Tag: Model Answer

  • [Solved] Wk 8 Assign Epid

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    – 2 years ago **files (6)** – ## WK8ASSIGNEPID.docx – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf – MetaAnalysis.pdf – ORIGINALARTICLE.pdf – intervention.pdf – annurev-psych-010418-102803.pdf **## WK8ASSIGNEPID.docx** Meta-Analyses ![A person in a lab coat writing on a compu…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (6)**

    – ## WK8ASSIGNEPID.docx

    – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf
    – MetaAnalysis.pdf
    – ORIGINALARTICLE.pdf
    – intervention.pdf
    – annurev-psych-010418-102803.pdf

    **## WK8ASSIGNEPID.docx**

    Meta-Analyses

    ![A person in a lab coat writing on a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-assign-epid)

    In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

    For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

    **Reference:**
    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    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/155998/modules/items/6259934)

    To prepare:

    · Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

    The Assignment:

    In 3 pages, not including title page and references, address the following:

    · Identify your selected article. Explain what characteristics make this a meta-analysis.

    · Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.

    · Do you agree with the conclusions? Explain why or why not.

    · Explain how you could apply implications from the study to your nursing practice.

    By Day 7 of Week 8

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf-10261411)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261415)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261413)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261417)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

    **## WK8ASSIGNEPID.docx**

    Meta-Analyses

    ![A person in a lab coat writing on a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-assign-epid)

    In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

    For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

    **Reference:**
    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    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/155998/modules/items/6259934)

    To prepare:

    · Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

    The Assignment:

    In 3 pages, not including title page and references, address the following:

    · Identify your selected article. Explain what characteristics make this a meta-analysis.

    · Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.

    · Do you agree with the conclusions? Explain why or why not.

    · Explain how you could apply implications from the study to your nursing practice.

    By Day 7 of Week 8

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf-10261411)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261415)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261413)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261417)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

    **## WK8ASSIGNEPID.docx**

    Meta-Analyses

    ![A person in a lab coat writing on a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-assign-epid)

    In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

    For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

    **Reference:**
    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    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/155998/modules/items/6259934)

    To prepare:

    · Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

    The Assignment:

    In 3 pages, not including title page and references, address the following:

    · Identify your selected article. Explain what characteristics make this a meta-analysis.

    · Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.

    · Do you agree with the conclusions? Explain why or why not.

    · Explain how you could apply implications from the study to your nursing practice.

    By Day 7 of Week 8

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf-10261411)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261415)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261413)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261417)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

  • [Solved] Weekly experience as a student nurse practitioner in Pediatrics clinic

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Weekly experience as a student nurse practitioner in a Pediatrics clinic – 2 years ago **files (2)** – ## Weeklyexperience.docx – ## WeeklyClinicalExperienc3.docx **## Weeklyexperience.docx** Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic. …

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    Assignment Prompt & Instructions

    Weekly experience as a student nurse practitioner in a Pediatrics clinic

    – 2 years ago

    **files (2)**

    – ## Weeklyexperience.docx

    – ## WeeklyClinicalExperienc3.docx

    **## Weeklyexperience.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

    **## Weeklyexperience.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

    **## Weeklyexperience.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

  • [Solved] Week 4 Project- Diversity and Conflict Resolution

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Diversity and Conflict Resolution** One implication of diverse cultures is that elements of one culture (e.g., values, attitudes, behaviors, perceptions) can create conflict with elements of another culture. Prepare a report on cultural diversity and conflict. In your report, address the following…

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    Assignment Prompt & Instructions

    **Diversity and Conflict Resolution**

    One implication of diverse cultures is that elements of one culture (e.g., values, attitudes, behaviors, perceptions) can create conflict with elements of another culture.

    Prepare a report on cultural diversity and conflict. In your report, address the following:

    – Evaluate the interaction of cultural diversity with conflict in international negotiations.

    – Assess the important indicators of diversity management  in organizations. What is seen, heard, experienced when diversity      management is or is not present?

    – Analyze some of the social and organizational      consequences of not concentrating on diversity management, including      negotiations and the organization in general.

    – Evaluate how organizations might capitalize on      diversity in its negotiation party for producing better negotiated      outcomes and organizational results.

    – **Defend at least three ways that leaders might enhance diversity management in international activities to support larger goals. Defend your recommendations with research.**

    Recommendation for the level one headings for the body of your paper:

    **Cultural Diversity and Conflict**

    **Indicators of Diversity Management**

    **Social and Organizational Consequences**

    **Capitalizing on Diversity**

    **Best Practices for Diversity Management**

    **Submission Details:**

    – Submit your answers in a three- to four-page Microsoft Word      document, using APA style.
    – Each      Covered Heading must contain 3+ credible cited sources and a conclusion      summarizing talking points.

    – **Due by 4/14/25 at 11:30pm CST**

    **Requirements:**

    1. **Make certain to include in text citations from your course** **text in addition to your outside leadership resources within your main post** **. This adds credibility to your argument.**

    **[Textbooks]:**

    Brett, J. M. (2014). [Negotiating Globally](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=124624&type=lti&rcode=southu-51900&srcou=11561), (3rd ed.). San Francisco, CA: Jossey-Bass. ISBN: 9781118602614

    **and**

    Lewicki, R. J., Saunders, D. M. and Barry, B. (2014). [Negotiation: Readings, Exercises, and Cases](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=124624&type=lti&rcode=southu-51902&srcou=11561). New York, NY: McGraw-Hill. ISBN: 9780077862428

    2. _No plagiarism will be tolerated. Must be in 7th Edition APA format with cited sources within the last 5 years._

    **3.** **No AI support, score must be 0% and less than < 10% score on Turnitin**

    – [\
    \
    Week4Day7ProjectAssignmentTips.docx](https://www.sweetstudy.com/files/week4day7projectassignmenttips-docx "Week4Day7ProjectAssignmentTips.docx")
    – [\
    \
    Wk4ProjectGradingRubric.docx](https://www.sweetstudy.com/files/wk4projectgradingrubric-docx "Wk4ProjectGradingRubric.docx")
    – [\
    \
    Wk4Project-AssignmentDetails-DiversityandConflictResolution.docx](https://www.sweetstudy.com/files/wk4project-assignmentdetails-diversityandconflictresolution-docx "Wk4Project-AssignmentDetails-DiversityandConflictResolution.docx")

    – 2 years ago

  • [Solved] Week 4 Discussion – Risk Assessment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) During the Coronavirus pandemic of 2020, several questions arose about the appropriate time to restart the U.S. economy and the related risks surrounding this decision. When forming a risk assessment, it is important to distin…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    During the Coronavirus pandemic of 2020, several questions arose about the appropriate time to restart the U.S. economy and the related risks surrounding this decision. When forming a risk assessment, it is important to distinguish between risk and uncertainty.

    Listen to or read the NPR story, [When Should We Restart the Economy?Links to an external site.](https://www.npr.org/2020/03/27/822873592/when-should-we-restart-the-economy)

    Then research and discuss two new topics: one is a topic that meets the category of uncertainty and another meets the category of risk for (1) the overall United States population and (2) your own personal example. Describe each of your topics, then fully explain and justify why you feel they meet the category that you indicate. Provide any links and references as necessary.

    Be sure to respond to at least one of your classmates' posts.

    – 2 years ago

  • [Solved] Week 3 Discussion – Compliance and Regulations

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) During a disaster certain assets must be protected. For industrial companies, this is not only for the company, but also for the surrounding community. Read the article on industrial safety after hurricane Harvey, [Industrial …

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    During a disaster certain assets must be protected. For industrial companies, this is not only for the company, but also for the surrounding community. Read the article on industrial safety after hurricane Harvey, [Industrial Safety After Hurricane HarveyLinks to an external site.](https://www.npr.org/2018/08/31/643588592/industrial-safety-after-hurricane-harvey).

    – First, pick a recent disaster, such as fire, flood, tornado, or earthquake, and comment on what you think industrial companies should do to mitigate any effects of their plant on surrounding communities during this type of disaster.
    – Second, discuss whether you think IT companies in the area should use the same type of mitigation strategy as industrial companies. If so, why? If not, why, and what should they do instead?

    Be sure to respond to at least on of your classmates' posts

    – 2 years ago

  • [Solved] Week 2 Psy

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Respond to one of the following prompts: Describe 3 ways that a 360-degree feedback appraisal works and one possible downfall of this type of appraisal process? (USLO 2.2) What are 2 possible outcomes telecommuting can have on work-family balance? How has remote learning impacted the family? (USLO 2…

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    Assignment Prompt & Instructions

    Respond to one of the following prompts:

    Describe 3 ways that a 360-degree feedback appraisal works and one possible downfall of this type of appraisal process? (USLO 2.2)

    What are 2 possible outcomes telecommuting can have on work-family balance? How has remote learning impacted the family? (USLO 2.3)

    Describe the differences between genotypes and phenotype. Provide one example of each. (USLO 2.4)

    Explain the process of the fight or flight response and provide an example of when you have experienced it. How did your body respond and what was one advantage and one disadvantage to your response? (USLO 2.5)

    – 2 years ago

  • [Solved] Week 2 Bio 1300

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Select **two** of the unit student learning outcome (USLO) prompts below to respond to in this week's reflection. – USLO 2.1 Differentiate the major functions of blood. – USLO 2.2 Differentiate the structure and functions of plasma and formed elements. – USLO 2.3 Recognize the process of hematopoies…

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    Assignment Prompt & Instructions

    Select **two** of the unit student learning outcome (USLO) prompts below to respond to in this week's reflection.

    – USLO 2.1 Differentiate the major functions of blood.
    – USLO 2.2 Differentiate the structure and functions of plasma and formed elements.
    – USLO 2.3 Recognize the process of hematopoiesis.
    – USLO 2.4 Recognize the structure and function of erythrocytes.
    – USLO 2.5 Identify ABO and Rh blood groups.
    – USLO 2.6 Differentiate between the five classes of leukocytes.
    – USLO 2.7 Identify the steps of hemostasis (blood clotting) and clot regulation.
    – USLO 2.8 Differentiate four homeostatic imbalances of blood and explain what is occurring from a physiological perspective.

    – 2 years ago

  • [Solved] See attachment 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history) – 2 years ago **files (2)** – ## sweetwk7.2.docx – ## RegentsofCaliforniavBakke2.docx **## sweetwk7.2.docx** **MUST BE ORIGINAL WORK. PowerPoint (7-8 slides)** **with speaker notes for presentation. Minimum…

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    Assignment Prompt & Instructions

    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

    – 2 years ago

    **files (2)**

    – ## sweetwk7.2.docx

    – ## RegentsofCaliforniavBakke2.docx

    **## sweetwk7.2.docx**

    **MUST BE ORIGINAL WORK. PowerPoint (7-8 slides)**
    **with speaker notes for presentation. Minimum of 2 scholarly sources. I will attach last week’s assignment that this assignment is building on. Due 4/17/25**

    Assignment

    Instructions

    This is Part II of the assignment you submitted in Week 6.

    Using the case outline (Part I: How the Courts Address or Respect Our Rights as Citizens) you submitted in Week 6, prepare and submit a presentation, either a narrated PowerPoint, a Kaltura Video, or some other format approved by your instructor.
    **Verify the presentation format with your instructor before starting work on this assignment.**

    The presentation will include:

    · Name the case

    · Discuss the facts of the case

    · Discuss the history of the case (what laws or legal action was taken)

    · Discuss the issues or the facts of the case and legal questions the court must decide

    · Discuss if the court's decision or holdings were for the plaintiff or the defendant and the reasons for the decision.

    · Discuss the concurring and dissenting opinions from the judge or if a jury trial, the jury

    · References slide with a minimum of 2 scholarly sources.

    **Important:** In this assignment, you are expected to elaborate on the points you made in the prior assignment in Week 6. This assignment will be graded on your strength to elaborate and explain the facts of the case, proper use of visual aids, good narration, presentation of the case, and how well you stick to the case. Do not copy-paste the outline into this and call it complete.

    Requirements

    · Length: The presentation should be 7-8 slides long if using PowerPoint excluding the title and reference slide.

    · Font should not be smaller than size 16-point

    · Parenthetical in-text citations included and formatted in APA style

    · Title/Introduction slide required

    · References slide minimum of 2 scholarly sources in addition to textbook if cited)

    · Use speaker notes to elaborate on the content on the slides.

    **## RegentsofCaliforniavBakke2.docx**

    1

    **Regents of California v Bakke**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    **Summary of the Case**

    Regents of the University of California v. Bakke (1978) included white candidate Allan Bakke, who was twice refused admission to UC Davis Medical School. The school's unique admissions procedure examined minority applicants individually and with lower academic standards to secure 16 of 100 places. Despite having better test scores and grades than minority applicants, Bakke argued the program violated the Equal Protection Clause of the Fourteenth Amendment and Title VI of the Civil Rights Act of 1964, which forbids racial discrimination in federally financed programs (Cornell Law School, 2020). The California Supreme Court declared the quota system unconstitutional and ordered Bakke's admission, and the U.S. Supreme Court granted certiorari to settle the affirmative action argument. The Supreme Court split, with no majority opinion. Justice Lewis Powell's landmark opinion declared racial quotas unlawful but permitted race to be used in admissions to encourage diversity. The Court upheld Bakke's admission because UC Davis failed to argue that his acceptance would have been impossible without the quota. This combined victory overturned racial objections and allowed institutions to seek diversity via holistic assessments, changing affirmative action policy worldwide.

    **Case Outline**

    **Title:** Regents of the University of California v. Bakke (1978)

    **Facts of the Case:** UC Davis Medical School has a standard and minority admissions program with 16 seats. Even underprivileged non-minorities were barred from the special program due to inferior academic levels. White applicant Allan Bakke, who scored better than minority applicants, was refused twice (Cornell Law School, 2020). His lawsuit claimed racial exclusion violated constitutional and statutory rights.

    **History of the Case:** Bakke sued in California state court, which annulled the quota but refused him admittance. Bakke was admitted after the California Supreme Court upheld the Equal Protection Clause violation. The Supreme Court evaluated the case to resolve federal affirmative action interpretation disputes.

    **Legal Questions:** The Court considered whether (1) racial quotas in admissions violated the Equal Protection Clause and Title VI and (2) race may ever play a role in admissions.

    **Decision or Holdings:** The Court declared strong racial quotas illegal because they eliminated applicants exclusively based on race. Race was allowed to be a “plus factor” in holistic evaluations to achieve diversity, a compelling state interest. Bakke was admitted because UC Davis could not establish he would have been denied without the quota.

    **Verdict and Opinion:** The 5-4 ruling included several viewpoints. Powell's majority decision (joined by four justices) opposed quotas but supported diversity. Justices Brennan, Marshall, White, and Blackmun supported race-conscious admissions to correct previous prejudice. Dissenters (Stevens, Burger, Stewart, Rehnquist) emphasized Title VI's ban on racial exclusion (Cornell Law School, 2020). The ruling overturned the quota, accepted Bakke, and allowed race to influence admissions.

    **Conclusion**

    Bans on quotas and race-conscious admissions changed affirmative action, combining diversity aims with constitutional protections. Universities fostered diversity without racial divides by considering race and other aspects in holistic evaluations. Medical schools and other organizations in California should rectify past inequalities while retaining merit-based standards. However, “reverse discrimination” and race-based fairness arguments continued after the verdict. Significantly, it maintained affirmative action's role in promoting educational diversity while limiting exclusion. Despite criticism that it promoted racial biases, advocates applauded its sophisticated approach to equality. In 2023, the Supreme Court invalidated race-conscious admissions in Students for Fair Admissions v. Harvard/UNC. Bakke's influence lasted decades, highlighting the conflict between restitution and justice. The lawsuit showed Californians how the state handled difficult civil rights matters, albeit its advantages were disputed.

    **References**

    Cornell Law School. (2020).
    _Regents of the University of California v. Bakke (1978)_. LII / Legal Information Institute. https://www.law.cornell.edu/wex/regents_of_the_university_of_california_v_bakke_(1978)

    **## RegentsofCaliforniavBakke2.docx**

    1

    **Regents of California v Bakke**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    **Summary of the Case**

    Regents of the University of California v. Bakke (1978) included white candidate Allan Bakke, who was twice refused admission to UC Davis Medical School. The school's unique admissions procedure examined minority applicants individually and with lower academic standards to secure 16 of 100 places. Despite having better test scores and grades than minority applicants, Bakke argued the program violated the Equal Protection Clause of the Fourteenth Amendment and Title VI of the Civil Rights Act of 1964, which forbids racial discrimination in federally financed programs (Cornell Law School, 2020). The California Supreme Court declared the quota system unconstitutional and ordered Bakke's admission, and the U.S. Supreme Court granted certiorari to settle the affirmative action argument. The Supreme Court split, with no majority opinion. Justice Lewis Powell's landmark opinion declared racial quotas unlawful but permitted race to be used in admissions to encourage diversity. The Court upheld Bakke's admission because UC Davis failed to argue that his acceptance would have been impossible without the quota. This combined victory overturned racial objections and allowed institutions to seek diversity via holistic assessments, changing affirmative action policy worldwide.

    **Case Outline**

    **Title:** Regents of the University of California v. Bakke (1978)

    **Facts of the Case:** UC Davis Medical School has a standard and minority admissions program with 16 seats. Even underprivileged non-minorities were barred from the special program due to inferior academic levels. White applicant Allan Bakke, who scored better than minority applicants, was refused twice (Cornell Law School, 2020). His lawsuit claimed racial exclusion violated constitutional and statutory rights.

    **History of the Case:** Bakke sued in California state court, which annulled the quota but refused him admittance. Bakke was admitted after the California Supreme Court upheld the Equal Protection Clause violation. The Supreme Court evaluated the case to resolve federal affirmative action interpretation disputes.

    **Legal Questions:** The Court considered whether (1) racial quotas in admissions violated the Equal Protection Clause and Title VI and (2) race may ever play a role in admissions.

    **Decision or Holdings:** The Court declared strong racial quotas illegal because they eliminated applicants exclusively based on race. Race was allowed to be a “plus factor” in holistic evaluations to achieve diversity, a compelling state interest. Bakke was admitted because UC Davis could not establish he would have been denied without the quota.

    **Verdict and Opinion:** The 5-4 ruling included several viewpoints. Powell's majority decision (joined by four justices) opposed quotas but supported diversity. Justices Brennan, Marshall, White, and Blackmun supported race-conscious admissions to correct previous prejudice. Dissenters (Stevens, Burger, Stewart, Rehnquist) emphasized Title VI's ban on racial exclusion (Cornell Law School, 2020). The ruling overturned the quota, accepted Bakke, and allowed race to influence admissions.

    **Conclusion**

    Bans on quotas and race-conscious admissions changed affirmative action, combining diversity aims with constitutional protections. Universities fostered diversity without racial divides by considering race and other aspects in holistic evaluations. Medical schools and other organizations in California should rectify past inequalities while retaining merit-based standards. However, “reverse discrimination” and race-based fairness arguments continued after the verdict. Significantly, it maintained affirmative action's role in promoting educational diversity while limiting exclusion. Despite criticism that it promoted racial biases, advocates applauded its sophisticated approach to equality. In 2023, the Supreme Court invalidated race-conscious admissions in Students for Fair Admissions v. Harvard/UNC. Bakke's influence lasted decades, highlighting the conflict between restitution and justice. The lawsuit showed Californians how the state handled difficult civil rights matters, albeit its advantages were disputed.

    **References**

    Cornell Law School. (2020).
    _Regents of the University of California v. Bakke (1978)_. LII / Legal Information Institute. https://www.law.cornell.edu/wex/regents_of_the_university_of_california_v_bakke_(1978)

    **## sweetwk7.2.docx**

    **MUST BE ORIGINAL WORK. PowerPoint (7-8 slides)**
    **with speaker notes for presentation. Minimum of 2 scholarly sources. I will attach last week’s assignment that this assignment is building on. Due 4/17/25**

    Assignment

    Instructions

    This is Part II of the assignment you submitted in Week 6.

    Using the case outline (Part I: How the Courts Address or Respect Our Rights as Citizens) you submitted in Week 6, prepare and submit a presentation, either a narrated PowerPoint, a Kaltura Video, or some other format approved by your instructor.
    **Verify the presentation format with your instructor before starting work on this assignment.**

    The presentation will include:

    · Name the case

    · Discuss the facts of the case

    · Discuss the history of the case (what laws or legal action was taken)

    · Discuss the issues or the facts of the case and legal questions the court must decide

    · Discuss if the court's decision or holdings were for the plaintiff or the defendant and the reasons for the decision.

    · Discuss the concurring and dissenting opinions from the judge or if a jury trial, the jury

    · References slide with a minimum of 2 scholarly sources.

    **Important:** In this assignment, you are expected to elaborate on the points you made in the prior assignment in Week 6. This assignment will be graded on your strength to elaborate and explain the facts of the case, proper use of visual aids, good narration, presentation of the case, and how well you stick to the case. Do not copy-paste the outline into this and call it complete.

    Requirements

    · Length: The presentation should be 7-8 slides long if using PowerPoint excluding the title and reference slide.

    · Font should not be smaller than size 16-point

    · Parenthetical in-text citations included and formatted in APA style

    · Title/Introduction slide required

    · References slide minimum of 2 scholarly sources in addition to textbook if cited)

    · Use speaker notes to elaborate on the content on the slides.

    **## RegentsofCaliforniavBakke2.docx**

    1

    **Regents of California v Bakke**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    **Summary of the Case**

    Regents of the University of California v. Bakke (1978) included white candidate Allan Bakke, who was twice refused admission to UC Davis Medical School. The school's unique admissions procedure examined minority applicants individually and with lower academic standards to secure 16 of 100 places. Despite having better test scores and grades than minority applicants, Bakke argued the program violated the Equal Protection Clause of the Fourteenth Amendment and Title VI of the Civil Rights Act of 1964, which forbids racial discrimination in federally financed programs (Cornell Law School, 2020). The California Supreme Court declared the quota system unconstitutional and ordered Bakke's admission, and the U.S. Supreme Court granted certiorari to settle the affirmative action argument. The Supreme Court split, with no majority opinion. Justice Lewis Powell's landmark opinion declared racial quotas unlawful but permitted race to be used in admissions to encourage diversity. The Court upheld Bakke's admission because UC Davis failed to argue that his acceptance would have been impossible without the quota. This combined victory overturned racial objections and allowed institutions to seek diversity via holistic assessments, changing affirmative action policy worldwide.

    **Case Outline**

    **Title:** Regents of the University of California v. Bakke (1978)

    **Facts of the Case:** UC Davis Medical School has a standard and minority admissions program with 16 seats. Even underprivileged non-minorities were barred from the special program due to inferior academic levels. White applicant Allan Bakke, who scored better than minority applicants, was refused twice (Cornell Law School, 2020). His lawsuit claimed racial exclusion violated constitutional and statutory rights.

    **History of the Case:** Bakke sued in California state court, which annulled the quota but refused him admittance. Bakke was admitted after the California Supreme Court upheld the Equal Protection Clause violation. The Supreme Court evaluated the case to resolve federal affirmative action interpretation disputes.

    **Legal Questions:** The Court considered whether (1) racial quotas in admissions violated the Equal Protection Clause and Title VI and (2) race may ever play a role in admissions.

    **Decision or Holdings:** The Court declared strong racial quotas illegal because they eliminated applicants exclusively based on race. Race was allowed to be a “plus factor” in holistic evaluations to achieve diversity, a compelling state interest. Bakke was admitted because UC Davis could not establish he would have been denied without the quota.

    **Verdict and Opinion:** The 5-4 ruling included several viewpoints. Powell's majority decision (joined by four justices) opposed quotas but supported diversity. Justices Brennan, Marshall, White, and Blackmun supported race-conscious admissions to correct previous prejudice. Dissenters (Stevens, Burger, Stewart, Rehnquist) emphasized Title VI's ban on racial exclusion (Cornell Law School, 2020). The ruling overturned the quota, accepted Bakke, and allowed race to influence admissions.

    **Conclusion**

    Bans on quotas and race-conscious admissions changed affirmative action, combining diversity aims with constitutional protections. Universities fostered diversity without racial divides by considering race and other aspects in holistic evaluations. Medical schools and other organizations in California should rectify past inequalities while retaining merit-based standards. However, “reverse discrimination” and race-based fairness arguments continued after the verdict. Significantly, it maintained affirmative action's role in promoting educational diversity while limiting exclusion. Despite criticism that it promoted racial biases, advocates applauded its sophisticated approach to equality. In 2023, the Supreme Court invalidated race-conscious admissions in Students for Fair Admissions v. Harvard/UNC. Bakke's influence lasted decades, highlighting the conflict between restitution and justice. The lawsuit showed Californians how the state handled difficult civil rights matters, albeit its advantages were disputed.

    **References**

    Cornell Law School. (2020).
    _Regents of the University of California v. Bakke (1978)_. LII / Legal Information Institute. https://www.law.cornell.edu/wex/regents_of_the_university_of_california_v_bakke_(1978)

    **## sweetwk7.2.docx**

    **MUST BE ORIGINAL WORK. PowerPoint (7-8 slides)**
    **with speaker notes for presentation. Minimum of 2 scholarly sources. I will attach last week’s assignment that this assignment is building on. Due 4/17/25**

    Assignment

    Instructions

    This is Part II of the assignment you submitted in Week 6.

    Using the case outline (Part I: How the Courts Address or Respect Our Rights as Citizens) you submitted in Week 6, prepare and submit a presentation, either a narrated PowerPoint, a Kaltura Video, or some other format approved by your instructor.
    **Verify the presentation format with your instructor before starting work on this assignment.**

    The presentation will include:

    · Name the case

    · Discuss the facts of the case

    · Discuss the history of the case (what laws or legal action was taken)

    · Discuss the issues or the facts of the case and legal questions the court must decide

    · Discuss if the court's decision or holdings were for the plaintiff or the defendant and the reasons for the decision.

    · Discuss the concurring and dissenting opinions from the judge or if a jury trial, the jury

    · References slide with a minimum of 2 scholarly sources.

    **Important:** In this assignment, you are expected to elaborate on the points you made in the prior assignment in Week 6. This assignment will be graded on your strength to elaborate and explain the facts of the case, proper use of visual aids, good narration, presentation of the case, and how well you stick to the case. Do not copy-paste the outline into this and call it complete.

    Requirements

    · Length: The presentation should be 7-8 slides long if using PowerPoint excluding the title and reference slide.

    · Font should not be smaller than size 16-point

    · Parenthetical in-text citations included and formatted in APA style

    · Title/Introduction slide required

    · References slide minimum of 2 scholarly sources in addition to textbook if cited)

    · Use speaker notes to elaborate on the content on the slides.

    **## RegentsofCaliforniavBakke2.docx**

    1

    **Regents of California v Bakke**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    **Summary of the Case**

    Regents of the University of California v. Bakke (1978) included white candidate Allan Bakke, who was twice refused admission to UC Davis Medical School. The school's unique admissions procedure examined minority applicants individually and with lower academic standards to secure 16 of 100 places. Despite having better test scores and grades than minority applicants, Bakke argued the program violated the Equal Protection Clause of the Fourteenth Amendment and Title VI of the Civil Rights Act of 1964, which forbids racial discrimination in federally financed programs (Cornell Law School, 2020). The California Supreme Court declared the quota system unconstitutional and ordered Bakke's admission, and the U.S. Supreme Court granted certiorari to settle the affirmative action argument. The Supreme Court split, with no majority opinion. Justice Lewis Powell's landmark opinion declared racial quotas unlawful but permitted race to be used in admissions to encourage diversity. The Court upheld Bakke's admission because UC Davis failed to argue that his acceptance would have been impossible without the quota. This combined victory overturned racial objections and allowed institutions to seek diversity via holistic assessments, changing affirmative action policy worldwide.

    **Case Outline**

    **Title:** Regents of the University of California v. Bakke (1978)

    **Facts of the Case:** UC Davis Medical School has a standard and minority admissions program with 16 seats. Even underprivileged non-minorities were barred from the special program due to inferior academic levels. White applicant Allan Bakke, who scored better than minority applicants, was refused twice (Cornell Law School, 2020). His lawsuit claimed racial exclusion violated constitutional and statutory rights.

    **History of the Case:** Bakke sued in California state court, which annulled the quota but refused him admittance. Bakke was admitted after the California Supreme Court upheld the Equal Protection Clause violation. The Supreme Court evaluated the case to resolve federal affirmative action interpretation disputes.

    **Legal Questions:** The Court considered whether (1) racial quotas in admissions violated the Equal Protection Clause and Title VI and (2) race may ever play a role in admissions.

    **Decision or Holdings:** The Court declared strong racial quotas illegal because they eliminated applicants exclusively based on race. Race was allowed to be a “plus factor” in holistic evaluations to achieve diversity, a compelling state interest. Bakke was admitted because UC Davis could not establish he would have been denied without the quota.

    **Verdict and Opinion:** The 5-4 ruling included several viewpoints. Powell's majority decision (joined by four justices) opposed quotas but supported diversity. Justices Brennan, Marshall, White, and Blackmun supported race-conscious admissions to correct previous prejudice. Dissenters (Stevens, Burger, Stewart, Rehnquist) emphasized Title VI's ban on racial exclusion (Cornell Law School, 2020). The ruling overturned the quota, accepted Bakke, and allowed race to influence admissions.

    **Conclusion**

    Bans on quotas and race-conscious admissions changed affirmative action, combining diversity aims with constitutional protections. Universities fostered diversity without racial divides by considering race and other aspects in holistic evaluations. Medical schools and other organizations in California should rectify past inequalities while retaining merit-based standards. However, “reverse discrimination” and race-based fairness arguments continued after the verdict. Significantly, it maintained affirmative action's role in promoting educational diversity while limiting exclusion. Despite criticism that it promoted racial biases, advocates applauded its sophisticated approach to equality. In 2023, the Supreme Court invalidated race-conscious admissions in Students for Fair Admissions v. Harvard/UNC. Bakke's influence lasted decades, highlighting the conflict between restitution and justice. The lawsuit showed Californians how the state handled difficult civil rights matters, albeit its advantages were disputed.

    **References**

    Cornell Law School. (2020).
    _Regents of the University of California v. Bakke (1978)_. LII / Legal Information Institute. https://www.law.cornell.edu/wex/regents_of_the_university_of_california_v_bakke_(1978)

  • [Solved] Unit III HCS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – 2 years ago **files (2)** – ## UnitIIICHS.docx – ## UnitIIISG.pdf **## UnitIIICHS.docx** In this assignment, you are asked to prepare a [matrix](https://online.columbiasouthern.edu/bbcswebdav/pid-17227640-dt-asiobject-rid-167915239_1/xid-167915239_1). You will need to work a bit to …

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    Assignment Prompt & Instructions

    see attachment

    – 2 years ago

    **files (2)**

    – ## UnitIIICHS.docx

    – ## UnitIIISG.pdf

    **## UnitIIICHS.docx**

    In this assignment, you are asked to prepare a
    [matrix](https://online.columbiasouthern.edu/bbcswebdav/pid-17227640-dt-asiobject-rid-167915239_1/xid-167915239_1). You will need to work a bit to mine the data from the textbook chapters and outside sources.

    The purpose of this assignment is to allow students to use the foundational skills they have learned so far in the course and to mine for information in printed material, compare countries, learn about mental health practices, analyze data based on outcomes, and develop an action plan. These are basic skills used by health care administrators in a variety of settings and especially apropos to global or international health care.

    **For this assignment**:

    ·
    **Complete each box of the** [**matrix**](https://online.columbiasouthern.edu/bbcswebdav/pid-17227640-dt-asiobject-rid-167915239_1/xid-167915239_1) **below with a detailed description.**

    ·
    **Once the matrix is complete, pick two countries from the matrix and write a two-page essay comparing the countries health systems.**

    ·
    **Make sure to expand on each of the categories from the matrix and do not just copy what is in the matrix.**

    **Your essay must be at least two pages in length, not counting the title and reference pages. You must have an introduction, a conclusion, and a minimum of three sources (one of which must be academic in nature). All sources used must have proper citations. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed**.

    **## UnitIIISG.pdf**

    HCA 4303, Comparative Health Systems 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    1. Examine factors that influence health care in specified countries.
    1.1 Compare health care systems and the factors that affect them.

    4. Compare global health care services and systems.
    4.1 Plan a comparative matrix on the Americas region.

    5. Assess health care models used in other countries.
    5.1 Identify specific health care systems in the Americas region.

    Required Unit Resources

    Chapter 5: United States – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evaluation of the Healthcare System

    • Conclusion

    Chapter 6: Canada – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evaluation of the Healthcare System

    • Current and Emerging Issues and Challenges

    • Conclusion

    Chapter 7: Mexico – Read the following sections.

    • Brief History of the Healthcare System

    Chapter 8: Peru – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    Chapter 9: Brazil – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evolution of the Healthcare System in Brazil

    • Current and Emerging Issues and Challenges

    UNIT III STUDY GUIDE

    The Americas Region

    HCA 4303, Comparative Health Systems 2

    UNIT x STUDY GUIDE

    Title

    Unit Lesson

    In Units I and II, we laid the foundation for global health and policymaking. Throughout the remainder of this
    course, we will review the world and its health care systems by region. In this unit, we will begin with countries
    in the Americas.

    The United States of America

    The United States of America has been called a land of plenty, and the residents of the United States enjoy
    one of the highest standards of living in the world. It also has the largest and most technologically advanced
    economy in the world.

    The United States has a unique health system for its approximately 331 million residents, which comprises
    about 4.23 percent of the world’s population (WorldAtlas, n.d.). In the United States, health care is the largest
    industry, and it has a highly developed infrastructure for delivery of medical services (Johnson et al., 2018).
    Globally, on health care, the United States outspends all other nations. The facilities in the United States are
    ultramodern with high-caliber schooling. The infrastructure is owned mainly by the private sector; however,
    the government is a major financier of medical education health service research, and it operates the military
    and veterans’ health systems (Johnson et al., 2018). The life expectancy in the United States is 78.9 years
    (Organisation for Economic Co-operation and Development, 2021).

    The United States has several types of facilities that are listed in the chart below. The inpatient institutions
    care for patients who require overnight stays in places like general acute care or specialty hospitals and long-
    term care facilities. Outpatient services are delivered via an ambulatory care setting and vary on factors, such
    as type of care needed, insurance, and location (Johnson et al., 2018). Home health and walk-in clinics also
    fall into the outpatient category. The United States also has public health services that are provided by local
    health departments.
    Walk-in Clinic (Urgent Care)

    The managed care system is the most dominant delivery system in the United States. According to Johnson
    et al. (2018, p. 87), “Managed care is a system of health care delivery that (1) seeks to achieve efficiencies by
    integrating the basic functions of health care delivery, (2) employs mechanisms to control (manage) utilization
    of medical services, and (3) determines the price at which the services are purchased and consequently how
    much the providers get paid.” Employers and the government are the primary financiers of the system. There
    are two types of managed care organizations: HMOs (health maintenance organization) and PPOs (preferred
    provider organization). HMOs typically require in-network access while PPOs allow out-of-network access.

    HCA 4303, Comparative Health Systems 3

    UNIT x STUDY GUIDE

    Title
    The U.S. health care system is influenced by many external factors such as the economy, climate,
    technology, cultural and social values, the physical environment, and the population characteristics. The main
    characteristics of the United States health care system include:

    • “No central governing agency and little integration and coordination

    • A technology-driven delivery system focusing on acute care

    • High cost, unequal access, and mixed outcomes

    • Delivery of health care under imperfect market conditions

    • Government as subsidiary to private sector

    • Market justice versus social justice pervasive throughout health care

    • Multiple players and balance of power

    • Quest for integration and accountability” (Johnson et al., 2018, p. 90)

    Canada

    Canada is the second largest nation in the world and largest on the North American continent. Its environment
    is varied, ranging from its coastal regions, arid plains of the interior, to the polar cap. Canada’s population has
    exceeded 36 million people and it is aging (Johnson et al., 2018). The population density is about 4 people
    per square kilometer and about two-thirds of the population resides along the southern border (World
    Population Review, 2022).

    The Canadian government is a constitutional monarchy that is led by the prime minister and has a parliament
    with a set number of appointed members. It was originally comprised of the liberal and conservative parties,
    but over the years, three to five substantial political parties have existed.

    The economy has evolved from resource-driven origins to diverse market sectors, and it is heavily
    concentrated along the southern border. It has highly developed infrastructures and public school is provided
    at no direct cost to the students.

    Cancer is the leading cause of death in Canada and diabetes has been steadily rising in the population. The
    prevalence of illness and chronic conditions is considerably higher in certain subpopulations. Canada has a
    contemporary health care system characterized by a system of mixed sources of funding, administrative, and
    delivery services. The residents of Canada are covered under Medicare, which is a jointly funded
    federal/provincial health insurance system and it represents the majority of health care spending. Residential
    care facilities and physicians are mostly nongovernmental entities, while hospital sectors are operated by
    local and provincial governments (Johnson et al., 2018). There are also not-for-profit private sector hospitals.

    Mexico

    Mexico is the largest Spanish-speaking country in the world, and it covers 1.9 million square miles of land
    (Johnson et al., 2018). It has a multiparty electoral system and is a federation with a presidential
    representative and a democratic republic. The government consists of three branches: the executive,
    legislative, and judicial.

    Like many other countries, Mexico’s economy is experiencing major changes in economic and social
    variables. There are also many challenges regarding raising the quality of education, reducing government
    corruption, assuring public safety, controlling drug crimes, catching up on infrastructure backlogs, relieving
    poverty, and achieving well-being for the majority of Mexicans (Johnson et al., 2018).

    The quality of health care is a challenge for the Mexican health system. The life expectancy in Mexico is 75.1
    years (Organisation for Economic Co-operation and Development, 2021). Noncommunicable diseases and
    injuries are rapidly increasing in Mexico. This has increased demand for the need for changes that can meet
    the needs for cost-effective and equitable services. The Mexican health system has two sectors: public and
    private. The public sector includes the social security institutions, Segura Popular, and institutions offering
    services to the uninsured. These facilities run and own their own health care facilities and employ their own
    staff (except for Segura Popular). The private sector includes facilities and providers who offer for-profit
    services (Johnson et al., 2018). The table below explains the Mexican health care system.

    HCA 4303, Comparative Health Systems 4

    UNIT x STUDY GUIDE

    Title
    Public Sector

    • Social Security Institutions

    • Segura Popular

    • Institutions offering services to the uninsured
    o These facilities run and own their own health care facilities and employ

    their own staff (except for Segura Popular)

    Private Sector • Facilities and providers who offer for-profit services

    According to Johnson et al. (2018, p. 131), “The Mexican health system is a segmented system with three
    broad categories of beneficiaries: (1) workers of the formal sector of the economy and retired people and their
    families; (2) self-employed, workers of the informal sector of the economy, and unemployed and their families;
    and (3) the population with the ability to pay.”

    Mexico is working to increase access and availability of health care and trying to improve the quality of the
    available services. However, challenges still remain (emerging diseases, balance between investments in
    public health and personal curative health services and narrowing health gaps).

    For further information on Mexico, please consult Chapter 7 of your textbook.

    Peru

    Several different Andean civilizations have called Peru home, most notably the Incans. The Spanish invaded
    Peru and conquered the Incans in 1533, but in 1821, Peru declared its independence. Peru is in the central-
    west region of South American. Its topography lends itself to a wide variety of climates, but only 3% of the
    land is arable (Johnson et al., 2018).

    Almost 9 million people live in Lima, the capital and largest city of Peru, and more than half of the country’s
    population of 29 million live in the coastal regions (Johnson et al., 2018). The education level of the population
    is increasing and the number of women with advanced education is also increasing.

    The government is a constitutional republic with 24 departments, 188 provinces, one constitutional province,
    and 1,793 districts. Similar to the United States, it has three branches: executive, legislative, and judicial.
    Elections for the president and congress are held at the same time and decided and by popular vote.

    Peru’s geography helps its economy. Its abundant mineral resources from mountainous areas make it the
    world’s second largest producer of silver and third largest producer of copper. However, the economy is still
    fragile and vulnerable to fluctuations of the international market. There are also political and legal instabilities,
    natural disasters, and epidemics of concern in Peru. The national poverty rate in Peru has been declining.
    However, poor infrastructure hinders the spread of growth in the coastal areas (Johnson et al., 2018).

    The Peruvian health system is composed of two sectors: public and private. The public sector consists of
    MINSA and EsSalud and the armed forces and police health units and the private sector is made up of
    doctors’ offices, local companies, private clinics, and NGOs (Johnson et al., 2018). Below is a table explaining
    the Peruvian health system.

    Public Sector

    • MINSA

    • EsSalud

    • Armed forces

    • Police health units

    Private Sector

    • Doctors’ offices

    • Local companies

    • Private clinics

    • NGOs

    HCA 4303, Comparative Health Systems 5

    UNIT x STUDY GUIDE

    Title

    There are four ways to receive health insurance in Peru:

    1) Health insurance (SIS): Publicly funded health insurance with a focus on poor and vulnerable
    populations.

    2) Social health insurance (EsSalud): Provides health and social services to contract and salaried
    workers in the public and private sectors and their relatives, and a small percentage of independent
    workers.

    3) Armed Forces and Police Forces health services: Each has its own hospital. This insurance covers
    members and their families.

    4) Private insurance companies

    Brazil

    Brazil was discovered by the Portuguese in 1500 and gained its independence in 1882. It is the largest and
    most populated country in South America. It is the sixth most populated country in the world (Johnson et al.,
    2018). It continues to be the net recipient of immigrants and it does have a growing middle class. However,
    the poverty rate and unequal income levels remain high. Disparities lead to social exclusion and contribute to
    a high crime rate in Brazil.

    Brazil is a federal republic. Its powers are vested in the central government through a constitution. It contains
    26 states and the federal district, Brasilia. It has three branches of government: the executive, legislative, and
    judicial. Each state has its own governor and legislature, and the president heads up the executive branch.
    The highest court is the Supreme Federal Court which contains 11 justices. (Johnson et al., 2018). The
    federal government regulates education through the Ministry of Education and federal funding is used to
    develop state and local education programs.

    Health care is a top priority for Brazilians. The public health care (SUS) system is hierarchized, universal, and
    an integrated system. It provides a wide range of services from primary care to complex surgical procedures.
    Health care is available in Brazil to every person, citizen or not, who needs it. There are also no
    reimbursement compacts for health care among the Latin American countries and broad-scope services are
    not yet fully available in all Brazilian states. Further, there is difficulty to develop a comprehensive strategic
    plan for public health care services because of intensive internal and external immigration realities and
    funding restrictions.

    Pharmaceutical assistance in Brazil is comprised of a generic drug program. There is free medication
    distribution at public primary care units and an agreement with pharmacies throughout the country to promote
    the free distribution of subsidized medicines (Johnson et al., 2018).

    Conclusion

    This unit focused on the Americas region, specifically the United States, Canada, Mexico, Peru, and Brazil. It
    provided foundational knowledge on the countries demographics and political systems, as well as provided
    facts about their health care systems. To learn more about each country, please consult your textbook.

    References

    Johnson, J. A., Stoskopf, C. H., & Shi, L. (2018). Comparative health systems: A global perspective (2nd ed.).
    Jones & Bartlett Learning. https://bookshelf.vitalsource.com/#/books/9781284145038

    WorldAtlas. (n.d.). Countries by percentage of world population.
    https://www.worldatlas.com/articles/countries-by-percentage-of-world-population.html

    World Population Review. (2022). Canada population 2022.
    https://worldpopulationreview.com/countries/canada-population

    – Course Learning Outcomes for Unit III
    – Required Unit Resources
    – Unit Lesson
    – The United States of America
    – Canada
    – Mexico
    – Peru
    – Brazil
    – Conclusion
    – References

    **## UnitIIISG.pdf**

    HCA 4303, Comparative Health Systems 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    1. Examine factors that influence health care in specified countries.
    1.1 Compare health care systems and the factors that affect them.

    4. Compare global health care services and systems.
    4.1 Plan a comparative matrix on the Americas region.

    5. Assess health care models used in other countries.
    5.1 Identify specific health care systems in the Americas region.

    Required Unit Resources

    Chapter 5: United States – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evaluation of the Healthcare System

    • Conclusion

    Chapter 6: Canada – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evaluation of the Healthcare System

    • Current and Emerging Issues and Challenges

    • Conclusion

    Chapter 7: Mexico – Read the following sections.

    • Brief History of the Healthcare System

    Chapter 8: Peru – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    Chapter 9: Brazil – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evolution of the Healthcare System in Brazil

    • Current and Emerging Issues and Challenges

    UNIT III STUDY GUIDE

    The Americas Region

    HCA 4303, Comparative Health Systems 2

    UNIT x STUDY GUIDE

    Title

    Unit Lesson

    In Units I and II, we laid the foundation for global health and policymaking. Throughout the remainder of this
    course, we will review the world and its health care systems by region. In this unit, we will begin with countries
    in the Americas.

    The United States of America

    The United States of America has been called a land of plenty, and the residents of the United States enjoy
    one of the highest standards of living in the world. It also has the largest and most technologically advanced
    economy in the world.

    The United States has a unique health system for its approximately 331 million residents, which comprises
    about 4.23 percent of the world’s population (WorldAtlas, n.d.). In the United States, health care is the largest
    industry, and it has a highly developed infrastructure for delivery of medical services (Johnson et al., 2018).
    Globally, on health care, the United States outspends all other nations. The facilities in the United States are
    ultramodern with high-caliber schooling. The infrastructure is owned mainly by the private sector; however,
    the government is a major financier of medical education health service research, and it operates the military
    and veterans’ health systems (Johnson et al., 2018). The life expectancy in the United States is 78.9 years
    (Organisation for Economic Co-operation and Development, 2021).

    The United States has several types of facilities that are listed in the chart below. The inpatient institutions
    care for patients who require overnight stays in places like general acute care or specialty hospitals and long-
    term care facilities. Outpatient services are delivered via an ambulatory care setting and vary on factors, such
    as type of care needed, insurance, and location (Johnson et al., 2018). Home health and walk-in clinics also
    fall into the outpatient category. The United States also has public health services that are provided by local
    health departments.
    Walk-in Clinic (Urgent Care)

    The managed care system is the most dominant delivery system in the United States. According to Johnson
    et al. (2018, p. 87), “Managed care is a system of health care delivery that (1) seeks to achieve efficiencies by
    integrating the basic functions of health care delivery, (2) employs mechanisms to control (manage) utilization
    of medical services, and (3) determines the price at which the services are purchased and consequently how
    much the providers get paid.” Employers and the government are the primary financiers of the system. There
    are two types of managed care organizations: HMOs (health maintenance organization) and PPOs (preferred
    provider organization). HMOs typically require in-network access while PPOs allow out-of-network access.

    HCA 4303, Comparative Health Systems 3

    UNIT x STUDY GUIDE

    Title
    The U.S. health care system is influenced by many external factors such as the economy, climate,
    technology, cultural and social values, the physical environment, and the population characteristics. The main
    characteristics of the United States health care system include:

    • “No central governing agency and little integration and coordination

    • A technology-driven delivery system focusing on acute care

    • High cost, unequal access, and mixed outcomes

    • Delivery of health care under imperfect market conditions

    • Government as subsidiary to private sector

    • Market justice versus social justice pervasive throughout health care

    • Multiple players and balance of power

    • Quest for integration and accountability” (Johnson et al., 2018, p. 90)

    Canada

    Canada is the second largest nation in the world and largest on the North American continent. Its environment
    is varied, ranging from its coastal regions, arid plains of the interior, to the polar cap. Canada’s population has
    exceeded 36 million people and it is aging (Johnson et al., 2018). The population density is about 4 people
    per square kilometer and about two-thirds of the population resides along the southern border (World
    Population Review, 2022).

    The Canadian government is a constitutional monarchy that is led by the prime minister and has a parliament
    with a set number of appointed members. It was originally comprised of the liberal and conservative parties,
    but over the years, three to five substantial political parties have existed.

    The economy has evolved from resource-driven origins to diverse market sectors, and it is heavily
    concentrated along the southern border. It has highly developed infrastructures and public school is provided
    at no direct cost to the students.

    Cancer is the leading cause of death in Canada and diabetes has been steadily rising in the population. The
    prevalence of illness and chronic conditions is considerably higher in certain subpopulations. Canada has a
    contemporary health care system characterized by a system of mixed sources of funding, administrative, and
    delivery services. The residents of Canada are covered under Medicare, which is a jointly funded
    federal/provincial health insurance system and it represents the majority of health care spending. Residential
    care facilities and physicians are mostly nongovernmental entities, while hospital sectors are operated by
    local and provincial governments (Johnson et al., 2018). There are also not-for-profit private sector hospitals.

    Mexico

    Mexico is the largest Spanish-speaking country in the world, and it covers 1.9 million square miles of land
    (Johnson et al., 2018). It has a multiparty electoral system and is a federation with a presidential
    representative and a democratic republic. The government consists of three branches: the executive,
    legislative, and judicial.

    Like many other countries, Mexico’s economy is experiencing major changes in economic and social
    variables. There are also many challenges regarding raising the quality of education, reducing government
    corruption, assuring public safety, controlling drug crimes, catching up on infrastructure backlogs, relieving
    poverty, and achieving well-being for the majority of Mexicans (Johnson et al., 2018).

    The quality of health care is a challenge for the Mexican health system. The life expectancy in Mexico is 75.1
    years (Organisation for Economic Co-operation and Development, 2021). Noncommunicable diseases and
    injuries are rapidly increasing in Mexico. This has increased demand for the need for changes that can meet
    the needs for cost-effective and equitable services. The Mexican health system has two sectors: public and
    private. The public sector includes the social security institutions, Segura Popular, and institutions offering
    services to the uninsured. These facilities run and own their own health care facilities and employ their own
    staff (except for Segura Popular). The private sector includes facilities and providers who offer for-profit
    services (Johnson et al., 2018). The table below explains the Mexican health care system.

    HCA 4303, Comparative Health Systems 4

    UNIT x STUDY GUIDE

    Title
    Public Sector

    • Social Security Institutions

    • Segura Popular

    • Institutions offering services to the uninsured
    o These facilities run and own their own health care facilities and employ

    their own staff (except for Segura Popular)

    Private Sector • Facilities and providers who offer for-profit services

    According to Johnson et al. (2018, p. 131), “The Mexican health system is a segmented system with three
    broad categories of beneficiaries: (1) workers of the formal sector of the economy and retired people and their
    families; (2) self-employed, workers of the informal sector of the economy, and unemployed and their families;
    and (3) the population with the ability to pay.”

    Mexico is working to increase access and availability of health care and trying to improve the quality of the
    available services. However, challenges still remain (emerging diseases, balance between investments in
    public health and personal curative health services and narrowing health gaps).

    For further information on Mexico, please consult Chapter 7 of your textbook.

    Peru

    Several different Andean civilizations have called Peru home, most notably the Incans. The Spanish invaded
    Peru and conquered the Incans in 1533, but in 1821, Peru declared its independence. Peru is in the central-
    west region of South American. Its topography lends itself to a wide variety of climates, but only 3% of the
    land is arable (Johnson et al., 2018).

    Almost 9 million people live in Lima, the capital and largest city of Peru, and more than half of the country’s
    population of 29 million live in the coastal regions (Johnson et al., 2018). The education level of the population
    is increasing and the number of women with advanced education is also increasing.

    The government is a constitutional republic with 24 departments, 188 provinces, one constitutional province,
    and 1,793 districts. Similar to the United States, it has three branches: executive, legislative, and judicial.
    Elections for the president and congress are held at the same time and decided and by popular vote.

    Peru’s geography helps its economy. Its abundant mineral resources from mountainous areas make it the
    world’s second largest producer of silver and third largest producer of copper. However, the economy is still
    fragile and vulnerable to fluctuations of the international market. There are also political and legal instabilities,
    natural disasters, and epidemics of concern in Peru. The national poverty rate in Peru has been declining.
    However, poor infrastructure hinders the spread of growth in the coastal areas (Johnson et al., 2018).

    The Peruvian health system is composed of two sectors: public and private. The public sector consists of
    MINSA and EsSalud and the armed forces and police health units and the private sector is made up of
    doctors’ offices, local companies, private clinics, and NGOs (Johnson et al., 2018). Below is a table explaining
    the Peruvian health system.

    Public Sector

    • MINSA

    • EsSalud

    • Armed forces

    • Police health units

    Private Sector

    • Doctors’ offices

    • Local companies

    • Private clinics

    • NGOs

    HCA 4303, Comparative Health Systems 5

    UNIT x STUDY GUIDE

    Title

    There are four ways to receive health insurance in Peru:

    1) Health insurance (SIS): Publicly funded health insurance with a focus on poor and vulnerable
    populations.

    2) Social health insurance (EsSalud): Provides health and social services to contract and salaried
    workers in the public and private sectors and their relatives, and a small percentage of independent
    workers.

    3) Armed Forces and Police Forces health services: Each has its own hospital. This insurance covers
    members and their families.

    4) Private insurance companies

    Brazil

    Brazil was discovered by the Portuguese in 1500 and gained its independence in 1882. It is the largest and
    most populated country in South America. It is the sixth most populated country in the world (Johnson et al.,
    2018). It continues to be the net recipient of immigrants and it does have a growing middle class. However,
    the poverty rate and unequal income levels remain high. Disparities lead to social exclusion and contribute to
    a high crime rate in Brazil.

    Brazil is a federal republic. Its powers are vested in the central government through a constitution. It contains
    26 states and the federal district, Brasilia. It has three branches of government: the executive, legislative, and
    judicial. Each state has its own governor and legislature, and the president heads up the executive branch.
    The highest court is the Supreme Federal Court which contains 11 justices. (Johnson et al., 2018). The
    federal government regulates education through the Ministry of Education and federal funding is used to
    develop state and local education programs.

    Health care is a top priority for Brazilians. The public health care (SUS) system is hierarchized, universal, and
    an integrated system. It provides a wide range of services from primary care to complex surgical procedures.
    Health care is available in Brazil to every person, citizen or not, who needs it. There are also no
    reimbursement compacts for health care among the Latin American countries and broad-scope services are
    not yet fully available in all Brazilian states. Further, there is difficulty to develop a comprehensive strategic
    plan for public health care services because of intensive internal and external immigration realities and
    funding restrictions.

    Pharmaceutical assistance in Brazil is comprised of a generic drug program. There is free medication
    distribution at public primary care units and an agreement with pharmacies throughout the country to promote
    the free distribution of subsidized medicines (Johnson et al., 2018).

    Conclusion

    This unit focused on the Americas region, specifically the United States, Canada, Mexico, Peru, and Brazil. It
    provided foundational knowledge on the countries demographics and political systems, as well as provided
    facts about their health care systems. To learn more about each country, please consult your textbook.

    References

    Johnson, J. A., Stoskopf, C. H., & Shi, L. (2018). Comparative health systems: A global perspective (2nd ed.).
    Jones & Bartlett Learning. https://bookshelf.vitalsource.com/#/books/9781284145038

    WorldAtlas. (n.d.). Countries by percentage of world population.
    https://www.worldatlas.com/articles/countries-by-percentage-of-world-population.html

    World Population Review. (2022). Canada population 2022.
    https://worldpopulationreview.com/countries/canada-population

    – Course Learning Outcomes for Unit III
    – Required Unit Resources
    – Unit Lesson
    – The United States of America
    – Canada
    – Mexico
    – Peru
    – Brazil
    – Conclusion
    – References

    **## UnitIIICHS.docx**

    In this assignment, you are asked to prepare a
    [matrix](https://online.columbiasouthern.edu/bbcswebdav/pid-17227640-dt-asiobject-rid-167915239_1/xid-167915239_1). You will need to work a bit to mine the data from the textbook chapters and outside sources.

    The purpose of this assignment is to allow students to use the foundational skills they have learned so far in the course and to mine for information in printed material, compare countries, learn about mental health practices, analyze data based on outcomes, and develop an action plan. These are basic skills used by health care administrators in a variety of settings and especially apropos to global or international health care.

    **For this assignment**:

    ·
    **Complete each box of the** [**matrix**](https://online.columbiasouthern.edu/bbcswebdav/pid-17227640-dt-asiobject-rid-167915239_1/xid-167915239_1) **below with a detailed description.**

    ·
    **Once the matrix is complete, pick two countries from the matrix and write a two-page essay comparing the countries health systems.**

    ·
    **Make sure to expand on each of the categories from the matrix and do not just copy what is in the matrix.**

    **Your essay must be at least two pages in length, not counting the title and reference pages. You must have an introduction, a conclusion, and a minimum of three sources (one of which must be academic in nature). All sources used must have proper citations. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed**.

    **## UnitIIISG.pdf**

    HCA 4303, Comparative Health Systems 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    1. Examine factors that influence health care in specified countries.
    1.1 Compare health care systems and the factors that affect them.

    4. Compare global health care services and systems.
    4.1 Plan a comparative matrix on the Americas region.

    5. Assess health care models used in other countries.
    5.1 Identify specific health care systems in the Americas region.

    Required Unit Resources

    Chapter 5: United States – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evaluation of the Healthcare System

    • Conclusion

    Chapter 6: Canada – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evaluation of the Healthcare System

    • Current and Emerging Issues and Challenges

    • Conclusion

    Chapter 7: Mexico – Read the following sections.

    • Brief History of the Healthcare System

    Chapter 8: Peru – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    Chapter 9: Brazil – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evolution of the Healthcare System in Brazil

    • Current and Emerging Issues and Challenges

    UNIT III STUDY GUIDE

    The Americas Region

    HCA 4303, Comparative Health Systems 2

    UNIT x STUDY GUIDE

    Title

    Unit Lesson

    In Units I and II, we laid the foundation for global health and policymaking. Throughout the remainder of this
    course, we will review the world and its health care systems by region. In this unit, we will begin with countries
    in the Americas.

    The United States of America

    The United States of America has been called a land of plenty, and the residents of the United States enjoy
    one of the highest standards of living in the world. It also has the largest and most technologically advanced
    economy in the world.

    The United States has a unique health system for its approximately 331 million residents, which comprises
    about 4.23 percent of the world’s population (WorldAtlas, n.d.). In the United States, health care is the largest
    industry, and it has a highly developed infrastructure for delivery of medical services (Johnson et al., 2018).
    Globally, on health care, the United States outspends all other nations. The facilities in the United States are
    ultramodern with high-caliber schooling. The infrastructure is owned mainly by the private sector; however,
    the government is a major financier of medical education health service research, and it operates the military
    and veterans’ health systems (Johnson et al., 2018). The life expectancy in the United States is 78.9 years
    (Organisation for Economic Co-operation and Development, 2021).

    The United States has several types of facilities that are listed in the chart below. The inpatient institutions
    care for patients who require overnight stays in places like general acute care or specialty hospitals and long-
    term care facilities. Outpatient services are delivered via an ambulatory care setting and vary on factors, such
    as type of care needed, insurance, and location (Johnson et al., 2018). Home health and walk-in clinics also
    fall into the outpatient category. The United States also has public health services that are provided by local
    health departments.
    Walk-in Clinic (Urgent Care)

    The managed care system is the most dominant delivery system in the United States. According to Johnson
    et al. (2018, p. 87), “Managed care is a system of health care delivery that (1) seeks to achieve efficiencies by
    integrating the basic functions of health care delivery, (2) employs mechanisms to control (manage) utilization
    of medical services, and (3) determines the price at which the services are purchased and consequently how
    much the providers get paid.” Employers and the government are the primary financiers of the system. There
    are two types of managed care organizations: HMOs (health maintenance organization) and PPOs (preferred
    provider organization). HMOs typically require in-network access while PPOs allow out-of-network access.

    HCA 4303, Comparative Health Systems 3

    UNIT x STUDY GUIDE

    Title
    The U.S. health care system is influenced by many external factors such as the economy, climate,
    technology, cultural and social values, the physical environment, and the population characteristics. The main
    characteristics of the United States health care system include:

    • “No central governing agency and little integration and coordination

    • A technology-driven delivery system focusing on acute care

    • High cost, unequal access, and mixed outcomes

    • Delivery of health care under imperfect market conditions

    • Government as subsidiary to private sector

    • Market justice versus social justice pervasive throughout health care

    • Multiple players and balance of power

    • Quest for integration and accountability” (Johnson et al., 2018, p. 90)

    Canada

    Canada is the second largest nation in the world and largest on the North American continent. Its environment
    is varied, ranging from its coastal regions, arid plains of the interior, to the polar cap. Canada’s population has
    exceeded 36 million people and it is aging (Johnson et al., 2018). The population density is about 4 people
    per square kilometer and about two-thirds of the population resides along the southern border (World
    Population Review, 2022).

    The Canadian government is a constitutional monarchy that is led by the prime minister and has a parliament
    with a set number of appointed members. It was originally comprised of the liberal and conservative parties,
    but over the years, three to five substantial political parties have existed.

    The economy has evolved from resource-driven origins to diverse market sectors, and it is heavily
    concentrated along the southern border. It has highly developed infrastructures and public school is provided
    at no direct cost to the students.

    Cancer is the leading cause of death in Canada and diabetes has been steadily rising in the population. The
    prevalence of illness and chronic conditions is considerably higher in certain subpopulations. Canada has a
    contemporary health care system characterized by a system of mixed sources of funding, administrative, and
    delivery services. The residents of Canada are covered under Medicare, which is a jointly funded
    federal/provincial health insurance system and it represents the majority of health care spending. Residential
    care facilities and physicians are mostly nongovernmental entities, while hospital sectors are operated by
    local and provincial governments (Johnson et al., 2018). There are also not-for-profit private sector hospitals.

    Mexico

    Mexico is the largest Spanish-speaking country in the world, and it covers 1.9 million square miles of land
    (Johnson et al., 2018). It has a multiparty electoral system and is a federation with a presidential
    representative and a democratic republic. The government consists of three branches: the executive,
    legislative, and judicial.

    Like many other countries, Mexico’s economy is experiencing major changes in economic and social
    variables. There are also many challenges regarding raising the quality of education, reducing government
    corruption, assuring public safety, controlling drug crimes, catching up on infrastructure backlogs, relieving
    poverty, and achieving well-being for the majority of Mexicans (Johnson et al., 2018).

    The quality of health care is a challenge for the Mexican health system. The life expectancy in Mexico is 75.1
    years (Organisation for Economic Co-operation and Development, 2021). Noncommunicable diseases and
    injuries are rapidly increasing in Mexico. This has increased demand for the need for changes that can meet
    the needs for cost-effective and equitable services. The Mexican health system has two sectors: public and
    private. The public sector includes the social security institutions, Segura Popular, and institutions offering
    services to the uninsured. These facilities run and own their own health care facilities and employ their own
    staff (except for Segura Popular). The private sector includes facilities and providers who offer for-profit
    services (Johnson et al., 2018). The table below explains the Mexican health care system.

    HCA 4303, Comparative Health Systems 4

    UNIT x STUDY GUIDE

    Title
    Public Sector

    • Social Security Institutions

    • Segura Popular

    • Institutions offering services to the uninsured
    o These facilities run and own their own health care facilities and employ

    their own staff (except for Segura Popular)

    Private Sector • Facilities and providers who offer for-profit services

    According to Johnson et al. (2018, p. 131), “The Mexican health system is a segmented system with three
    broad categories of beneficiaries: (1) workers of the formal sector of the economy and retired people and their
    families; (2) self-employed, workers of the informal sector of the economy, and unemployed and their families;
    and (3) the population with the ability to pay.”

    Mexico is working to increase access and availability of health care and trying to improve the quality of the
    available services. However, challenges still remain (emerging diseases, balance between investments in
    public health and personal curative health services and narrowing health gaps).

    For further information on Mexico, please consult Chapter 7 of your textbook.

    Peru

    Several different Andean civilizations have called Peru home, most notably the Incans. The Spanish invaded
    Peru and conquered the Incans in 1533, but in 1821, Peru declared its independence. Peru is in the central-
    west region of South American. Its topography lends itself to a wide variety of climates, but only 3% of the
    land is arable (Johnson et al., 2018).

    Almost 9 million people live in Lima, the capital and largest city of Peru, and more than half of the country’s
    population of 29 million live in the coastal regions (Johnson et al., 2018). The education level of the population
    is increasing and the number of women with advanced education is also increasing.

    The government is a constitutional republic with 24 departments, 188 provinces, one constitutional province,
    and 1,793 districts. Similar to the United States, it has three branches: executive, legislative, and judicial.
    Elections for the president and congress are held at the same time and decided and by popular vote.

    Peru’s geography helps its economy. Its abundant mineral resources from mountainous areas make it the
    world’s second largest producer of silver and third largest producer of copper. However, the economy is still
    fragile and vulnerable to fluctuations of the international market. There are also political and legal instabilities,
    natural disasters, and epidemics of concern in Peru. The national poverty rate in Peru has been declining.
    However, poor infrastructure hinders the spread of growth in the coastal areas (Johnson et al., 2018).

    The Peruvian health system is composed of two sectors: public and private. The public sector consists of
    MINSA and EsSalud and the armed forces and police health units and the private sector is made up of
    doctors’ offices, local companies, private clinics, and NGOs (Johnson et al., 2018). Below is a table explaining
    the Peruvian health system.

    Public Sector

    • MINSA

    • EsSalud

    • Armed forces

    • Police health units

    Private Sector

    • Doctors’ offices

    • Local companies

    • Private clinics

    • NGOs

    HCA 4303, Comparative Health Systems 5

    UNIT x STUDY GUIDE

    Title

    There are four ways to receive health insurance in Peru:

    1) Health insurance (SIS): Publicly funded health insurance with a focus on poor and vulnerable
    populations.

    2) Social health insurance (EsSalud): Provides health and social services to contract and salaried
    workers in the public and private sectors and their relatives, and a small percentage of independent
    workers.

    3) Armed Forces and Police Forces health services: Each has its own hospital. This insurance covers
    members and their families.

    4) Private insurance companies

    Brazil

    Brazil was discovered by the Portuguese in 1500 and gained its independence in 1882. It is the largest and
    most populated country in South America. It is the sixth most populated country in the world (Johnson et al.,
    2018). It continues to be the net recipient of immigrants and it does have a growing middle class. However,
    the poverty rate and unequal income levels remain high. Disparities lead to social exclusion and contribute to
    a high crime rate in Brazil.

    Brazil is a federal republic. Its powers are vested in the central government through a constitution. It contains
    26 states and the federal district, Brasilia. It has three branches of government: the executive, legislative, and
    judicial. Each state has its own governor and legislature, and the president heads up the executive branch.
    The highest court is the Supreme Federal Court which contains 11 justices. (Johnson et al., 2018). The
    federal government regulates education through the Ministry of Education and federal funding is used to
    develop state and local education programs.

    Health care is a top priority for Brazilians. The public health care (SUS) system is hierarchized, universal, and
    an integrated system. It provides a wide range of services from primary care to complex surgical procedures.
    Health care is available in Brazil to every person, citizen or not, who needs it. There are also no
    reimbursement compacts for health care among the Latin American countries and broad-scope services are
    not yet fully available in all Brazilian states. Further, there is difficulty to develop a comprehensive strategic
    plan for public health care services because of intensive internal and external immigration realities and
    funding restrictions.

    Pharmaceutical assistance in Brazil is comprised of a generic drug program. There is free medication
    distribution at public primary care units and an agreement with pharmacies throughout the country to promote
    the free distribution of subsidized medicines (Johnson et al., 2018).

    Conclusion

    This unit focused on the Americas region, specifically the United States, Canada, Mexico, Peru, and Brazil. It
    provided foundational knowledge on the countries demographics and political systems, as well as provided
    facts about their health care systems. To learn more about each country, please consult your textbook.

    References

    Johnson, J. A., Stoskopf, C. H., & Shi, L. (2018). Comparative health systems: A global perspective (2nd ed.).
    Jones & Bartlett Learning. https://bookshelf.vitalsource.com/#/books/9781284145038

    WorldAtlas. (n.d.). Countries by percentage of world population.
    https://www.worldatlas.com/articles/countries-by-percentage-of-world-population.html

    World Population Review. (2022). Canada population 2022.
    https://worldpopulationreview.com/countries/canada-population

    – Course Learning Outcomes for Unit III
    – Required Unit Resources
    – Unit Lesson
    – The United States of America
    – Canada
    – Mexico
    – Peru
    – Brazil
    – Conclusion
    – References

    **## UnitIIICHS.docx**

    In this assignment, you are asked to prepare a
    [matrix](https://online.columbiasouthern.edu/bbcswebdav/pid-17227640-dt-asiobject-rid-167915239_1/xid-167915239_1). You will need to work a bit to mine the data from the textbook chapters and outside sources.

    The purpose of this assignment is to allow students to use the foundational skills they have learned so far in the course and to mine for information in printed material, compare countries, learn about mental health practices, analyze data based on outcomes, and develop an action plan. These are basic skills used by health care administrators in a variety of settings and especially apropos to global or international health care.

    **For this assignment**:

    ·
    **Complete each box of the** [**matrix**](https://online.columbiasouthern.edu/bbcswebdav/pid-17227640-dt-asiobject-rid-167915239_1/xid-167915239_1) **below with a detailed description.**

    ·
    **Once the matrix is complete, pick two countries from the matrix and write a two-page essay comparing the countries health systems.**

    ·
    **Make sure to expand on each of the categories from the matrix and do not just copy what is in the matrix.**

    **Your essay must be at least two pages in length, not counting the title and reference pages. You must have an introduction, a conclusion, and a minimum of three sources (one of which must be academic in nature). All sources used must have proper citations. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed**.

    **## UnitIIISG.pdf**

    HCA 4303, Comparative Health Systems 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    1. Examine factors that influence health care in specified countries.
    1.1 Compare health care systems and the factors that affect them.

    4. Compare global health care services and systems.
    4.1 Plan a comparative matrix on the Americas region.

    5. Assess health care models used in other countries.
    5.1 Identify specific health care systems in the Americas region.

    Required Unit Resources

    Chapter 5: United States – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evaluation of the Healthcare System

    • Conclusion

    Chapter 6: Canada – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evaluation of the Healthcare System

    • Current and Emerging Issues and Challenges

    • Conclusion

    Chapter 7: Mexico – Read the following sections.

    • Brief History of the Healthcare System

    Chapter 8: Peru – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    Chapter 9: Brazil – Read the following sections.

    • Brief History of the Healthcare System

    • Description of the Current Healthcare System

    • Evolution of the Healthcare System in Brazil

    • Current and Emerging Issues and Challenges

    UNIT III STUDY GUIDE

    The Americas Region

    HCA 4303, Comparative Health Systems 2

    UNIT x STUDY GUIDE

    Title

    Unit Lesson

    In Units I and II, we laid the foundation for global health and policymaking. Throughout the remainder of this
    course, we will review the world and its health care systems by region. In this unit, we will begin with countries
    in the Americas.

    The United States of America

    The United States of America has been called a land of plenty, and the residents of the United States enjoy
    one of the highest standards of living in the world. It also has the largest and most technologically advanced
    economy in the world.

    The United States has a unique health system for its approximately 331 million residents, which comprises
    about 4.23 percent of the world’s population (WorldAtlas, n.d.). In the United States, health care is the largest
    industry, and it has a highly developed infrastructure for delivery of medical services (Johnson et al., 2018).
    Globally, on health care, the United States outspends all other nations. The facilities in the United States are
    ultramodern with high-caliber schooling. The infrastructure is owned mainly by the private sector; however,
    the government is a major financier of medical education health service research, and it operates the military
    and veterans’ health systems (Johnson et al., 2018). The life expectancy in the United States is 78.9 years
    (Organisation for Economic Co-operation and Development, 2021).

    The United States has several types of facilities that are listed in the chart below. The inpatient institutions
    care for patients who require overnight stays in places like general acute care or specialty hospitals and long-
    term care facilities. Outpatient services are delivered via an ambulatory care setting and vary on factors, such
    as type of care needed, insurance, and location (Johnson et al., 2018). Home health and walk-in clinics also
    fall into the outpatient category. The United States also has public health services that are provided by local
    health departments.
    Walk-in Clinic (Urgent Care)

    The managed care system is the most dominant delivery system in the United States. According to Johnson
    et al. (2018, p. 87), “Managed care is a system of health care delivery that (1) seeks to achieve efficiencies by
    integrating the basic functions of health care delivery, (2) employs mechanisms to control (manage) utilization
    of medical services, and (3) determines the price at which the services are purchased and consequently how
    much the providers get paid.” Employers and the government are the primary financiers of the system. There
    are two types of managed care organizations: HMOs (health maintenance organization) and PPOs (preferred
    provider organization). HMOs typically require in-network access while PPOs allow out-of-network access.

    HCA 4303, Comparative Health Systems 3

    UNIT x STUDY GUIDE

    Title
    The U.S. health care system is influenced by many external factors such as the economy, climate,
    technology, cultural and social values, the physical environment, and the population characteristics. The main
    characteristics of the United States health care system include:

    • “No central governing agency and little integration and coordination

    • A technology-driven delivery system focusing on acute care

    • High cost, unequal access, and mixed outcomes

    • Delivery of health care under imperfect market conditions

    • Government as subsidiary to private sector

    • Market justice versus social justice pervasive throughout health care

    • Multiple players and balance of power

    • Quest for integration and accountability” (Johnson et al., 2018, p. 90)

    Canada

    Canada is the second largest nation in the world and largest on the North American continent. Its environment
    is varied, ranging from its coastal regions, arid plains of the interior, to the polar cap. Canada’s population has
    exceeded 36 million people and it is aging (Johnson et al., 2018). The population density is about 4 people
    per square kilometer and about two-thirds of the population resides along the southern border (World
    Population Review, 2022).

    The Canadian government is a constitutional monarchy that is led by the prime minister and has a parliament
    with a set number of appointed members. It was originally comprised of the liberal and conservative parties,
    but over the years, three to five substantial political parties have existed.

    The economy has evolved from resource-driven origins to diverse market sectors, and it is heavily
    concentrated along the southern border. It has highly developed infrastructures and public school is provided
    at no direct cost to the students.

    Cancer is the leading cause of death in Canada and diabetes has been steadily rising in the population. The
    prevalence of illness and chronic conditions is considerably higher in certain subpopulations. Canada has a
    contemporary health care system characterized by a system of mixed sources of funding, administrative, and
    delivery services. The residents of Canada are covered under Medicare, which is a jointly funded
    federal/provincial health insurance system and it represents the majority of health care spending. Residential
    care facilities and physicians are mostly nongovernmental entities, while hospital sectors are operated by
    local and provincial governments (Johnson et al., 2018). There are also not-for-profit private sector hospitals.

    Mexico

    Mexico is the largest Spanish-speaking country in the world, and it covers 1.9 million square miles of land
    (Johnson et al., 2018). It has a multiparty electoral system and is a federation with a presidential
    representative and a democratic republic. The government consists of three branches: the executive,
    legislative, and judicial.

    Like many other countries, Mexico’s economy is experiencing major changes in economic and social
    variables. There are also many challenges regarding raising the quality of education, reducing government
    corruption, assuring public safety, controlling drug crimes, catching up on infrastructure backlogs, relieving
    poverty, and achieving well-being for the majority of Mexicans (Johnson et al., 2018).

    The quality of health care is a challenge for the Mexican health system. The life expectancy in Mexico is 75.1
    years (Organisation for Economic Co-operation and Development, 2021). Noncommunicable diseases and
    injuries are rapidly increasing in Mexico. This has increased demand for the need for changes that can meet
    the needs for cost-effective and equitable services. The Mexican health system has two sectors: public and
    private. The public sector includes the social security institutions, Segura Popular, and institutions offering
    services to the uninsured. These facilities run and own their own health care facilities and employ their own
    staff (except for Segura Popular). The private sector includes facilities and providers who offer for-profit
    services (Johnson et al., 2018). The table below explains the Mexican health care system.

    HCA 4303, Comparative Health Systems 4

    UNIT x STUDY GUIDE

    Title
    Public Sector

    • Social Security Institutions

    • Segura Popular

    • Institutions offering services to the uninsured
    o These facilities run and own their own health care facilities and employ

    their own staff (except for Segura Popular)

    Private Sector • Facilities and providers who offer for-profit services

    According to Johnson et al. (2018, p. 131), “The Mexican health system is a segmented system with three
    broad categories of beneficiaries: (1) workers of the formal sector of the economy and retired people and their
    families; (2) self-employed, workers of the informal sector of the economy, and unemployed and their families;
    and (3) the population with the ability to pay.”

    Mexico is working to increase access and availability of health care and trying to improve the quality of the
    available services. However, challenges still remain (emerging diseases, balance between investments in
    public health and personal curative health services and narrowing health gaps).

    For further information on Mexico, please consult Chapter 7 of your textbook.

    Peru

    Several different Andean civilizations have called Peru home, most notably the Incans. The Spanish invaded
    Peru and conquered the Incans in 1533, but in 1821, Peru declared its independence. Peru is in the central-
    west region of South American. Its topography lends itself to a wide variety of climates, but only 3% of the
    land is arable (Johnson et al., 2018).

    Almost 9 million people live in Lima, the capital and largest city of Peru, and more than half of the country’s
    population of 29 million live in the coastal regions (Johnson et al., 2018). The education level of the population
    is increasing and the number of women with advanced education is also increasing.

    The government is a constitutional republic with 24 departments, 188 provinces, one constitutional province,
    and 1,793 districts. Similar to the United States, it has three branches: executive, legislative, and judicial.
    Elections for the president and congress are held at the same time and decided and by popular vote.

    Peru’s geography helps its economy. Its abundant mineral resources from mountainous areas make it the
    world’s second largest producer of silver and third largest producer of copper. However, the economy is still
    fragile and vulnerable to fluctuations of the international market. There are also political and legal instabilities,
    natural disasters, and epidemics of concern in Peru. The national poverty rate in Peru has been declining.
    However, poor infrastructure hinders the spread of growth in the coastal areas (Johnson et al., 2018).

    The Peruvian health system is composed of two sectors: public and private. The public sector consists of
    MINSA and EsSalud and the armed forces and police health units and the private sector is made up of
    doctors’ offices, local companies, private clinics, and NGOs (Johnson et al., 2018). Below is a table explaining
    the Peruvian health system.

    Public Sector

    • MINSA

    • EsSalud

    • Armed forces

    • Police health units

    Private Sector

    • Doctors’ offices

    • Local companies

    • Private clinics

    • NGOs

    HCA 4303, Comparative Health Systems 5

    UNIT x STUDY GUIDE

    Title

    There are four ways to receive health insurance in Peru:

    1) Health insurance (SIS): Publicly funded health insurance with a focus on poor and vulnerable
    populations.

    2) Social health insurance (EsSalud): Provides health and social services to contract and salaried
    workers in the public and private sectors and their relatives, and a small percentage of independent
    workers.

    3) Armed Forces and Police Forces health services: Each has its own hospital. This insurance covers
    members and their families.

    4) Private insurance companies

    Brazil

    Brazil was discovered by the Portuguese in 1500 and gained its independence in 1882. It is the largest and
    most populated country in South America. It is the sixth most populated country in the world (Johnson et al.,
    2018). It continues to be the net recipient of immigrants and it does have a growing middle class. However,
    the poverty rate and unequal income levels remain high. Disparities lead to social exclusion and contribute to
    a high crime rate in Brazil.

    Brazil is a federal republic. Its powers are vested in the central government through a constitution. It contains
    26 states and the federal district, Brasilia. It has three branches of government: the executive, legislative, and
    judicial. Each state has its own governor and legislature, and the president heads up the executive branch.
    The highest court is the Supreme Federal Court which contains 11 justices. (Johnson et al., 2018). The
    federal government regulates education through the Ministry of Education and federal funding is used to
    develop state and local education programs.

    Health care is a top priority for Brazilians. The public health care (SUS) system is hierarchized, universal, and
    an integrated system. It provides a wide range of services from primary care to complex surgical procedures.
    Health care is available in Brazil to every person, citizen or not, who needs it. There are also no
    reimbursement compacts for health care among the Latin American countries and broad-scope services are
    not yet fully available in all Brazilian states. Further, there is difficulty to develop a comprehensive strategic
    plan for public health care services because of intensive internal and external immigration realities and
    funding restrictions.

    Pharmaceutical assistance in Brazil is comprised of a generic drug program. There is free medication
    distribution at public primary care units and an agreement with pharmacies throughout the country to promote
    the free distribution of subsidized medicines (Johnson et al., 2018).

    Conclusion

    This unit focused on the Americas region, specifically the United States, Canada, Mexico, Peru, and Brazil. It
    provided foundational knowledge on the countries demographics and political systems, as well as provided
    facts about their health care systems. To learn more about each country, please consult your textbook.

    References

    Johnson, J. A., Stoskopf, C. H., & Shi, L. (2018). Comparative health systems: A global perspective (2nd ed.).
    Jones & Bartlett Learning. https://bookshelf.vitalsource.com/#/books/9781284145038

    WorldAtlas. (n.d.). Countries by percentage of world population.
    https://www.worldatlas.com/articles/countries-by-percentage-of-world-population.html

    World Population Review. (2022). Canada population 2022.
    https://worldpopulationreview.com/countries/canada-population

    – Course Learning Outcomes for Unit III
    – Required Unit Resources
    – Unit Lesson
    – The United States of America
    – Canada
    – Mexico
    – Peru
    – Brazil
    – Conclusion
    – References

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