Category: Nursing

  • [Solved] week 5 discussion – nursing politics

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  • [Solved] Proposed project

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    – ## SampleInformaticProject.docx – ## ProjectTemplate.pptx **## SampleInformaticProject.docx** PROPOSE NURSING INFORMATIC PROJECT You will use project management tools and strategies to propose how you would support and potentially implement a proposed nursing informatics project. To complete this …

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    Assignment Prompt & Instructions

    – ## SampleInformaticProject.docx

    – ## ProjectTemplate.pptx

    **## SampleInformaticProject.docx**

    PROPOSE NURSING INFORMATIC PROJECT

    You will use project management tools and strategies to propose how you would support and potentially implement a proposed nursing informatics project. To complete this project, you will define an informatics project that would be beneficial to your healthcare organization or nursing practice. You can discuss this with upper leadership, in your practice or organization, explaining that you will need to design a proposed informatics project.

    Be sure that each table or figure is explained with a short text description just before you include the table or figure in your presentation (APA 7).

    **Design a proposed informatics project for your organization and Include.**

    ·
    **Introduction**

    ·
    **Background and Significance**

    ·
    **Project Purpose**

    ·
    **Identify and initiate a conversation with a nurse leader at your nursing practice or healthcare organization.**

    ·
    **Develop the Scope and Charter Documents.**

    ·
    **Conduct a SWOT analysis which will provide information for the Scope and Charter. You can use a Word document and insert a table.**

    ·
    **Create a visual using the Gap Analysis map of the identified gap, documenting the flow from the point of origin to the destination.**

    ·
    **Create a Work Breakdown Structure (WBS) using PowerPoint slides or another method.**

    ·
    **Create a Project Timeline Gantt chart, which defines who is responsible, due dates to start/finish activities.**

    ·
    **RACI (responsibility chart) which outlines who will be responsible for which tasks, if working with a team.**

    ·
    **Communication plan – Include documentation of all communications, status reports, changes made, and next steps, especially if others will be responsible for helping you acquire documents such as IRB site documents if applicable.**

    ·
    **Risk management plan**

    ·
    **Summarize the key findings from your review of the scholarly evidence that supports the proposed project. Include key takeaways (one slide). Include valid scholarly references (no older than 7 years) to support your work on the proposed project.**

    ·
    **Conclusion**

    **## ProjectTemplate.pptx**

    Week 6 Assignment: Nursing Informatics Project Proposal

    1

    Content:

    Brief introduction to the project requirements and objectives

    Formatting Notes:

    Choose formatting that presents your information in the most logical way.

    You may use paragraphs or bulleted lists, be concise, one slide per content topic.

    Keep font of text consistent, no smaller than 20-point font.

    End bullet points consistently, either with or without a period.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [PowerPoint Presentation tips](https://academicanswers.waldenu.edu/faq/330533) for more information!

    From the Rubric:

    A clear and comprehensive introduction is provided.

    2

    2

    Initiating Conversation with a Nurse Leader

    Content:

    Identify and approach a nurse leader

    Key points of discussion for identifying proposed project

    From the Rubric:

    The response accurately and clearly identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred.

    3

    3

    Developing Scope Document

    Content:

    Definition and importance of Scope Document

    Include Scope Document

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project scope document that is detailed and comprehensive is provided

    4

    4

    Developing Charter Document

    5

    Content:

    Definition and importance of Charter Document

    Include Charter Document

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project charter document that is detailed and comprehensive is provided

    5

    Conducting a SWOT Analysis

    6

    Content:

    Definition and purpose of SWOT Analysis

    SWOT Table (Strengths, Weaknesses, Opportunities, Threats)

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete SWOT analysis that is detailed and comprehensive is provided

    Conducting a Gap Analysis Map

    7

    Content:

    Definition and purpose of Gap Analysis

    Gap Analysis map included

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Gap Analysis that is detailed and comprehensive is provided

    Creating a Work Breakdown Structure (WBS)

    Content:

    Definition and purpose of WBS

    Example of a WBS

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Work Breakdown Structure that is detailed and comprehensive is provided

    8

    Project Timeline Gantt Chart

    Content:

    Definition and importance of a Gantt chart

    Example of a Gantt chart with tasks, start/finish dates, and responsibilities

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project timeline/Gantt Chart that is detailed and comprehensive is provided

    9

    RACI Chart

    Content:

    Definition and purpose of a RACI chart

    Example of a RACI chart (Responsible, Accountable, Consulted, Informed)

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete RACI Chart that is detailed and comprehensive is provided

    10

    Communication Plan

    Content:

    Importance of documenting all communications and status reports

    Key components of a communication plan

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Communication Plan that is detailed and comprehensive is provided

    11

    Risk Management

    Content:

    Importance of identifying and mitigating risks

    Example of a risk management plan

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Risk Management Plan that is detailed and comprehensive is provided

    12

    Conclusion

    Content:

    Summary of the project planning and documentation process

    Final thoughts and next steps

    From the Rubric:

    A clear and comprehensive conclusion is provided.

    13

    Support for Proposed Project – Scholarly Evidence

    Content:

    Synthesis of scholarly literature supporting the project

    Key points from relevant literature

    Note:

    Reference list entries take the same format they would in a paper, including a hanging

    indent. Visit the Common Reference List Examples page for the correct APA format.

    From the Rubric:

    Summarize the key findings from your review of the scholarly evidence that supports

    the proposed project. Include key take aways (one slide). Include valid scholarly

    references (no older than 7 years) to support your work on the proposed project.

    14

    ## image3.png

    ## image4.svg

    .MsftOfcThm_Background1_Stroke_v2 {
    stroke:#FFFFFF;
    }

    ## image7.png

    ## image8.svg

    .MsftOfcThm_Text1_Stroke_v2 {
    stroke:#000000;
    }

    ## image13.png

    ## image9.png

    ## image10.svg

    .MsftOfcThm_Text1_Stroke_v2 {
    stroke:#000000;
    }

    **## ProjectTemplate.pptx**

    Week 6 Assignment: Nursing Informatics Project Proposal

    1

    Content:

    Brief introduction to the project requirements and objectives

    Formatting Notes:

    Choose formatting that presents your information in the most logical way.

    You may use paragraphs or bulleted lists, be concise, one slide per content topic.

    Keep font of text consistent, no smaller than 20-point font.

    End bullet points consistently, either with or without a period.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [PowerPoint Presentation tips](https://academicanswers.waldenu.edu/faq/330533) for more information!

    From the Rubric:

    A clear and comprehensive introduction is provided.

    2

    2

    Initiating Conversation with a Nurse Leader

    Content:

    Identify and approach a nurse leader

    Key points of discussion for identifying proposed project

    From the Rubric:

    The response accurately and clearly identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred.

    3

    3

    Developing Scope Document

    Content:

    Definition and importance of Scope Document

    Include Scope Document

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project scope document that is detailed and comprehensive is provided

    4

    4

    Developing Charter Document

    5

    Content:

    Definition and importance of Charter Document

    Include Charter Document

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project charter document that is detailed and comprehensive is provided

    5

    Conducting a SWOT Analysis

    6

    Content:

    Definition and purpose of SWOT Analysis

    SWOT Table (Strengths, Weaknesses, Opportunities, Threats)

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete SWOT analysis that is detailed and comprehensive is provided

    Conducting a Gap Analysis Map

    7

    Content:

    Definition and purpose of Gap Analysis

    Gap Analysis map included

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Gap Analysis that is detailed and comprehensive is provided

    Creating a Work Breakdown Structure (WBS)

    Content:

    Definition and purpose of WBS

    Example of a WBS

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Work Breakdown Structure that is detailed and comprehensive is provided

    8

    Project Timeline Gantt Chart

    Content:

    Definition and importance of a Gantt chart

    Example of a Gantt chart with tasks, start/finish dates, and responsibilities

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project timeline/Gantt Chart that is detailed and comprehensive is provided

    9

    RACI Chart

    Content:

    Definition and purpose of a RACI chart

    Example of a RACI chart (Responsible, Accountable, Consulted, Informed)

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete RACI Chart that is detailed and comprehensive is provided

    10

    Communication Plan

    Content:

    Importance of documenting all communications and status reports

    Key components of a communication plan

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Communication Plan that is detailed and comprehensive is provided

    11

    Risk Management

    Content:

    Importance of identifying and mitigating risks

    Example of a risk management plan

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Risk Management Plan that is detailed and comprehensive is provided

    12

    Conclusion

    Content:

    Summary of the project planning and documentation process

    Final thoughts and next steps

    From the Rubric:

    A clear and comprehensive conclusion is provided.

    13

    Support for Proposed Project – Scholarly Evidence

    Content:

    Synthesis of scholarly literature supporting the project

    Key points from relevant literature

    Note:

    Reference list entries take the same format they would in a paper, including a hanging

    indent. Visit the Common Reference List Examples page for the correct APA format.

    From the Rubric:

    Summarize the key findings from your review of the scholarly evidence that supports

    the proposed project. Include key take aways (one slide). Include valid scholarly

    references (no older than 7 years) to support your work on the proposed project.

    14

    ## image3.png

    ## image4.svg

    .MsftOfcThm_Background1_Stroke_v2 {
    stroke:#FFFFFF;
    }

    ## image7.png

    ## image8.svg

    .MsftOfcThm_Text1_Stroke_v2 {
    stroke:#000000;
    }

    ## image13.png

    ## image9.png

    ## image10.svg

    .MsftOfcThm_Text1_Stroke_v2 {
    stroke:#000000;
    }

    **## SampleInformaticProject.docx**

    PROPOSE NURSING INFORMATIC PROJECT

    You will use project management tools and strategies to propose how you would support and potentially implement a proposed nursing informatics project. To complete this project, you will define an informatics project that would be beneficial to your healthcare organization or nursing practice. You can discuss this with upper leadership, in your practice or organization, explaining that you will need to design a proposed informatics project.

    Be sure that each table or figure is explained with a short text description just before you include the table or figure in your presentation (APA 7).

    **Design a proposed informatics project for your organization and Include.**

    ·
    **Introduction**

    ·
    **Background and Significance**

    ·
    **Project Purpose**

    ·
    **Identify and initiate a conversation with a nurse leader at your nursing practice or healthcare organization.**

    ·
    **Develop the Scope and Charter Documents.**

    ·
    **Conduct a SWOT analysis which will provide information for the Scope and Charter. You can use a Word document and insert a table.**

    ·
    **Create a visual using the Gap Analysis map of the identified gap, documenting the flow from the point of origin to the destination.**

    ·
    **Create a Work Breakdown Structure (WBS) using PowerPoint slides or another method.**

    ·
    **Create a Project Timeline Gantt chart, which defines who is responsible, due dates to start/finish activities.**

    ·
    **RACI (responsibility chart) which outlines who will be responsible for which tasks, if working with a team.**

    ·
    **Communication plan – Include documentation of all communications, status reports, changes made, and next steps, especially if others will be responsible for helping you acquire documents such as IRB site documents if applicable.**

    ·
    **Risk management plan**

    ·
    **Summarize the key findings from your review of the scholarly evidence that supports the proposed project. Include key takeaways (one slide). Include valid scholarly references (no older than 7 years) to support your work on the proposed project.**

    ·
    **Conclusion**

    **## ProjectTemplate.pptx**

    Week 6 Assignment: Nursing Informatics Project Proposal

    1

    Content:

    Brief introduction to the project requirements and objectives

    Formatting Notes:

    Choose formatting that presents your information in the most logical way.

    You may use paragraphs or bulleted lists, be concise, one slide per content topic.

    Keep font of text consistent, no smaller than 20-point font.

    End bullet points consistently, either with or without a period.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [PowerPoint Presentation tips](https://academicanswers.waldenu.edu/faq/330533) for more information!

    From the Rubric:

    A clear and comprehensive introduction is provided.

    2

    2

    Initiating Conversation with a Nurse Leader

    Content:

    Identify and approach a nurse leader

    Key points of discussion for identifying proposed project

    From the Rubric:

    The response accurately and clearly identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred.

    3

    3

    Developing Scope Document

    Content:

    Definition and importance of Scope Document

    Include Scope Document

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project scope document that is detailed and comprehensive is provided

    4

    4

    Developing Charter Document

    5

    Content:

    Definition and importance of Charter Document

    Include Charter Document

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project charter document that is detailed and comprehensive is provided

    5

    Conducting a SWOT Analysis

    6

    Content:

    Definition and purpose of SWOT Analysis

    SWOT Table (Strengths, Weaknesses, Opportunities, Threats)

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete SWOT analysis that is detailed and comprehensive is provided

    Conducting a Gap Analysis Map

    7

    Content:

    Definition and purpose of Gap Analysis

    Gap Analysis map included

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Gap Analysis that is detailed and comprehensive is provided

    Creating a Work Breakdown Structure (WBS)

    Content:

    Definition and purpose of WBS

    Example of a WBS

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Work Breakdown Structure that is detailed and comprehensive is provided

    8

    Project Timeline Gantt Chart

    Content:

    Definition and importance of a Gantt chart

    Example of a Gantt chart with tasks, start/finish dates, and responsibilities

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project timeline/Gantt Chart that is detailed and comprehensive is provided

    9

    RACI Chart

    Content:

    Definition and purpose of a RACI chart

    Example of a RACI chart (Responsible, Accountable, Consulted, Informed)

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete RACI Chart that is detailed and comprehensive is provided

    10

    Communication Plan

    Content:

    Importance of documenting all communications and status reports

    Key components of a communication plan

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Communication Plan that is detailed and comprehensive is provided

    11

    Risk Management

    Content:

    Importance of identifying and mitigating risks

    Example of a risk management plan

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Risk Management Plan that is detailed and comprehensive is provided

    12

    Conclusion

    Content:

    Summary of the project planning and documentation process

    Final thoughts and next steps

    From the Rubric:

    A clear and comprehensive conclusion is provided.

    13

    Support for Proposed Project – Scholarly Evidence

    Content:

    Synthesis of scholarly literature supporting the project

    Key points from relevant literature

    Note:

    Reference list entries take the same format they would in a paper, including a hanging

    indent. Visit the Common Reference List Examples page for the correct APA format.

    From the Rubric:

    Summarize the key findings from your review of the scholarly evidence that supports

    the proposed project. Include key take aways (one slide). Include valid scholarly

    references (no older than 7 years) to support your work on the proposed project.

    14

    ## image3.png

    ## image4.svg

    .MsftOfcThm_Background1_Stroke_v2 {
    stroke:#FFFFFF;
    }

    ## image7.png

    ## image8.svg

    .MsftOfcThm_Text1_Stroke_v2 {
    stroke:#000000;
    }

    ## image13.png

    ## image9.png

    ## image10.svg

    .MsftOfcThm_Text1_Stroke_v2 {
    stroke:#000000;
    }

    **## SampleInformaticProject.docx**

    PROPOSE NURSING INFORMATIC PROJECT

    You will use project management tools and strategies to propose how you would support and potentially implement a proposed nursing informatics project. To complete this project, you will define an informatics project that would be beneficial to your healthcare organization or nursing practice. You can discuss this with upper leadership, in your practice or organization, explaining that you will need to design a proposed informatics project.

    Be sure that each table or figure is explained with a short text description just before you include the table or figure in your presentation (APA 7).

    **Design a proposed informatics project for your organization and Include.**

    ·
    **Introduction**

    ·
    **Background and Significance**

    ·
    **Project Purpose**

    ·
    **Identify and initiate a conversation with a nurse leader at your nursing practice or healthcare organization.**

    ·
    **Develop the Scope and Charter Documents.**

    ·
    **Conduct a SWOT analysis which will provide information for the Scope and Charter. You can use a Word document and insert a table.**

    ·
    **Create a visual using the Gap Analysis map of the identified gap, documenting the flow from the point of origin to the destination.**

    ·
    **Create a Work Breakdown Structure (WBS) using PowerPoint slides or another method.**

    ·
    **Create a Project Timeline Gantt chart, which defines who is responsible, due dates to start/finish activities.**

    ·
    **RACI (responsibility chart) which outlines who will be responsible for which tasks, if working with a team.**

    ·
    **Communication plan – Include documentation of all communications, status reports, changes made, and next steps, especially if others will be responsible for helping you acquire documents such as IRB site documents if applicable.**

    ·
    **Risk management plan**

    ·
    **Summarize the key findings from your review of the scholarly evidence that supports the proposed project. Include key takeaways (one slide). Include valid scholarly references (no older than 7 years) to support your work on the proposed project.**

    ·
    **Conclusion**

    **## ProjectTemplate.pptx**

    Week 6 Assignment: Nursing Informatics Project Proposal

    1

    Content:

    Brief introduction to the project requirements and objectives

    Formatting Notes:

    Choose formatting that presents your information in the most logical way.

    You may use paragraphs or bulleted lists, be concise, one slide per content topic.

    Keep font of text consistent, no smaller than 20-point font.

    End bullet points consistently, either with or without a period.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [PowerPoint Presentation tips](https://academicanswers.waldenu.edu/faq/330533) for more information!

    From the Rubric:

    A clear and comprehensive introduction is provided.

    2

    2

    Initiating Conversation with a Nurse Leader

    Content:

    Identify and approach a nurse leader

    Key points of discussion for identifying proposed project

    From the Rubric:

    The response accurately and clearly identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred.

    3

    3

    Developing Scope Document

    Content:

    Definition and importance of Scope Document

    Include Scope Document

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project scope document that is detailed and comprehensive is provided

    4

    4

    Developing Charter Document

    5

    Content:

    Definition and importance of Charter Document

    Include Charter Document

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project charter document that is detailed and comprehensive is provided

    5

    Conducting a SWOT Analysis

    6

    Content:

    Definition and purpose of SWOT Analysis

    SWOT Table (Strengths, Weaknesses, Opportunities, Threats)

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete SWOT analysis that is detailed and comprehensive is provided

    Conducting a Gap Analysis Map

    7

    Content:

    Definition and purpose of Gap Analysis

    Gap Analysis map included

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Gap Analysis that is detailed and comprehensive is provided

    Creating a Work Breakdown Structure (WBS)

    Content:

    Definition and purpose of WBS

    Example of a WBS

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Work Breakdown Structure that is detailed and comprehensive is provided

    8

    Project Timeline Gantt Chart

    Content:

    Definition and importance of a Gantt chart

    Example of a Gantt chart with tasks, start/finish dates, and responsibilities

    Note:

    Use APA style rules to format any tables and figures in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete project timeline/Gantt Chart that is detailed and comprehensive is provided

    9

    RACI Chart

    Content:

    Definition and purpose of a RACI chart

    Example of a RACI chart (Responsible, Accountable, Consulted, Informed)

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete RACI Chart that is detailed and comprehensive is provided

    10

    Communication Plan

    Content:

    Importance of documenting all communications and status reports

    Key components of a communication plan

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Communication Plan that is detailed and comprehensive is provided

    11

    Risk Management

    Content:

    Importance of identifying and mitigating risks

    Example of a risk management plan

    Note:

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

    Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

    From the Rubric:

    An accurate and complete Risk Management Plan that is detailed and comprehensive is provided

    12

    Conclusion

    Content:

    Summary of the project planning and documentation process

    Final thoughts and next steps

    From the Rubric:

    A clear and comprehensive conclusion is provided.

    13

    Support for Proposed Project – Scholarly Evidence

    Content:

    Synthesis of scholarly literature supporting the project

    Key points from relevant literature

    Note:

    Reference list entries take the same format they would in a paper, including a hanging

    indent. Visit the Common Reference List Examples page for the correct APA format.

    From the Rubric:

    Summarize the key findings from your review of the scholarly evidence that supports

    the proposed project. Include key take aways (one slide). Include valid scholarly

    references (no older than 7 years) to support your work on the proposed project.

    14

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    ## image7.png

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    stroke:#000000;
    }

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    – 1
    – 2

  • [Solved] Assgn 5 concept

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Answer the following questions using the patient examples described above. **Patient 1** – What are the concerns of the patient remaining on the opioid medication and clonazepam? – How might you educate the patient about these risks and concerns? The patient agrees that he should not continue both m…

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    Assignment Prompt & Instructions

    Answer the following questions using the patient examples described above.
    **Patient 1**
    – What are the concerns of the patient remaining on the opioid medication and clonazepam?
    – How might you educate the patient about these risks and concerns?
    The patient agrees that he should not continue both medications in combination. He would like to “get off” the clonazepam but worries about “bad withdrawals” that he’s heard about from stopping clonazepam “cold turkey” and is concerned about re-occurring panic attacks. How might you respond to the following:
    – How would you instruct the patient to taper off clonazepam?
    – What other medication would you recommend for the patient for the treatment of his panic attacks? Keep in mind, he will continue the opioid medication for pain relief.
    – How would you start the new recommended psychotropic medication for the patient?
    – Discuss one legal, ethical, or social consideration with the treatment plan.
    **Patient 2**
    – The patient reports withdrawal symptoms when previously tapering off the alprazolam. What symptoms are common withdrawal symptoms from this medication?
    – Provide the patient education of withdrawal symptoms that range from common and less serious to withdrawal symptoms that are a cause for concern and that should prompt patient should seek medical attention.
    – Given the patient’s history of having withdrawal effects from attempting to taper off alprazolam, what longer-acting benzodiazepine would you choose to convert the patient to?
    – What is the dose you would prescribe and how would you taper off the medication?
    **Patient 3**
    – Review the potential risks, benefits, and side effects of continuing lorazepam throughout the pregnancy and postpartum for both the patient and fetus.
    – Review other alternative medications to treat generalized anxiety disorder. Include risks, benefits, and potential side effects to both the patient and the developing fetus. Keep in mind, the patient is looking to breast feed for 6 months postpartum.
    – The patient agrees that it would be safest for her pregnancy and fetus to discontinue the lorazepam. How would you recommend she discontinue lorazepam? Provide education on potential side effects from tapering off the medication, including common side effects to more serious side effects and when to seek medical attention.
    – The patient would like to forgo medications at this time, given she is early in her pregnancy and is concerned about “damage” to the fetus if she were to continue medications. Provide education to the patient about the risks of untreated anxiety symptoms during pregnancy for both the patient and the fetus.
    **Patient 4**
    – Review potential side effects for elderly on benzodiazepines providing education to both the patient and the patient’s daughter. What are the risks of continuing the benzodiazepine for this patient?
    – How would you evaluate the patient for these side effects?
    – The patient and daughter agree he will need to taper off the clonazepam given the risks of continuing this medication. How would you recommend tapering off this medication?
    – Review with the patient and daughter potential side effects of tapering off the medication. Review with them common side effects to more serious side effects and when to seek medical attention.

  • [Solved] Unit V DB Health

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – ## DBVHealthInformation.docx – ## UnitVHealth.pdf **## DBVHealthInformation.docx** DB V • Your initial post should be at least 200 words in length. Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday. You recently help…

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    Assignment Prompt & Instructions

    see attached

    – ## DBVHealthInformation.docx

    – ## UnitVHealth.pdf

    **## DBVHealthInformation.docx**

    DB V

    •  Your initial post should be at least 200 words in length.

    Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday.

    You recently helped your patient review a denied insurance claim for a routine diagnostic test. The insurance company stated the service was not medically necessary, even though the test was ordered by their doctor to monitor a chronic condition. This experience left you questioning how insurers determine what is "necessary" and why claims for essential care can be denied in some cases.

    In your post, share your thoughts on how medical coders and healthcare providers can work together to minimize claim denials based on medical necessity. What steps can be taken to ensure that documentation and coding align with payer policies? Have you or someone you know faced a similar issue with insurance coverage? How would you address these situations in your future healthcare role?

    **Response 1: Angela White**

    Top of Form

    Medical coders and healthcare providers play a crucial role in ensuring that insurance claims are approved, especially when it comes to proving medical necessity. From my perspective, strong collaboration between these two groups is essential to minimize claim denials. Providers need to clearly document the patient’s condition, symptoms, and the rationale for ordering specific tests or treatments. Coders, on the other hand, must accurately translate this information into codes that reflect the true nature of the care provided and match payer requirements.

    One important step is ongoing education for both providers and coders about current insurance policies and guidelines. Regular training sessions can help everyone stay updated on what insurers consider medically necessary and how to properly document and code those services. Additionally, using checklists or templates during documentation can ensure all required details are included, such as the diagnosis, relevant history, and the reason for the test or procedure.

    I have seen family members struggle with denied claims for tests their doctors said were needed. In those cases, appeals were often successful when additional documentation was provided, showing why the service was essential. If I encounter similar situations in my future healthcare role, I would advocate for thorough documentation from the start and work closely with coders to make sure everything aligns with payer policies. I would also educate patients about the importance of clear communication with their providers regarding their health needs and insurance coverage. Ultimately, teamwork and attention to detail are key to reducing unnecessary denials and ensuring patients get the care they need.

    **Response 2: Robie OgnibeneTop of Form**

    Insurance denials based on “medical necessity” can be really confusing, especially when a doctor clearly ordered something for a valid reason. After helping a patient review a denied claim for a routine test, I started wondering how insurers decide what counts as necessary in the first place. It made me realize how important it is for medical coders and healthcare providers to work closely together to prevent these kinds of issues.

    One big way to reduce denials is making sure the documentation fully explains why the test or procedure was needed. Providers have to clearly describe the patient’s symptoms, history, and diagnosis so coders can match the correct ICD-10 and CPT codes. Coders also play a major role by checking payer policies, catching missing details, and helping providers understand what insurance companies expect. Even small gaps in documentation can lead to a denial, so communication between the coding and clinical teams is key.

    I’ve seen people I know run into the same problem—insurance denying something that their doctor felt was necessary. Most of the time, it came down to how the information was documented. In my future healthcare role, I would try to address these issues early by double-checking payer requirements, making sure charts are complete, and helping patients appeal denials when needed. At the end of the day, patients deserve care without unnecessary obstacles.

    Bottom of Form

    Bottom of Form

    **## UnitVHealth.pdf**

    HTH 2305, Health Information Documentation Management 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    2. Discuss how medical coding impacts the health care revenue cycle.
    2.2 Describe the importance of accurate documentation in diagnostic process.

    3. Analyze medical records for accuracy and completeness.

    3.1 Outline the role diagnostic coding plays in proving medical necessity.

    Required Unit Resources

    Chapter 15: Diagnostic Coding (ULOs 2.2 and 3.1)

    Video: Coding and Classification (ULOs 2.2 and 3.1)
    This video outlines the steps to accurate medical diagnostic coding. These steps are vital to achieve proper
    reimbursement for the healthcare provider (2:36 minutes).

    Unit Lesson

    Lesson: Diagnostic Medical Coding (ULOs 2.2 and 3.1)

    Introduction

    Diagnostic coding is a critical aspect of medical billing and healthcare documentation, ensuring accurate
    representation of a patient's diagnosis for clinical as well as administrative purposes.

    Consider a scenario where a patient presents with shortness of breath and fever. Initially, the diagnosis might
    be documented as pneumonia. However, modern diagnostic coding enables the addition of specificity, such
    as "J18.9" for unspecified pneumonia or "J15.9" for bacterial pneumonia, depending on lab results. This
    precise coding ensures the patient’s treatment aligns with their exact condition and allows for proper
    insurance reimbursement. This unit will cover the basics of diagnostic coding, the International Classification
    of Diseases, 10th Revision, Clinical Modification (ICD-10-CM) system, and medical necessity. First, let's
    discuss the importance of understanding human anatomy and physiology when it comes to medical coding.

    Human Anatomy and Physiology

    Understanding human anatomy is an essential skill for medical coders as it helps them identify and apply
    codes based on the location and nature of medical conditions. As outlined in the previous example,
    understanding the anatomical distinctions between the upper and lower respiratory tract is critical when
    coding for conditions like bronchitis versus pneumonia.

    This is one reason why human anatomy and physiology should be a course that health information
    professionals take early in their educational journey. A solid grasp of anatomy helps coders interpret clinical
    documentation effectively, resulting in assigned codes that accurately reflect the patient's diagnosis and
    treatment. This leads to improved quality of care and more efficient reimbursement processes.

    International Classification of Diseases, 10th Revision, Clinical Modification (ICD-10-CM)

    Diagnostic coding is governed by the International Classification of Diseases, 10th Revision, Clinical
    Modification (ICD-10-CM). This standardized system, developed by the World Health Organization (WHO)

    UNIT V STUDY GUIDE

    Diagnostic Medical Coding

    HTH 2305, Health Information Documentation Management 2

    UNIT x STUDY GUIDE

    Title

    and modified for use in the United States, is used to document and track diseases and other health
    conditions. With over 70,000 codes, the ICD-10-CM system offers a high level of detail, enabling precise
    coding for clinical and administrative purposes.

    The alphanumeric structure of ICD-10-CM codes can range from three to seven characters. The first
    character is always a letter, indicating the code chapter or category, followed by numeric characters that
    define the condition’s category (Ex. J96). Additional characters provide specificity, such as severity,
    anatomical site, or episode of care. Let's look at the medical code explanation below:

    J96.01XA – Acute respiratory failure with hypoxia, initial encounter:

    • J – The first character places the code in Chapter 10, which addresses Diseases of the Respiratory
    System.

    • 96 – The second and third characters specify the condition category, which is Respiratory failure.

    • 0 – The fourth character identifies that the respiratory failure is acute.

    • 1 – The fifth character indicates the specific type, in this case, acute respiratory failure with hypoxia
    (low oxygen levels).

    • X – A placeholder used when there are 7 characters, and no sixth character is needed

    • A – The seventh character is the encounter extension. Here, "A" indicates this is the initial encounter
    for the condition.

    ICD-10-CM Terminology and Conventions

    On top of being well-versed with knowledge of basic human anatomy, understanding ICD-10-CM terminology
    and conventions is also crucial for accurate and consistent coding. There are key terms that coding
    professionals should become familiar with to make sure that they are coding to the highest level of accuracy
    possible.

    Even when there is a lack of information, ICD-10-CM has a classification system for these situations. For
    example, NOS (Not Otherwise Specified) is used when documentation is insufficient for a more specific code.
    Contrast this with NEC (Not Elsewhere Classified) which indicates that a specific code for the condition is
    unavailable. While the terms may sound similar, they are different and can impact data analysis and
    reimbursement.

    ICD-10-CM coding conventions can also provide vital information that will lead you to other information
    throughout the coding manual. The term "Includes notes" provides examples of conditions within a category,
    while "Excludes notes" clarify exclusions. "Excludes1" indicates conditions that cannot be coded together and
    "Excludes2" allows separate coding for excluded conditions.

    These are just a few coding guidelines that help clarify diagnoses and specificity to medical encounters.
    These conventions guide coders in navigating the ICD-10-CM manual and ensure clarity and accuracy in
    coding.

    Chapter-Specific Guidelines

    Chapter-specific guidelines in the ICD-10-CM manual provide additional instructions for coding based on a
    specific body system or condition type. In Chapter 10, which covers diseases of the respiratory system,
    combination codes capture conditions like acute respiratory failure with pneumonia. Respiratory conditions
    caused by external agents require sequencing, with the respiratory condition coded first, and underlying or
    additional conditions, followed by the external cause. Let's dissect this principle through an example:

    A patient is admitted with acute respiratory failure due to pneumonia caused by aspiration of food particles.

    There are three diagnostic codes needed for this situation coded in this sequence: J96.00, J69.0,
    W778.1XXA.

    • J96.00 – Acute respiratory failure, unspecified whether with hypoxia or hypercapnia (the respiratory
    condition). Coded first because it is the primary issue being treated.

    HTH 2305, Health Information Documentation Management 3

    UNIT x STUDY GUIDE

    Title

    • J69.0 – Pneumonitis due to inhalation of food and vomit (the specific type of pneumonia caused by
    aspiration), coded second to provide additional specificity about the underlying condition causing the
    respiratory failure.

    • W78.1XXA – Inhalation of food causing other injury, initial encounter (the external cause), coded last
    to describe the event that led to the aspiration pneumonia.

    Chapter 18 focuses on symptoms, signs, and abnormal clinical and laboratory findings, often using symptoms
    as secondary codes when a definitive diagnosis is established. If no definitive diagnosis is reached, signs and
    symptoms can serve as the primary reason for the encounter.

    Chapter 21 covers factors influencing health status and contact with health services, including codes for
    preventive services like screenings and vaccinations, as well as status codes indicating implants, prosthetics,
    or chronic conditions that influence care.

    Chapter 22 includes Codes for Special Purposes (U00–U85), which cover a range of supplementary
    classifications, such as diseases of uncertain etiology, and emergency use codes. These codes are often
    used for new or emerging diseases and conditions requiring immediate classification (e.g. code U07.1 for
    COVID-19).

    These are just a few of the chapter specific guidelines that are found throughout the ICD-10-CM coding
    manual. At the beginning of each chapter in the manual, you will find special information regarding the coding
    guidelines and processes specific to that chapter. Following these special guidelines will ensure that the
    medical coding is accurate and will lead to proper treatment of the patient's diagnosis.

    Medical Necessity

    Medical necessity requires that healthcare services provided to patients are both reasonable and necessary
    for the treatment of that patient’s condition. Payers, such as Medicare and private insurers, use diagnostic
    codes to evaluate whether services meet this standard or not. Accurate coding ensures that healthcare
    providers receive appropriate reimbursement while minimizing the risk of audits and denied claims. Thorough
    documentation of the patient’s condition can support this documentation and align with payer and medical
    policies.

    The 2024 Improper Payments Fact Sheet, released by The Centers for Medicare and Medicaid Services,
    stated that most Medicare fee-for-service improper payments were due to either insufficient documentation or
    documentation that did not demonstrate medical necessity (CMS, 2024). According to the article, many of the
    improper payments that CMS discovered could have been easily avoided through improved compliance, as
    human error was the catalyst for many of these payment errors.

    Primary Diagnosis vs. Principal Diagnosis

    It is essential to understand the distinction between principal and primary diagnoses. The principal diagnosis
    is the condition identified after study to be chiefly responsible for a patient’s admission to a hospital. For
    example, a patient admitted with chest pain who is diagnosed with acute myocardial infarction would have
    acute myocardial infarction as the principal diagnosis.

    In contrast, the primary diagnosis refers to the main condition treated or evaluated during an outpatient
    encounter, such as diabetes mellitus for a patient visiting a clinic for diabetes management. Confusing the
    inpatient and outpatient settings can result in a coding error when it comes to primary vs. principal diagnoses.
    Remember, primary diagnosis is for outpatient settings and principal diagnoses are for inpatient settings.
    Accurate differentiation between these terms can assist with timely reimbursement structures and precise
    reporting for quality metrics and research.

    Best Practices

    To ensure accuracy and compliance in diagnostic coding, best practices include thoroughly reviewing
    documentation to make sure it captures relevant details such as severity, site, and laterality. Coders should
    follow the official ICD-10-CM guidelines and stay informed about annual updates to the coding system.

    HTH 2305, Health Information Documentation Management 4

    UNIT x STUDY GUIDE

    Title

    Collaboration with providers is crucial for clarifying ambiguous or incomplete documentation. Leveraging
    technology, such as coding software and electronic health record (EHR) systems, can enhance accuracy and
    efficiency.

    Conclusion

    These practices optimize reimbursement and contribute to improved patient care and robust healthcare data.
    Diagnostic coding, particularly with the ICD-10-CM system, is fundamental to modern healthcare operations.
    By mastering its structure, conventions, and guidelines, coders play a vital role in ensuring accurate and
    compliant documentation of patient conditions. Through continued education and collaboration with providers,
    coders can adapt to the challenges of the healthcare industry while upholding the highest standards of
    integrity and accuracy.

    References

    Fiscal year 2024 improper payments fact sheet. CMS.gov. (2014, November 15).

    https://www.cms.gov/newsroom/fact-sheets/fiscal-year-2024-improper-payments-fact-sheet

    French, L. L., & Turner, L. H. (2024). Administrative medical assisting (9th ed.). Cengage.

    **## UnitVHealth.pdf**

    HTH 2305, Health Information Documentation Management 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    2. Discuss how medical coding impacts the health care revenue cycle.
    2.2 Describe the importance of accurate documentation in diagnostic process.

    3. Analyze medical records for accuracy and completeness.

    3.1 Outline the role diagnostic coding plays in proving medical necessity.

    Required Unit Resources

    Chapter 15: Diagnostic Coding (ULOs 2.2 and 3.1)

    Video: Coding and Classification (ULOs 2.2 and 3.1)
    This video outlines the steps to accurate medical diagnostic coding. These steps are vital to achieve proper
    reimbursement for the healthcare provider (2:36 minutes).

    Unit Lesson

    Lesson: Diagnostic Medical Coding (ULOs 2.2 and 3.1)

    Introduction

    Diagnostic coding is a critical aspect of medical billing and healthcare documentation, ensuring accurate
    representation of a patient's diagnosis for clinical as well as administrative purposes.

    Consider a scenario where a patient presents with shortness of breath and fever. Initially, the diagnosis might
    be documented as pneumonia. However, modern diagnostic coding enables the addition of specificity, such
    as "J18.9" for unspecified pneumonia or "J15.9" for bacterial pneumonia, depending on lab results. This
    precise coding ensures the patient’s treatment aligns with their exact condition and allows for proper
    insurance reimbursement. This unit will cover the basics of diagnostic coding, the International Classification
    of Diseases, 10th Revision, Clinical Modification (ICD-10-CM) system, and medical necessity. First, let's
    discuss the importance of understanding human anatomy and physiology when it comes to medical coding.

    Human Anatomy and Physiology

    Understanding human anatomy is an essential skill for medical coders as it helps them identify and apply
    codes based on the location and nature of medical conditions. As outlined in the previous example,
    understanding the anatomical distinctions between the upper and lower respiratory tract is critical when
    coding for conditions like bronchitis versus pneumonia.

    This is one reason why human anatomy and physiology should be a course that health information
    professionals take early in their educational journey. A solid grasp of anatomy helps coders interpret clinical
    documentation effectively, resulting in assigned codes that accurately reflect the patient's diagnosis and
    treatment. This leads to improved quality of care and more efficient reimbursement processes.

    International Classification of Diseases, 10th Revision, Clinical Modification (ICD-10-CM)

    Diagnostic coding is governed by the International Classification of Diseases, 10th Revision, Clinical
    Modification (ICD-10-CM). This standardized system, developed by the World Health Organization (WHO)

    UNIT V STUDY GUIDE

    Diagnostic Medical Coding

    HTH 2305, Health Information Documentation Management 2

    UNIT x STUDY GUIDE

    Title

    and modified for use in the United States, is used to document and track diseases and other health
    conditions. With over 70,000 codes, the ICD-10-CM system offers a high level of detail, enabling precise
    coding for clinical and administrative purposes.

    The alphanumeric structure of ICD-10-CM codes can range from three to seven characters. The first
    character is always a letter, indicating the code chapter or category, followed by numeric characters that
    define the condition’s category (Ex. J96). Additional characters provide specificity, such as severity,
    anatomical site, or episode of care. Let's look at the medical code explanation below:

    J96.01XA – Acute respiratory failure with hypoxia, initial encounter:

    • J – The first character places the code in Chapter 10, which addresses Diseases of the Respiratory
    System.

    • 96 – The second and third characters specify the condition category, which is Respiratory failure.

    • 0 – The fourth character identifies that the respiratory failure is acute.

    • 1 – The fifth character indicates the specific type, in this case, acute respiratory failure with hypoxia
    (low oxygen levels).

    • X – A placeholder used when there are 7 characters, and no sixth character is needed

    • A – The seventh character is the encounter extension. Here, "A" indicates this is the initial encounter
    for the condition.

    ICD-10-CM Terminology and Conventions

    On top of being well-versed with knowledge of basic human anatomy, understanding ICD-10-CM terminology
    and conventions is also crucial for accurate and consistent coding. There are key terms that coding
    professionals should become familiar with to make sure that they are coding to the highest level of accuracy
    possible.

    Even when there is a lack of information, ICD-10-CM has a classification system for these situations. For
    example, NOS (Not Otherwise Specified) is used when documentation is insufficient for a more specific code.
    Contrast this with NEC (Not Elsewhere Classified) which indicates that a specific code for the condition is
    unavailable. While the terms may sound similar, they are different and can impact data analysis and
    reimbursement.

    ICD-10-CM coding conventions can also provide vital information that will lead you to other information
    throughout the coding manual. The term "Includes notes" provides examples of conditions within a category,
    while "Excludes notes" clarify exclusions. "Excludes1" indicates conditions that cannot be coded together and
    "Excludes2" allows separate coding for excluded conditions.

    These are just a few coding guidelines that help clarify diagnoses and specificity to medical encounters.
    These conventions guide coders in navigating the ICD-10-CM manual and ensure clarity and accuracy in
    coding.

    Chapter-Specific Guidelines

    Chapter-specific guidelines in the ICD-10-CM manual provide additional instructions for coding based on a
    specific body system or condition type. In Chapter 10, which covers diseases of the respiratory system,
    combination codes capture conditions like acute respiratory failure with pneumonia. Respiratory conditions
    caused by external agents require sequencing, with the respiratory condition coded first, and underlying or
    additional conditions, followed by the external cause. Let's dissect this principle through an example:

    A patient is admitted with acute respiratory failure due to pneumonia caused by aspiration of food particles.

    There are three diagnostic codes needed for this situation coded in this sequence: J96.00, J69.0,
    W778.1XXA.

    • J96.00 – Acute respiratory failure, unspecified whether with hypoxia or hypercapnia (the respiratory
    condition). Coded first because it is the primary issue being treated.

    HTH 2305, Health Information Documentation Management 3

    UNIT x STUDY GUIDE

    Title

    • J69.0 – Pneumonitis due to inhalation of food and vomit (the specific type of pneumonia caused by
    aspiration), coded second to provide additional specificity about the underlying condition causing the
    respiratory failure.

    • W78.1XXA – Inhalation of food causing other injury, initial encounter (the external cause), coded last
    to describe the event that led to the aspiration pneumonia.

    Chapter 18 focuses on symptoms, signs, and abnormal clinical and laboratory findings, often using symptoms
    as secondary codes when a definitive diagnosis is established. If no definitive diagnosis is reached, signs and
    symptoms can serve as the primary reason for the encounter.

    Chapter 21 covers factors influencing health status and contact with health services, including codes for
    preventive services like screenings and vaccinations, as well as status codes indicating implants, prosthetics,
    or chronic conditions that influence care.

    Chapter 22 includes Codes for Special Purposes (U00–U85), which cover a range of supplementary
    classifications, such as diseases of uncertain etiology, and emergency use codes. These codes are often
    used for new or emerging diseases and conditions requiring immediate classification (e.g. code U07.1 for
    COVID-19).

    These are just a few of the chapter specific guidelines that are found throughout the ICD-10-CM coding
    manual. At the beginning of each chapter in the manual, you will find special information regarding the coding
    guidelines and processes specific to that chapter. Following these special guidelines will ensure that the
    medical coding is accurate and will lead to proper treatment of the patient's diagnosis.

    Medical Necessity

    Medical necessity requires that healthcare services provided to patients are both reasonable and necessary
    for the treatment of that patient’s condition. Payers, such as Medicare and private insurers, use diagnostic
    codes to evaluate whether services meet this standard or not. Accurate coding ensures that healthcare
    providers receive appropriate reimbursement while minimizing the risk of audits and denied claims. Thorough
    documentation of the patient’s condition can support this documentation and align with payer and medical
    policies.

    The 2024 Improper Payments Fact Sheet, released by The Centers for Medicare and Medicaid Services,
    stated that most Medicare fee-for-service improper payments were due to either insufficient documentation or
    documentation that did not demonstrate medical necessity (CMS, 2024). According to the article, many of the
    improper payments that CMS discovered could have been easily avoided through improved compliance, as
    human error was the catalyst for many of these payment errors.

    Primary Diagnosis vs. Principal Diagnosis

    It is essential to understand the distinction between principal and primary diagnoses. The principal diagnosis
    is the condition identified after study to be chiefly responsible for a patient’s admission to a hospital. For
    example, a patient admitted with chest pain who is diagnosed with acute myocardial infarction would have
    acute myocardial infarction as the principal diagnosis.

    In contrast, the primary diagnosis refers to the main condition treated or evaluated during an outpatient
    encounter, such as diabetes mellitus for a patient visiting a clinic for diabetes management. Confusing the
    inpatient and outpatient settings can result in a coding error when it comes to primary vs. principal diagnoses.
    Remember, primary diagnosis is for outpatient settings and principal diagnoses are for inpatient settings.
    Accurate differentiation between these terms can assist with timely reimbursement structures and precise
    reporting for quality metrics and research.

    Best Practices

    To ensure accuracy and compliance in diagnostic coding, best practices include thoroughly reviewing
    documentation to make sure it captures relevant details such as severity, site, and laterality. Coders should
    follow the official ICD-10-CM guidelines and stay informed about annual updates to the coding system.

    HTH 2305, Health Information Documentation Management 4

    UNIT x STUDY GUIDE

    Title

    Collaboration with providers is crucial for clarifying ambiguous or incomplete documentation. Leveraging
    technology, such as coding software and electronic health record (EHR) systems, can enhance accuracy and
    efficiency.

    Conclusion

    These practices optimize reimbursement and contribute to improved patient care and robust healthcare data.
    Diagnostic coding, particularly with the ICD-10-CM system, is fundamental to modern healthcare operations.
    By mastering its structure, conventions, and guidelines, coders play a vital role in ensuring accurate and
    compliant documentation of patient conditions. Through continued education and collaboration with providers,
    coders can adapt to the challenges of the healthcare industry while upholding the highest standards of
    integrity and accuracy.

    References

    Fiscal year 2024 improper payments fact sheet. CMS.gov. (2014, November 15).

    https://www.cms.gov/newsroom/fact-sheets/fiscal-year-2024-improper-payments-fact-sheet

    French, L. L., & Turner, L. H. (2024). Administrative medical assisting (9th ed.). Cengage.

    **## DBVHealthInformation.docx**

    DB V

    •  Your initial post should be at least 200 words in length.

    Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday.

    You recently helped your patient review a denied insurance claim for a routine diagnostic test. The insurance company stated the service was not medically necessary, even though the test was ordered by their doctor to monitor a chronic condition. This experience left you questioning how insurers determine what is "necessary" and why claims for essential care can be denied in some cases.

    In your post, share your thoughts on how medical coders and healthcare providers can work together to minimize claim denials based on medical necessity. What steps can be taken to ensure that documentation and coding align with payer policies? Have you or someone you know faced a similar issue with insurance coverage? How would you address these situations in your future healthcare role?

    **Response 1: Angela White**

    Top of Form

    Medical coders and healthcare providers play a crucial role in ensuring that insurance claims are approved, especially when it comes to proving medical necessity. From my perspective, strong collaboration between these two groups is essential to minimize claim denials. Providers need to clearly document the patient’s condition, symptoms, and the rationale for ordering specific tests or treatments. Coders, on the other hand, must accurately translate this information into codes that reflect the true nature of the care provided and match payer requirements.

    One important step is ongoing education for both providers and coders about current insurance policies and guidelines. Regular training sessions can help everyone stay updated on what insurers consider medically necessary and how to properly document and code those services. Additionally, using checklists or templates during documentation can ensure all required details are included, such as the diagnosis, relevant history, and the reason for the test or procedure.

    I have seen family members struggle with denied claims for tests their doctors said were needed. In those cases, appeals were often successful when additional documentation was provided, showing why the service was essential. If I encounter similar situations in my future healthcare role, I would advocate for thorough documentation from the start and work closely with coders to make sure everything aligns with payer policies. I would also educate patients about the importance of clear communication with their providers regarding their health needs and insurance coverage. Ultimately, teamwork and attention to detail are key to reducing unnecessary denials and ensuring patients get the care they need.

    **Response 2: Robie OgnibeneTop of Form**

    Insurance denials based on “medical necessity” can be really confusing, especially when a doctor clearly ordered something for a valid reason. After helping a patient review a denied claim for a routine test, I started wondering how insurers decide what counts as necessary in the first place. It made me realize how important it is for medical coders and healthcare providers to work closely together to prevent these kinds of issues.

    One big way to reduce denials is making sure the documentation fully explains why the test or procedure was needed. Providers have to clearly describe the patient’s symptoms, history, and diagnosis so coders can match the correct ICD-10 and CPT codes. Coders also play a major role by checking payer policies, catching missing details, and helping providers understand what insurance companies expect. Even small gaps in documentation can lead to a denial, so communication between the coding and clinical teams is key.

    I’ve seen people I know run into the same problem—insurance denying something that their doctor felt was necessary. Most of the time, it came down to how the information was documented. In my future healthcare role, I would try to address these issues early by double-checking payer requirements, making sure charts are complete, and helping patients appeal denials when needed. At the end of the day, patients deserve care without unnecessary obstacles.

    Bottom of Form

    Bottom of Form

    **## UnitVHealth.pdf**

    HTH 2305, Health Information Documentation Management 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    2. Discuss how medical coding impacts the health care revenue cycle.
    2.2 Describe the importance of accurate documentation in diagnostic process.

    3. Analyze medical records for accuracy and completeness.

    3.1 Outline the role diagnostic coding plays in proving medical necessity.

    Required Unit Resources

    Chapter 15: Diagnostic Coding (ULOs 2.2 and 3.1)

    Video: Coding and Classification (ULOs 2.2 and 3.1)
    This video outlines the steps to accurate medical diagnostic coding. These steps are vital to achieve proper
    reimbursement for the healthcare provider (2:36 minutes).

    Unit Lesson

    Lesson: Diagnostic Medical Coding (ULOs 2.2 and 3.1)

    Introduction

    Diagnostic coding is a critical aspect of medical billing and healthcare documentation, ensuring accurate
    representation of a patient's diagnosis for clinical as well as administrative purposes.

    Consider a scenario where a patient presents with shortness of breath and fever. Initially, the diagnosis might
    be documented as pneumonia. However, modern diagnostic coding enables the addition of specificity, such
    as "J18.9" for unspecified pneumonia or "J15.9" for bacterial pneumonia, depending on lab results. This
    precise coding ensures the patient’s treatment aligns with their exact condition and allows for proper
    insurance reimbursement. This unit will cover the basics of diagnostic coding, the International Classification
    of Diseases, 10th Revision, Clinical Modification (ICD-10-CM) system, and medical necessity. First, let's
    discuss the importance of understanding human anatomy and physiology when it comes to medical coding.

    Human Anatomy and Physiology

    Understanding human anatomy is an essential skill for medical coders as it helps them identify and apply
    codes based on the location and nature of medical conditions. As outlined in the previous example,
    understanding the anatomical distinctions between the upper and lower respiratory tract is critical when
    coding for conditions like bronchitis versus pneumonia.

    This is one reason why human anatomy and physiology should be a course that health information
    professionals take early in their educational journey. A solid grasp of anatomy helps coders interpret clinical
    documentation effectively, resulting in assigned codes that accurately reflect the patient's diagnosis and
    treatment. This leads to improved quality of care and more efficient reimbursement processes.

    International Classification of Diseases, 10th Revision, Clinical Modification (ICD-10-CM)

    Diagnostic coding is governed by the International Classification of Diseases, 10th Revision, Clinical
    Modification (ICD-10-CM). This standardized system, developed by the World Health Organization (WHO)

    UNIT V STUDY GUIDE

    Diagnostic Medical Coding

    HTH 2305, Health Information Documentation Management 2

    UNIT x STUDY GUIDE

    Title

    and modified for use in the United States, is used to document and track diseases and other health
    conditions. With over 70,000 codes, the ICD-10-CM system offers a high level of detail, enabling precise
    coding for clinical and administrative purposes.

    The alphanumeric structure of ICD-10-CM codes can range from three to seven characters. The first
    character is always a letter, indicating the code chapter or category, followed by numeric characters that
    define the condition’s category (Ex. J96). Additional characters provide specificity, such as severity,
    anatomical site, or episode of care. Let's look at the medical code explanation below:

    J96.01XA – Acute respiratory failure with hypoxia, initial encounter:

    • J – The first character places the code in Chapter 10, which addresses Diseases of the Respiratory
    System.

    • 96 – The second and third characters specify the condition category, which is Respiratory failure.

    • 0 – The fourth character identifies that the respiratory failure is acute.

    • 1 – The fifth character indicates the specific type, in this case, acute respiratory failure with hypoxia
    (low oxygen levels).

    • X – A placeholder used when there are 7 characters, and no sixth character is needed

    • A – The seventh character is the encounter extension. Here, "A" indicates this is the initial encounter
    for the condition.

    ICD-10-CM Terminology and Conventions

    On top of being well-versed with knowledge of basic human anatomy, understanding ICD-10-CM terminology
    and conventions is also crucial for accurate and consistent coding. There are key terms that coding
    professionals should become familiar with to make sure that they are coding to the highest level of accuracy
    possible.

    Even when there is a lack of information, ICD-10-CM has a classification system for these situations. For
    example, NOS (Not Otherwise Specified) is used when documentation is insufficient for a more specific code.
    Contrast this with NEC (Not Elsewhere Classified) which indicates that a specific code for the condition is
    unavailable. While the terms may sound similar, they are different and can impact data analysis and
    reimbursement.

    ICD-10-CM coding conventions can also provide vital information that will lead you to other information
    throughout the coding manual. The term "Includes notes" provides examples of conditions within a category,
    while "Excludes notes" clarify exclusions. "Excludes1" indicates conditions that cannot be coded together and
    "Excludes2" allows separate coding for excluded conditions.

    These are just a few coding guidelines that help clarify diagnoses and specificity to medical encounters.
    These conventions guide coders in navigating the ICD-10-CM manual and ensure clarity and accuracy in
    coding.

    Chapter-Specific Guidelines

    Chapter-specific guidelines in the ICD-10-CM manual provide additional instructions for coding based on a
    specific body system or condition type. In Chapter 10, which covers diseases of the respiratory system,
    combination codes capture conditions like acute respiratory failure with pneumonia. Respiratory conditions
    caused by external agents require sequencing, with the respiratory condition coded first, and underlying or
    additional conditions, followed by the external cause. Let's dissect this principle through an example:

    A patient is admitted with acute respiratory failure due to pneumonia caused by aspiration of food particles.

    There are three diagnostic codes needed for this situation coded in this sequence: J96.00, J69.0,
    W778.1XXA.

    • J96.00 – Acute respiratory failure, unspecified whether with hypoxia or hypercapnia (the respiratory
    condition). Coded first because it is the primary issue being treated.

    HTH 2305, Health Information Documentation Management 3

    UNIT x STUDY GUIDE

    Title

    • J69.0 – Pneumonitis due to inhalation of food and vomit (the specific type of pneumonia caused by
    aspiration), coded second to provide additional specificity about the underlying condition causing the
    respiratory failure.

    • W78.1XXA – Inhalation of food causing other injury, initial encounter (the external cause), coded last
    to describe the event that led to the aspiration pneumonia.

    Chapter 18 focuses on symptoms, signs, and abnormal clinical and laboratory findings, often using symptoms
    as secondary codes when a definitive diagnosis is established. If no definitive diagnosis is reached, signs and
    symptoms can serve as the primary reason for the encounter.

    Chapter 21 covers factors influencing health status and contact with health services, including codes for
    preventive services like screenings and vaccinations, as well as status codes indicating implants, prosthetics,
    or chronic conditions that influence care.

    Chapter 22 includes Codes for Special Purposes (U00–U85), which cover a range of supplementary
    classifications, such as diseases of uncertain etiology, and emergency use codes. These codes are often
    used for new or emerging diseases and conditions requiring immediate classification (e.g. code U07.1 for
    COVID-19).

    These are just a few of the chapter specific guidelines that are found throughout the ICD-10-CM coding
    manual. At the beginning of each chapter in the manual, you will find special information regarding the coding
    guidelines and processes specific to that chapter. Following these special guidelines will ensure that the
    medical coding is accurate and will lead to proper treatment of the patient's diagnosis.

    Medical Necessity

    Medical necessity requires that healthcare services provided to patients are both reasonable and necessary
    for the treatment of that patient’s condition. Payers, such as Medicare and private insurers, use diagnostic
    codes to evaluate whether services meet this standard or not. Accurate coding ensures that healthcare
    providers receive appropriate reimbursement while minimizing the risk of audits and denied claims. Thorough
    documentation of the patient’s condition can support this documentation and align with payer and medical
    policies.

    The 2024 Improper Payments Fact Sheet, released by The Centers for Medicare and Medicaid Services,
    stated that most Medicare fee-for-service improper payments were due to either insufficient documentation or
    documentation that did not demonstrate medical necessity (CMS, 2024). According to the article, many of the
    improper payments that CMS discovered could have been easily avoided through improved compliance, as
    human error was the catalyst for many of these payment errors.

    Primary Diagnosis vs. Principal Diagnosis

    It is essential to understand the distinction between principal and primary diagnoses. The principal diagnosis
    is the condition identified after study to be chiefly responsible for a patient’s admission to a hospital. For
    example, a patient admitted with chest pain who is diagnosed with acute myocardial infarction would have
    acute myocardial infarction as the principal diagnosis.

    In contrast, the primary diagnosis refers to the main condition treated or evaluated during an outpatient
    encounter, such as diabetes mellitus for a patient visiting a clinic for diabetes management. Confusing the
    inpatient and outpatient settings can result in a coding error when it comes to primary vs. principal diagnoses.
    Remember, primary diagnosis is for outpatient settings and principal diagnoses are for inpatient settings.
    Accurate differentiation between these terms can assist with timely reimbursement structures and precise
    reporting for quality metrics and research.

    Best Practices

    To ensure accuracy and compliance in diagnostic coding, best practices include thoroughly reviewing
    documentation to make sure it captures relevant details such as severity, site, and laterality. Coders should
    follow the official ICD-10-CM guidelines and stay informed about annual updates to the coding system.

    HTH 2305, Health Information Documentation Management 4

    UNIT x STUDY GUIDE

    Title

    Collaboration with providers is crucial for clarifying ambiguous or incomplete documentation. Leveraging
    technology, such as coding software and electronic health record (EHR) systems, can enhance accuracy and
    efficiency.

    Conclusion

    These practices optimize reimbursement and contribute to improved patient care and robust healthcare data.
    Diagnostic coding, particularly with the ICD-10-CM system, is fundamental to modern healthcare operations.
    By mastering its structure, conventions, and guidelines, coders play a vital role in ensuring accurate and
    compliant documentation of patient conditions. Through continued education and collaboration with providers,
    coders can adapt to the challenges of the healthcare industry while upholding the highest standards of
    integrity and accuracy.

    References

    Fiscal year 2024 improper payments fact sheet. CMS.gov. (2014, November 15).

    https://www.cms.gov/newsroom/fact-sheets/fiscal-year-2024-improper-payments-fact-sheet

    French, L. L., & Turner, L. H. (2024). Administrative medical assisting (9th ed.). Cengage.

    **## DBVHealthInformation.docx**

    DB V

    •  Your initial post should be at least 200 words in length.

    Post 3: Response post to a second classmate or the instructor’s follow-up question is due by the end of day on Tuesday.

    You recently helped your patient review a denied insurance claim for a routine diagnostic test. The insurance company stated the service was not medically necessary, even though the test was ordered by their doctor to monitor a chronic condition. This experience left you questioning how insurers determine what is "necessary" and why claims for essential care can be denied in some cases.

    In your post, share your thoughts on how medical coders and healthcare providers can work together to minimize claim denials based on medical necessity. What steps can be taken to ensure that documentation and coding align with payer policies? Have you or someone you know faced a similar issue with insurance coverage? How would you address these situations in your future healthcare role?

    **Response 1: Angela White**

    Top of Form

    Medical coders and healthcare providers play a crucial role in ensuring that insurance claims are approved, especially when it comes to proving medical necessity. From my perspective, strong collaboration between these two groups is essential to minimize claim denials. Providers need to clearly document the patient’s condition, symptoms, and the rationale for ordering specific tests or treatments. Coders, on the other hand, must accurately translate this information into codes that reflect the true nature of the care provided and match payer requirements.

    One important step is ongoing education for both providers and coders about current insurance policies and guidelines. Regular training sessions can help everyone stay updated on what insurers consider medically necessary and how to properly document and code those services. Additionally, using checklists or templates during documentation can ensure all required details are included, such as the diagnosis, relevant history, and the reason for the test or procedure.

    I have seen family members struggle with denied claims for tests their doctors said were needed. In those cases, appeals were often successful when additional documentation was provided, showing why the service was essential. If I encounter similar situations in my future healthcare role, I would advocate for thorough documentation from the start and work closely with coders to make sure everything aligns with payer policies. I would also educate patients about the importance of clear communication with their providers regarding their health needs and insurance coverage. Ultimately, teamwork and attention to detail are key to reducing unnecessary denials and ensuring patients get the care they need.

    **Response 2: Robie OgnibeneTop of Form**

    Insurance denials based on “medical necessity” can be really confusing, especially when a doctor clearly ordered something for a valid reason. After helping a patient review a denied claim for a routine test, I started wondering how insurers decide what counts as necessary in the first place. It made me realize how important it is for medical coders and healthcare providers to work closely together to prevent these kinds of issues.

    One big way to reduce denials is making sure the documentation fully explains why the test or procedure was needed. Providers have to clearly describe the patient’s symptoms, history, and diagnosis so coders can match the correct ICD-10 and CPT codes. Coders also play a major role by checking payer policies, catching missing details, and helping providers understand what insurance companies expect. Even small gaps in documentation can lead to a denial, so communication between the coding and clinical teams is key.

    I’ve seen people I know run into the same problem—insurance denying something that their doctor felt was necessary. Most of the time, it came down to how the information was documented. In my future healthcare role, I would try to address these issues early by double-checking payer requirements, making sure charts are complete, and helping patients appeal denials when needed. At the end of the day, patients deserve care without unnecessary obstacles.

    Bottom of Form

    Bottom of Form

    **## UnitVHealth.pdf**

    HTH 2305, Health Information Documentation Management 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    2. Discuss how medical coding impacts the health care revenue cycle.
    2.2 Describe the importance of accurate documentation in diagnostic process.

    3. Analyze medical records for accuracy and completeness.

    3.1 Outline the role diagnostic coding plays in proving medical necessity.

    Required Unit Resources

    Chapter 15: Diagnostic Coding (ULOs 2.2 and 3.1)

    Video: Coding and Classification (ULOs 2.2 and 3.1)
    This video outlines the steps to accurate medical diagnostic coding. These steps are vital to achieve proper
    reimbursement for the healthcare provider (2:36 minutes).

    Unit Lesson

    Lesson: Diagnostic Medical Coding (ULOs 2.2 and 3.1)

    Introduction

    Diagnostic coding is a critical aspect of medical billing and healthcare documentation, ensuring accurate
    representation of a patient's diagnosis for clinical as well as administrative purposes.

    Consider a scenario where a patient presents with shortness of breath and fever. Initially, the diagnosis might
    be documented as pneumonia. However, modern diagnostic coding enables the addition of specificity, such
    as "J18.9" for unspecified pneumonia or "J15.9" for bacterial pneumonia, depending on lab results. This
    precise coding ensures the patient’s treatment aligns with their exact condition and allows for proper
    insurance reimbursement. This unit will cover the basics of diagnostic coding, the International Classification
    of Diseases, 10th Revision, Clinical Modification (ICD-10-CM) system, and medical necessity. First, let's
    discuss the importance of understanding human anatomy and physiology when it comes to medical coding.

    Human Anatomy and Physiology

    Understanding human anatomy is an essential skill for medical coders as it helps them identify and apply
    codes based on the location and nature of medical conditions. As outlined in the previous example,
    understanding the anatomical distinctions between the upper and lower respiratory tract is critical when
    coding for conditions like bronchitis versus pneumonia.

    This is one reason why human anatomy and physiology should be a course that health information
    professionals take early in their educational journey. A solid grasp of anatomy helps coders interpret clinical
    documentation effectively, resulting in assigned codes that accurately reflect the patient's diagnosis and
    treatment. This leads to improved quality of care and more efficient reimbursement processes.

    International Classification of Diseases, 10th Revision, Clinical Modification (ICD-10-CM)

    Diagnostic coding is governed by the International Classification of Diseases, 10th Revision, Clinical
    Modification (ICD-10-CM). This standardized system, developed by the World Health Organization (WHO)

    UNIT V STUDY GUIDE

    Diagnostic Medical Coding

    HTH 2305, Health Information Documentation Management 2

    UNIT x STUDY GUIDE

    Title

    and modified for use in the United States, is used to document and track diseases and other health
    conditions. With over 70,000 codes, the ICD-10-CM system offers a high level of detail, enabling precise
    coding for clinical and administrative purposes.

    The alphanumeric structure of ICD-10-CM codes can range from three to seven characters. The first
    character is always a letter, indicating the code chapter or category, followed by numeric characters that
    define the condition’s category (Ex. J96). Additional characters provide specificity, such as severity,
    anatomical site, or episode of care. Let's look at the medical code explanation below:

    J96.01XA – Acute respiratory failure with hypoxia, initial encounter:

    • J – The first character places the code in Chapter 10, which addresses Diseases of the Respiratory
    System.

    • 96 – The second and third characters specify the condition category, which is Respiratory failure.

    • 0 – The fourth character identifies that the respiratory failure is acute.

    • 1 – The fifth character indicates the specific type, in this case, acute respiratory failure with hypoxia
    (low oxygen levels).

    • X – A placeholder used when there are 7 characters, and no sixth character is needed

    • A – The seventh character is the encounter extension. Here, "A" indicates this is the initial encounter
    for the condition.

    ICD-10-CM Terminology and Conventions

    On top of being well-versed with knowledge of basic human anatomy, understanding ICD-10-CM terminology
    and conventions is also crucial for accurate and consistent coding. There are key terms that coding
    professionals should become familiar with to make sure that they are coding to the highest level of accuracy
    possible.

    Even when there is a lack of information, ICD-10-CM has a classification system for these situations. For
    example, NOS (Not Otherwise Specified) is used when documentation is insufficient for a more specific code.
    Contrast this with NEC (Not Elsewhere Classified) which indicates that a specific code for the condition is
    unavailable. While the terms may sound similar, they are different and can impact data analysis and
    reimbursement.

    ICD-10-CM coding conventions can also provide vital information that will lead you to other information
    throughout the coding manual. The term "Includes notes" provides examples of conditions within a category,
    while "Excludes notes" clarify exclusions. "Excludes1" indicates conditions that cannot be coded together and
    "Excludes2" allows separate coding for excluded conditions.

    These are just a few coding guidelines that help clarify diagnoses and specificity to medical encounters.
    These conventions guide coders in navigating the ICD-10-CM manual and ensure clarity and accuracy in
    coding.

    Chapter-Specific Guidelines

    Chapter-specific guidelines in the ICD-10-CM manual provide additional instructions for coding based on a
    specific body system or condition type. In Chapter 10, which covers diseases of the respiratory system,
    combination codes capture conditions like acute respiratory failure with pneumonia. Respiratory conditions
    caused by external agents require sequencing, with the respiratory condition coded first, and underlying or
    additional conditions, followed by the external cause. Let's dissect this principle through an example:

    A patient is admitted with acute respiratory failure due to pneumonia caused by aspiration of food particles.

    There are three diagnostic codes needed for this situation coded in this sequence: J96.00, J69.0,
    W778.1XXA.

    • J96.00 – Acute respiratory failure, unspecified whether with hypoxia or hypercapnia (the respiratory
    condition). Coded first because it is the primary issue being treated.

    HTH 2305, Health Information Documentation Management 3

    UNIT x STUDY GUIDE

    Title

    • J69.0 – Pneumonitis due to inhalation of food and vomit (the specific type of pneumonia caused by
    aspiration), coded second to provide additional specificity about the underlying condition causing the
    respiratory failure.

    • W78.1XXA – Inhalation of food causing other injury, initial encounter (the external cause), coded last
    to describe the event that led to the aspiration pneumonia.

    Chapter 18 focuses on symptoms, signs, and abnormal clinical and laboratory findings, often using symptoms
    as secondary codes when a definitive diagnosis is established. If no definitive diagnosis is reached, signs and
    symptoms can serve as the primary reason for the encounter.

    Chapter 21 covers factors influencing health status and contact with health services, including codes for
    preventive services like screenings and vaccinations, as well as status codes indicating implants, prosthetics,
    or chronic conditions that influence care.

    Chapter 22 includes Codes for Special Purposes (U00–U85), which cover a range of supplementary
    classifications, such as diseases of uncertain etiology, and emergency use codes. These codes are often
    used for new or emerging diseases and conditions requiring immediate classification (e.g. code U07.1 for
    COVID-19).

    These are just a few of the chapter specific guidelines that are found throughout the ICD-10-CM coding
    manual. At the beginning of each chapter in the manual, you will find special information regarding the coding
    guidelines and processes specific to that chapter. Following these special guidelines will ensure that the
    medical coding is accurate and will lead to proper treatment of the patient's diagnosis.

    Medical Necessity

    Medical necessity requires that healthcare services provided to patients are both reasonable and necessary
    for the treatment of that patient’s condition. Payers, such as Medicare and private insurers, use diagnostic
    codes to evaluate whether services meet this standard or not. Accurate coding ensures that healthcare
    providers receive appropriate reimbursement while minimizing the risk of audits and denied claims. Thorough
    documentation of the patient’s condition can support this documentation and align with payer and medical
    policies.

    The 2024 Improper Payments Fact Sheet, released by The Centers for Medicare and Medicaid Services,
    stated that most Medicare fee-for-service improper payments were due to either insufficient documentation or
    documentation that did not demonstrate medical necessity (CMS, 2024). According to the article, many of the
    improper payments that CMS discovered could have been easily avoided through improved compliance, as
    human error was the catalyst for many of these payment errors.

    Primary Diagnosis vs. Principal Diagnosis

    It is essential to understand the distinction between principal and primary diagnoses. The principal diagnosis
    is the condition identified after study to be chiefly responsible for a patient’s admission to a hospital. For
    example, a patient admitted with chest pain who is diagnosed with acute myocardial infarction would have
    acute myocardial infarction as the principal diagnosis.

    In contrast, the primary diagnosis refers to the main condition treated or evaluated during an outpatient
    encounter, such as diabetes mellitus for a patient visiting a clinic for diabetes management. Confusing the
    inpatient and outpatient settings can result in a coding error when it comes to primary vs. principal diagnoses.
    Remember, primary diagnosis is for outpatient settings and principal diagnoses are for inpatient settings.
    Accurate differentiation between these terms can assist with timely reimbursement structures and precise
    reporting for quality metrics and research.

    Best Practices

    To ensure accuracy and compliance in diagnostic coding, best practices include thoroughly reviewing
    documentation to make sure it captures relevant details such as severity, site, and laterality. Coders should
    follow the official ICD-10-CM guidelines and stay informed about annual updates to the coding system.

    HTH 2305, Health Information Documentation Management 4

    UNIT x STUDY GUIDE

    Title

    Collaboration with providers is crucial for clarifying ambiguous or incomplete documentation. Leveraging
    technology, such as coding software and electronic health record (EHR) systems, can enhance accuracy and
    efficiency.

    Conclusion

    These practices optimize reimbursement and contribute to improved patient care and robust healthcare data.
    Diagnostic coding, particularly with the ICD-10-CM system, is fundamental to modern healthcare operations.
    By mastering its structure, conventions, and guidelines, coders play a vital role in ensuring accurate and
    compliant documentation of patient conditions. Through continued education and collaboration with providers,
    coders can adapt to the challenges of the healthcare industry while upholding the highest standards of
    integrity and accuracy.

    References

    Fiscal year 2024 improper payments fact sheet. CMS.gov. (2014, November 15).

    https://www.cms.gov/newsroom/fact-sheets/fiscal-year-2024-improper-payments-fact-sheet

    French, L. L., & Turner, L. H. (2024). Administrative medical assisting (9th ed.). Cengage.

    – 1
    – 2

  • [Solved] Submitting Poster for Faculty Review

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## WK6Assign2.docx – ## NURS_8513_DNPPosterPresentation_Template.pptx **## WK6Assign2.docx** Submitting Poster for Faculty Review It is not enough to simply implement your project, but you must also share. This is an integral part of the implementation process, you must disseminate the informat…

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    Assignment Prompt & Instructions

    – ## WK6Assign2.docx

    – ## NURS_8513_DNPPosterPresentation_Template.pptx

    **## WK6Assign2.docx**

    Submitting Poster for Faculty Review

    It is not enough to simply implement your project, but you must also share. This is an integral part of the implementation process, you must disseminate the information (or share the information with the relevant stakeholders).

    For this Assignment, you will construct a Poster Presentation in which you will share with your faculty member.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/202752/modules/items/8425325)

    **To prepare:**

    · Review the guideline links in Learning Resources

    · Review the professional poster example found in the Learning Resources.

    · Download the Walden University Poster Template.

    **The Assignment (Presentation Template)**

    Create a professional poster presentation that reflects your EBP project for peer review and discussion.

    The poster should reflect the key headings in the DNP Poster Guideline describing the process from practice to evidence to translation using the Johns Hopkins model and project management tools.

    **Note:** Make sure to use only deidentified data and not to identify the organization, the stakeholders, or the preceptor by name or title. You may put the Faculty Member’s name and credentials under acknowledgements.

    **## NURS_8513_DNPPosterPresentation_Template.pptx**

    IMPLEMENTATION

    Highlight text and begin typing here

    a. Project Description

    b. Collection and Analysis of Evidence

    c. Evaluation Process

    RESULTS

    Highlight text and begin typing here

    a. Findings

    b. Limitations

    c. Recommendations

    CONCLUSION

    Highlight text and begin typing here

    Impact to the organization

    Implications for nursing practice

    Implication for positive social change, diversity, equity and inclusion

    LESSONS LEARNED

    Highlight text and begin typing here

    REFERENCES

    Highlight text and begin typing here

    ACHKNOWLEDGEMENTS

    Use this line to denote funding sources or to list members of supervisory committee. Delete if not used.

    EVIDENCE

    Highlight text and begin typing here

    a. Information sources (databases, standards, clinical practice guidelines, organizational data, professional organization position statements etc.)

    b. Keywords

    c. Levels of evidence

    d. Evidence summary

    e. Data collection

    BACKGROUND

    Highlight text and begin typing here

    Practice change or gap in practice

    Project question

    Stakeholders

    Setting

    Title Here in Title Case
    Name, DNP

    ## image1.jpg

    ## image2.png

    **## NURS_8513_DNPPosterPresentation_Template.pptx**

    IMPLEMENTATION

    Highlight text and begin typing here

    a. Project Description

    b. Collection and Analysis of Evidence

    c. Evaluation Process

    RESULTS

    Highlight text and begin typing here

    a. Findings

    b. Limitations

    c. Recommendations

    CONCLUSION

    Highlight text and begin typing here

    Impact to the organization

    Implications for nursing practice

    Implication for positive social change, diversity, equity and inclusion

    LESSONS LEARNED

    Highlight text and begin typing here

    REFERENCES

    Highlight text and begin typing here

    ACHKNOWLEDGEMENTS

    Use this line to denote funding sources or to list members of supervisory committee. Delete if not used.

    EVIDENCE

    Highlight text and begin typing here

    a. Information sources (databases, standards, clinical practice guidelines, organizational data, professional organization position statements etc.)

    b. Keywords

    c. Levels of evidence

    d. Evidence summary

    e. Data collection

    BACKGROUND

    Highlight text and begin typing here

    Practice change or gap in practice

    Project question

    Stakeholders

    Setting

    Title Here in Title Case
    Name, DNP

    ## image1.jpg

    ## image2.png

    **## WK6Assign2.docx**

    Submitting Poster for Faculty Review

    It is not enough to simply implement your project, but you must also share. This is an integral part of the implementation process, you must disseminate the information (or share the information with the relevant stakeholders).

    For this Assignment, you will construct a Poster Presentation in which you will share with your faculty member.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/202752/modules/items/8425325)

    **To prepare:**

    · Review the guideline links in Learning Resources

    · Review the professional poster example found in the Learning Resources.

    · Download the Walden University Poster Template.

    **The Assignment (Presentation Template)**

    Create a professional poster presentation that reflects your EBP project for peer review and discussion.

    The poster should reflect the key headings in the DNP Poster Guideline describing the process from practice to evidence to translation using the Johns Hopkins model and project management tools.

    **Note:** Make sure to use only deidentified data and not to identify the organization, the stakeholders, or the preceptor by name or title. You may put the Faculty Member’s name and credentials under acknowledgements.

    **## NURS_8513_DNPPosterPresentation_Template.pptx**

    IMPLEMENTATION

    Highlight text and begin typing here

    a. Project Description

    b. Collection and Analysis of Evidence

    c. Evaluation Process

    RESULTS

    Highlight text and begin typing here

    a. Findings

    b. Limitations

    c. Recommendations

    CONCLUSION

    Highlight text and begin typing here

    Impact to the organization

    Implications for nursing practice

    Implication for positive social change, diversity, equity and inclusion

    LESSONS LEARNED

    Highlight text and begin typing here

    REFERENCES

    Highlight text and begin typing here

    ACHKNOWLEDGEMENTS

    Use this line to denote funding sources or to list members of supervisory committee. Delete if not used.

    EVIDENCE

    Highlight text and begin typing here

    a. Information sources (databases, standards, clinical practice guidelines, organizational data, professional organization position statements etc.)

    b. Keywords

    c. Levels of evidence

    d. Evidence summary

    e. Data collection

    BACKGROUND

    Highlight text and begin typing here

    Practice change or gap in practice

    Project question

    Stakeholders

    Setting

    Title Here in Title Case
    Name, DNP

    ## image1.jpg

    ## image2.png

    **## WK6Assign2.docx**

    Submitting Poster for Faculty Review

    It is not enough to simply implement your project, but you must also share. This is an integral part of the implementation process, you must disseminate the information (or share the information with the relevant stakeholders).

    For this Assignment, you will construct a Poster Presentation in which you will share with your faculty member.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/202752/modules/items/8425325)

    **To prepare:**

    · Review the guideline links in Learning Resources

    · Review the professional poster example found in the Learning Resources.

    · Download the Walden University Poster Template.

    **The Assignment (Presentation Template)**

    Create a professional poster presentation that reflects your EBP project for peer review and discussion.

    The poster should reflect the key headings in the DNP Poster Guideline describing the process from practice to evidence to translation using the Johns Hopkins model and project management tools.

    **Note:** Make sure to use only deidentified data and not to identify the organization, the stakeholders, or the preceptor by name or title. You may put the Faculty Member’s name and credentials under acknowledgements.

    **## NURS_8513_DNPPosterPresentation_Template.pptx**

    IMPLEMENTATION

    Highlight text and begin typing here

    a. Project Description

    b. Collection and Analysis of Evidence

    c. Evaluation Process

    RESULTS

    Highlight text and begin typing here

    a. Findings

    b. Limitations

    c. Recommendations

    CONCLUSION

    Highlight text and begin typing here

    Impact to the organization

    Implications for nursing practice

    Implication for positive social change, diversity, equity and inclusion

    LESSONS LEARNED

    Highlight text and begin typing here

    REFERENCES

    Highlight text and begin typing here

    ACHKNOWLEDGEMENTS

    Use this line to denote funding sources or to list members of supervisory committee. Delete if not used.

    EVIDENCE

    Highlight text and begin typing here

    a. Information sources (databases, standards, clinical practice guidelines, organizational data, professional organization position statements etc.)

    b. Keywords

    c. Levels of evidence

    d. Evidence summary

    e. Data collection

    BACKGROUND

    Highlight text and begin typing here

    Practice change or gap in practice

    Project question

    Stakeholders

    Setting

    Title Here in Title Case
    Name, DNP

    ## image1.jpg

    ## image2.png

    – 1
    – 2

  • [Solved] please respond to these discussion posts

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    respond to these 2 discussion post following the instructions and rubric. no plagiarism or AI use please! Discussion Post 1: **Significance off Incidence and Prevalence for Nursing Practice** Incidence and prevalence are foundational epidemiologic measures that significantly strengthen nursing pract…

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    Assignment Prompt & Instructions

    respond to these 2 discussion post following the instructions and rubric. no plagiarism or AI use please!
    Discussion Post 1: **Significance off Incidence and Prevalence for Nursing Practice**
    Incidence and prevalence are foundational epidemiologic measures that significantly strengthen nursing practice through informing prevention strategies, population-focused care and resource allocation. Incidence measures are number of new cases of a disease within a defined time period, while prevalence captures the total number of the existing cases at a given point in time. Together, these measures enable nurses to differentiate between emerging health threats and ongoing disease burdens within populations.
    In nursing practice, incidence data are especially valuable for both primary and secondary prevention. For instance, rising incidence rates of type 2 diabetes among adolescents have prompted nurses to implement school- and community-based interventions focused on nutrition education and physical activity (CDC, 2024). Similarly, incidence data on hospital-acquired infections guide infection prevention nurses in evaluating the effectiveness of hand hygiene protocols and isolation precautions (Melnyk & Fineout-Overholt, 2023).
    On the other hand, prevalence data are critical for chronic disease management and health system planning. High prevalence of heart failure of hypertension in older adults informs nursing care models that emphasize long-term monitoring, patient education and medication adherence (Stanhope & Lancaster, 2022). For instance, population-level prevalence of depression has been used to justify integration of mental health into primary care nursing workflows, enhancing early identification and continuity of care (WHO. 2025).
    **Limitation of not using Incidence and Prevalence**
    Failure to use incidence and prevalence measures presents significant limitations in nursing practice. Without incidence data, nurses may miss early trends in disease emergence, increasing morbidity, and delaying preventive interventions. Without prevalence data, health system risk underestimating the long-term care needs of populations, resulting to inadequate staffing, inefficient use of resources and poor care coordination. Moreover, absence of these measures weakens evidence-based decision-making, limiting nurses’ ability to advocate for policy changes or funding based on the population health needs.
    In conclusion, incidence and prevalence are important tools that empower nurses to practice proactively, effectively, and equitably. Their integration into nursing assessment and planning supports enhanced patient outcomes, strengthens public health initiatives and reinforces the role of nurses as a leader in population health.
    **References**
    Centers for Disease Control and Prevention. (CDC) (2024, July 23). _National Diabetes statistics_
    _report_. Diabetes. [https://www.cdc.gov/diabetes/php/data-research/index.htmlLinks to an external site.](https://www.cdc.gov/diabetes/php/data-research/index.html)
    Melnyk, B. M., & Fineout-Overholt, E. (2023). _Evidence-based practice in nursing &_
    _healthcare_ (5th ed.). Lippincott Williams & Wilkins.’
    Stanhope, M., & Lancaster, J. (2022). _Public health nursing: Population-centered health care in_
    _the community_ (10th ed.). Elsevier Health Sciences.
    World Health Organization. (WHO) (2025, August 29). _Depressive disorder (depression)_. World
    Health Organization (WHO). [https://www.who.int/news-room/fact-sheets/detail/depressionLinks to an external site.](https://www.who.int/news-room/fact-sheets/detail/depression)
    Discussion Post 2:  **Measures Used in Epidemiology**
    **How Incidence and Prevalence Strengthen and Support Nursing Practice**
    Epidemiologic measures such as incidence and prevalence are necessary to enhance nursing practice due to the ability to inform prevention, early intervention, and plans of long-term care (Stanhope & Lancaster, 2021). Incidence is the oriented approach to the new cases of a problem in a certain time, and it allows nurses to see the new health issues and determine the efficiency of the preventive measures. Incidence rates of hospital-acquired infections, including catheter-associated urinary tract infection (CAUTIs), are used by nurses in infection prevention to determine whether incidence is decreasing with new infections prevented by interventions, including hand hygiene campaigns and care bundles. Reduction in incidence after these interventions is a piece of evidence that underpins the best practices and informs quality improvement efforts (Melnyk & Fineout-Overholt, 2022). Likewise, the incidence information on gestational diabetes or postpartum depression will enable nurses to reinforce screening and education as well as early referral to at-risk groups.
    Prevalence quantifies the total amount of cases of an illness which exist at a specified period, and it is especially valuable in conceptualizing the burden of illness, as well as in making plans to continue care. The prevalence data are used in nursing practice to make staffing, resource allocation, and chronic disease management program development decisions (Stanhope & Lancaster, 2021). For example, the high prevalence of diabetes or hypertension within a community would necessitate nurse-led clinics that would aim at educating its patients on their diseases, taking medications, and changing their lifestyle. Additionally, the scholarly literature shows that psychiatric-mental health nurses use prevalence data on mental health conditions, including depression and anxiety, to promote increased mental health services and integrated care models in primary and community health.
    **Limitations of Not Using Incidence and Prevalence in Nursing Practice**
    Failure to apply incidence and prevalence measures in nursing practice might be one of the major constraints to providing effective and evidence-based care (Friis & Sellers, 2020). Lack of incidence information can make nurses unable to identify the increasing trends in the new cases of a disease and preventive measures thus delaying preventive actions and exposing the possibility of the avoidable morbidity. For example, there is unnoticed rise in the prevalence of childhood asthma which may lead to failure to receive an early education, environmental interventions, and policy advocacy. Similarly, it is possible to underestimate the actual burden of chronic illness because of the neglect of prevalence data, meaning that staffing is inadequate, care coordination becomes insufficient, and nurse workload and burnout are also high (Friis & Sellers, 2020). The lack of these measures also undermines the meaningful participation of nurses in the population health planning, quality improvement programs, and healthcare policy deliberations, consequently undermining patient outcomes and efficiency in the nursing practice.
    **References**
    Friis, R. H., & Sellers, T. (2020). Epidemiology for public health practice. Jones & Bartlett Learning [https://books.google.co.ke/booksLinks to an external site.](https://books.google.co.ke/books)
    Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins [https://books.google.co.ke/booksLinks to an external site.](https://books.google.co.ke/books)
    Stanhope, M., & Lancaster, J. (2021). Foundations for Population Health in Community/Public Health Nursing-E-Book: Foundations for Population Health in Community/Public Health Nursing-E-Book. Elsevier Health Sciences [https://books.google.co.ke/booksLinks to an external site.](https://books.google.co.ke/books)
    Instructions: Ask a probing question, substantiated with additional background information, evidence, or research.
    – Share an insight from having read your classmates’ postings, synthesizing the information to provide new perspectives.
    – Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
    – Validate an idea with your own experience and additional research.
    – Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
    – Expand on your classmates’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
    **Note: S** upported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students.
    Rubric: RESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.)
    **20** **to >19.0** **ptsExcellent• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty.**
    **19** **to >15.0** **ptsGood• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty.**
    **15** **to >12.0** **ptsFair• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort.**
    **12** **to >0** **ptsPoor• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries.**
    20 pts
    This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)
    **30** **to >29.0** **ptsExcellentInitial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.**
    **29** **to >23.0** **ptsGoodInitial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.**
    **23** **to >18.0** **ptsFairInitial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.**
    **18** **to >0** **ptsPoorInitial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided.**
    30 pts
    This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)
    **20** **to >19.0** **ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**
    **19** **to >15.0** **ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**
    **15** **to >12.0** **ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on separate day.**
    **12** **to >0** **ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on same day.**
    20 pts
    This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)
    **20** **to >19.0** **ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.**
    **19** **to >15.0** **ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.**
    **15** **to >12.0** **ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Posts on separate day.**
    **12** **to >0** **ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Posts on same day.**
    20 pts
    This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)
    **10** **to >9.0** **ptsExcellentDiscussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.**
    **9** **to >8.0** **ptsGoodDiscussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.**
    **8** **to >6.0** **ptsFairDiscussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.**
    **6** **to >0** **ptsPoorDiscussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.**
    10 pts
    Total Points: 100

  • [Solved] Response Policy

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    Executive Solution Overview

    RESPOND TO THE 2 DIFFERENT PEOPLE IN THE ATTACHED **Read** a selection of your classmates’ posts and **respond** to **at least two** of your classmates on **two different days** by supporting or expanding on the ideas identified by your classmate or sharing additional perspectives on the policy desc…

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    Assignment Prompt & Instructions

    RESPOND TO THE 2 DIFFERENT PEOPLE IN THE ATTACHED
    **Read** a selection of your classmates’ posts and **respond** to **at least two** of your classmates on **two different days** by supporting or expanding on the ideas identified by your classmate or sharing additional perspectives on the policy described by your classmate.
    **Note:** Your responses to classmates should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students.
    \
    responsepolicytracyandissa.docx](https://www.sweetstudy.com/files/responsepolicytracyandissa-docx "responsepolicytracyandissa.docx")

  • [Solved] Response TRANSLATION FRAMEWORKS/MODELS

    ✓ Verified Academic Solution Available

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    Respond to the 2 different people in the attached **Respond** to at least **two** of your classmates, on different days, who selected translation frameworks or models different than you did, by suggesting an additional framework or model that they might consider and explaining why you think it might…

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    Assignment Prompt & Instructions

    Respond to the 2 different people in the attached
    **Respond** to at least **two** of your classmates, on different days, who selected translation frameworks or models different than you did, by suggesting an additional framework or model that they might consider and explaining why you think it might be a good fit for their EBP, IS, and QI Assignment.
    **Note:** Your responses to classmates should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students.
    \
    ResponseTRANSLATIONFRAMEWORKSMODELSAishaHarmonandDana.docx](https://www.sweetstudy.com/files/responsetranslationframeworksmodelsaishaharmonanddana-docx "ResponseTRANSLATIONFRAMEWORKSMODELSAishaHarmonandDana.docx")

  • [Solved] Biostadistic

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Module6AS2.pdf **## Module6AS2.pdf** Module 6: Assignment 2 In a prior example we evaluated data from a survey of university graduates which assessed, among other things, how frequently they exercised. The survey was completed by 470 graduates. In the prior example we used the χ goodness-of-fit…

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    Assignment Prompt & Instructions

    – ## Module6AS2.pdf

    **## Module6AS2.pdf**

    Module 6: Assignment 2

    In a prior example we evaluated data from a survey of university graduates which assessed, among
    other things, how frequently they exercised. The survey was completed by 470 graduates. In the prior
    example we used the χ goodness-of-fit test to assess whether there was a shift in the distribution of
    responses to the exercise question following the implementation of a health promotion campaign on
    campus. We specifically considered one sample (all students) and compared the observed distribution
    to the distribution of responses the prior year (a historical control). Suppose we now wish to assess
    whether there is a relationship between exercise on campus and students' living arrangements. As
    part of the same survey, graduates were asked where they lived their senior year. The response
    options were dormitory, on-campus apartment, off-campus apartment, and at home (i.e., commuted to
    and from the university). The data are shown below.

    No Regular
    Exercise Sporadic Exercise Regular Exercise Total

    Dormitory 32 30 28 90

    On-Campus
    Apartment 74 64 42 180

    Off-Campus
    Apartment 110 25 15 150

    At Home 39 6 5 50

    Total 255 125 90 470

    Based on the data, is there a relationship between exercise and a student's living arrangement? Do
    you think where a person lives affect their exercise status? Here we have four independent
    comparison groups (living arrangement) and a discrete (ordinal) outcome variable with three response
    options. We specifically want to test whether living arrangements and exercise are independent.

    Submission Instructions:

    Submit your assignment by 11:59 pm on Sunday.
    It should include at least 2 academic sources, formatted and cited in APA.

    2

    12/2/25, 10:10 AM Module 6: Assignment 2

    https://agmu.instructure.com/courses/43007/assignments/846624 1/1

    **## Module6AS2.pdf**

    Module 6: Assignment 2

    In a prior example we evaluated data from a survey of university graduates which assessed, among
    other things, how frequently they exercised. The survey was completed by 470 graduates. In the prior
    example we used the χ goodness-of-fit test to assess whether there was a shift in the distribution of
    responses to the exercise question following the implementation of a health promotion campaign on
    campus. We specifically considered one sample (all students) and compared the observed distribution
    to the distribution of responses the prior year (a historical control). Suppose we now wish to assess
    whether there is a relationship between exercise on campus and students' living arrangements. As
    part of the same survey, graduates were asked where they lived their senior year. The response
    options were dormitory, on-campus apartment, off-campus apartment, and at home (i.e., commuted to
    and from the university). The data are shown below.

    No Regular
    Exercise Sporadic Exercise Regular Exercise Total

    Dormitory 32 30 28 90

    On-Campus
    Apartment 74 64 42 180

    Off-Campus
    Apartment 110 25 15 150

    At Home 39 6 5 50

    Total 255 125 90 470

    Based on the data, is there a relationship between exercise and a student's living arrangement? Do
    you think where a person lives affect their exercise status? Here we have four independent
    comparison groups (living arrangement) and a discrete (ordinal) outcome variable with three response
    options. We specifically want to test whether living arrangements and exercise are independent.

    Submission Instructions:

    Submit your assignment by 11:59 pm on Sunday.
    It should include at least 2 academic sources, formatted and cited in APA.

    2

    12/2/25, 10:10 AM Module 6: Assignment 2

    https://agmu.instructure.com/courses/43007/assignments/846624 1/1

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    – ## Mod7assesment2.pdf **## Mod7assesment2.pdf** Module 7: Assignment 2 The Mann-Whitney U Test is a nonparametric version of the independent samples t-test. The test primarily deals with two independent samples that contain ordinal data. The following example explained the comparison between the n…

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    Assignment Prompt & Instructions

    – ## Mod7assesment2.pdf

    **## Mod7assesment2.pdf**

    Module 7: Assignment 2

    The Mann-Whitney U Test is a nonparametric version of the independent samples t-test. The test
    primarily deals with two independent samples that contain ordinal data. The following example
    explained the comparison between the nonparametric versus parametric tests.

    1. Select the best choice for the analysis and explain the reason.
    2. Review Module 4, if needed.
    3. Remember the importance of the p-value.

    Results S.S. Bayesian Independent Samples T-Test

    Descriptive Statistics

    Independent Samples T-Test

    Independent Samples T-Test

    Test Statistic df p

    WBC Student 0.318 137 0.751

    Mann-Whitney 2339.000 0.750

    Assumption Checks

    Test of Normality (Shapiro-Wilk)

    W p

    WBC 0 0.394 < .001

    1 0.800 < .001

    Note. Significant results suggest a
    deviation from normality.

    Descriptives

    12/2/25, 10:36 AM Module 7: Assignment 2

    https://agmu.instructure.com/courses/43007/assignments/846626 1/2

    Group Descriptives

    Group N Mean SD SE

    WBC 0 70 8.539 9.384 1.122

    1 69 8.142 4.405 0.530

    Hint: Visual determination.

    Submission Instructions:

    Submit your assignment by 11:59 pm ET on Sunday.
    It should include at least 3 academic sources, formatted and cited in APA.

    12/2/25, 10:36 AM Module 7: Assignment 2

    https://agmu.instructure.com/courses/43007/assignments/846626 2/2

    **## Mod7assesment2.pdf**

    Module 7: Assignment 2

    The Mann-Whitney U Test is a nonparametric version of the independent samples t-test. The test
    primarily deals with two independent samples that contain ordinal data. The following example
    explained the comparison between the nonparametric versus parametric tests.

    1. Select the best choice for the analysis and explain the reason.
    2. Review Module 4, if needed.
    3. Remember the importance of the p-value.

    Results S.S. Bayesian Independent Samples T-Test

    Descriptive Statistics

    Independent Samples T-Test

    Independent Samples T-Test

    Test Statistic df p

    WBC Student 0.318 137 0.751

    Mann-Whitney 2339.000 0.750

    Assumption Checks

    Test of Normality (Shapiro-Wilk)

    W p

    WBC 0 0.394 < .001

    1 0.800 < .001

    Note. Significant results suggest a
    deviation from normality.

    Descriptives

    12/2/25, 10:36 AM Module 7: Assignment 2

    https://agmu.instructure.com/courses/43007/assignments/846626 1/2

    Group Descriptives

    Group N Mean SD SE

    WBC 0 70 8.539 9.384 1.122

    1 69 8.142 4.405 0.530

    Hint: Visual determination.

    Submission Instructions:

    Submit your assignment by 11:59 pm ET on Sunday.
    It should include at least 3 academic sources, formatted and cited in APA.

    12/2/25, 10:36 AM Module 7: Assignment 2

    https://agmu.instructure.com/courses/43007/assignments/846626 2/2