interpretive approach (McLeod, 2019). For example, a group of people that really enjoy using the qualitative research method  are psychologists. The reason why psychologists prefer the use of qualitative research is to understand the social reality of individuals, groups, and cultures in the same way that these individuals feel it or live it (McLeod, 2019). The goal psychologists strive for with qualitative research is to explore and find an explanation to the ‘why’ and ‘how’ of a particular phenomenon or behavior that is occurring in a particular context (McLeod, 2019). 

According to the University of Utah, qualitative research is “a process of naturalistic inquiry that seeks in-depth understanding of a social phenomena that is within their natural setting (“Understanding Quantitative vs. Qualitative Research,” 2019). 

Quantitative research has a much more different approach and goal than qualitative research does. Quantitative research places an emphasis on the statistical, numerical, and mathematical analysis of data or information that is collected through the use of questionnaires, surveys, polls, or through the manipulation of pre-existing statistical data by using computational techniques (“Understanding Quantitative vs. Qualitative Research,” 2019).  Quantitative research aims to measure or test a theory of the attitudes of the targeted audience in response to a specific research goal or objective (“Understanding Quantitative vs. Qualitative Research,” 2019). 

In regard to quantitative research, research and data that previously existed must be retained if manipulation were to take place. When it comes to the manipulation of pre-existing data, the researcher must take the retention of the collection of text, writings, and research into consideration when new data is to be added (“Understanding Quantitative vs. Qualitative Research,” 2019).  Nowadays, in order for this to happen, quantitative research is done frequently online in order to reach a wider audience that is more likely to participate in providing an accurate representation of the views of the targeted population (“Understanding Quantitative vs. Qualitative Research,” 2019). With the technology that we have nowadays, surveys can be conducted easily and more quickly, just in case there is a time constraint in which the research needs to be completed (“Understanding Quantitative vs. Qualitative Research,” 2019).

Before conducting any research, one must consider what type of research would be best for their study. Choosing the type of research approach will greatly affect the type of insights that will be generated at the end of the research study (“Understanding Quantitative vs. Qualitative Research,” 2019). To get a more accurate and concise result, it is best to use the combinations of both qualitative and quantitative research study methods (“Understanding Quantitative vs. Qualitative Research,” 2019).

References

FlexMR. (2019, April 17). Understanding Quantitative vs. Qualitative Research. Retrieved October 28, 2020, from https://medium.com/@FlexMR/understanding-quantitative-vs-qualitative-research-8f7cbf748765FlexMR. (2019, April 17). Understanding Quantitative vs. Qualitative Research. Retrieved October 28, 2020, from https://medium.com/@FlexMR/understanding-quantitative-vs-qualitative-research-8f7cbf748765

McLeod, S. (2019). Qualitative vs Quantitative Research: Simply Psychology. Retrieved October 28, 2020, from https://www.simplypsychology.org/qualitative-quantitative.html

86 Years Old Asian Male Annual Physical Test and Results

Specific Socioeconomic, Spiritual, Lifestyle, and other Cultural Factors that are related to the Health of our Patient 

The patient comes from a low socio-economic background. This is proven by the fact that the patient depends on his daughter for his survival. This type of background negatively affects the patient type of medication and diets taken. On the spiritual background, the patient comes from an Asian country where most people are Muslims. The religion dictates some aspects of diets and health practices to be done on their people (Ball et al., 2015). The patient has a simple lifestyle on his lifestyle, considering he does not have the capital capability, and the culture dictates so. Many patients about his age are demanded by their religion to be role models and look after their own families. Lastly, the health of our patients may be dictated by the facts of his social organization. The patient seems to have no other people who can support him apart from his daughter, thus worrying more about his life. Patients about his age are supposed to have a family that is taking care of him. 

The Domain I would utilize on my Patient when Conducting a Comprehensive Nutritional Assessment.

When conducting a comprehensive nutritional assessment, the best domain to utilize to my patient is better communication and questionnaires. Other domains are health, behavior, and mental state (Ball et al., 2015). Many patients feel free to answer written questions rather than face to face questions. I would consider presenting my patient with a questionnaire and giving them quality time to answer. Also, when communicating, I would avoid maintaining a firm gaze since the patients may feel uncomfortable. 

More so, I would research my patient language preference and try to speak to them accordingly. Many people prefer to come open to nurses who understand them better. On other matters, as a nurse, I would consider knowing my patient’s environment as it impacts their health (Sullivan, 2012). As a nurse, I would consider knowing all the patients’ diets to create a comprehensive nutritional assessment table for my patient. Lastly, a good nurse researches the health history of the patient. This dearly helps the nurse to know the drugs to administer to the patient. For example, a patient history clearly outlines the effects of a certain medicine; thus, the nurse will avoid administering it. 

Discussion of the Functional Anatomy and Physiology of a Psychiatric Mental Health Patient Together with the Key Concepts, a Nurse must know to Assess Specific Functions.

The patient’s functional anatomy seems to be out of normal, with bruises on his upper arm and back. Also, there is chronic prostatitis, frequent falls, unexplainable weight loss, and elevated blood pressure (Ball et al., 2015). In my opinion, the patient may be undergoing physical abuse or an unpleasant environment. These symptoms may also point to malnutrition or much medication as the patient is enlisted to various medications types. 

His body seems to be normal on our patient’s physiology, with his various parts functioning normally. His pupils seem well-positioned and normal. Also, his extraocular movements are intact and well-positioned. More so, his arcus senilis seems high, with this disorder been common with older adults. Moreover, his conjunctiva and scleral have inflammation. Furthermore, his bowels sound normal, and his objective data are ranging correctly. His blood pressure, pulse, temperature, and his body mass index all ranging normally.

For a nurse to assess a patient well, they should familiarize themselves with the following key factors; firstly, the nurse should know the systems of administering medications. Secondly, the nurse should create a better relationship with the patient (Sullivan, 2012). The nurse should also learn the art of knowing all given symptoms and coming up with a precise treatment.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th edition.). St. Louis, MO: Elsevier Mosby.

Sullivan, D. D. (2012). Guide to clinical documentation (2nd edition.). Philadelphia, PA: F. A.  Davis.