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  • [Solved] Budgeting Spreadsheet

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    – 2 years ago **files (1)** – ## Budgetingspeadsheetdirections.docx **## Budgetingspeadsheetdirections.docx** Please let me know if you have access to the spreadsheet Download and complete the [Budget Plan Template (Excel)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Budgetingspeadsheetdirections.docx

    **## Budgetingspeadsheetdirections.docx**

    Please let me know if you have access to the spreadsheet

    Download and complete the
    [Budget Plan Template (Excel)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/week13/docs/new_budget_template_rev_spring24.xlsx).

    On the spreadsheet, make sure to include the answers to the questions at the top. You will then provide a description or rationale for each income and expense line item. For example, salaries are listed as a line item. In the description column, you need to provide how you got to the total amount for salaries: e.g., [3 RNs x $65 per hour x 2080 hours per year] + [one PCT x $16 per hour x 2080 hours].

    **PLEASE NOTE:** Your ROI should be between 0-100%. It may be slightly negative if you are choosing to do something that is vital to patient safety. Your ROI may be somewhat over 100% if your expenses were significantly smaller than your cost-savings/avoidance. However, if your ROI is well over 100%, then review LINE 40 in your spreadsheet. Most projects will not eliminate all occurrences. This number in LINE 40 should not be zero. If you have questions, please contact with your faculty.

    Review a
    [faculty example of a completed spreadsheet.Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/week13/docs/FACULTY_Example_new_budget_template_rev_fall24.xlsx)

    **Narrative Portion Instructions**

    Please submit a word document for the narrative portion that should include a paragraph summarizing the income (whether the project is a cost savings, cost avoidance, or new source of revenue, and the rationale for that determination), the expenses, discussing the ROI, and a concluding statement.

    Your summary paragraph should include:

    · The purpose of the project and the financial ask. Why is this project important and what, or how much, are you requesting?

    · Whether the project will result in a new source of revenue, cost savings, or cost avoidance. Provide a few straightforward sentences to support your determination. For example, “This project is aimed at reducing central line infections. If we reduce infections by 25%, the organizations will have a cost avoidance of $XX, XXX.” Provide a source to back up your statement. "Smith (2019), Jones & Wong (2017), and Kelly & Washington (2015) conclude that similar projects have resulted in infection rate decreases of 28% and found a positive financial benefit to the organization of X amount.”

    **Example Summary:**“The total expenses for the first year of the new program are projected to be $500,000. This projected amount is within the range of what other organizations have spent on their implementations of similar projects. One-half of the expenses are for employee salaries, and the other major expenses are related to the purchase of new technology. Even accounting for depreciation, the expenses in the second year are expected to decrease by 20%, as the new technology has a life span of five years.”

    Please Let me know if your able to access the spreadsheet Thank you! Based in Florida.

    | | | |
    | — | — | — |
    | **Budget Rubric Sp 2024** |
    | **Criteria** | **Ratings** | **Pts** |
    | **Introduction** | **2 to >1 pts**<br>**Meets Criterion**<br>Includes name, project, location, outcomes<br>**1 to >0 pts**<br>**Partially Meets Criterion**<br>Does not include one or more of the introduction components | **/ 2 pts** |
    | **Personnel Expenses** | **30 to >29 pts**<br>**Meets Criterion**<br>Includes reasonable expenses for personnel for planning (10 points), training (10 points), and implementation (10 points) (at launch and for first year)<br>**29 to >0 pts**<br>**Partially Meets Criterion**<br>Does not include reasonable or logical expenses for planning, training, and/or implementation (at launch and for first year) | **/ 30 pts** |
    | **Supplies and Other Expenses** | **20 to >19 pts**<br>**Meets Criterion**<br>Includes reasonable expenses for implementation of project and costs for first year<br>**19 to >0 pts**<br>**Partially Meets Criterion**<br>Does not include reasonable expenses for implementation of project and costs for first year | **/ 20 pts** |
    | **Rationales** | **20 to >19 pts**<br>**Meets Criterion**<br>Includes logical rationales for each expense<br>**19 to >0 pts**<br>**Partially Meets Criterion**<br>Does not include logical rationales for each expense | **/ 20 pts** |
    | **ROI** | **18 to >17 pts**<br>**Meets Criterion**<br>Accurately calculates ROI based on logical and realistic project outcomes<br>**17 to >0 pts**<br>**Partially Meets Criterion**<br>Does not accurately calculate ROI based on logical and realistic project outcomes | **/ 18 pts** |
    | **Summary**<br>**view longer description** | **10 to >9 pts**<br>**Full Marks**<br>Adequately addresses all points of the required narrative summary.<br>**9 to >0 pts**<br>**Partial Marks**<br>Does not adequately address all of the required points of the narrative summary, or did not complete a summary. | **/ 10 pts** |
    | **Total Points: 0** |

    **## Budgetingspeadsheetdirections.docx**

    Please let me know if you have access to the spreadsheet

    Download and complete the
    [Budget Plan Template (Excel)Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/week13/docs/new_budget_template_rev_spring24.xlsx).

    On the spreadsheet, make sure to include the answers to the questions at the top. You will then provide a description or rationale for each income and expense line item. For example, salaries are listed as a line item. In the description column, you need to provide how you got to the total amount for salaries: e.g., [3 RNs x $65 per hour x 2080 hours per year] + [one PCT x $16 per hour x 2080 hours].

    **PLEASE NOTE:** Your ROI should be between 0-100%. It may be slightly negative if you are choosing to do something that is vital to patient safety. Your ROI may be somewhat over 100% if your expenses were significantly smaller than your cost-savings/avoidance. However, if your ROI is well over 100%, then review LINE 40 in your spreadsheet. Most projects will not eliminate all occurrences. This number in LINE 40 should not be zero. If you have questions, please contact with your faculty.

    Review a
    [faculty example of a completed spreadsheet.Links to an external site.](https://courseapps.onlinenursing.baylor.edu/media/NUR6316/week13/docs/FACULTY_Example_new_budget_template_rev_fall24.xlsx)

    **Narrative Portion Instructions**

    Please submit a word document for the narrative portion that should include a paragraph summarizing the income (whether the project is a cost savings, cost avoidance, or new source of revenue, and the rationale for that determination), the expenses, discussing the ROI, and a concluding statement.

    Your summary paragraph should include:

    · The purpose of the project and the financial ask. Why is this project important and what, or how much, are you requesting?

    · Whether the project will result in a new source of revenue, cost savings, or cost avoidance. Provide a few straightforward sentences to support your determination. For example, “This project is aimed at reducing central line infections. If we reduce infections by 25%, the organizations will have a cost avoidance of $XX, XXX.” Provide a source to back up your statement. "Smith (2019), Jones & Wong (2017), and Kelly & Washington (2015) conclude that similar projects have resulted in infection rate decreases of 28% and found a positive financial benefit to the organization of X amount.”

    **Example Summary:**“The total expenses for the first year of the new program are projected to be $500,000. This projected amount is within the range of what other organizations have spent on their implementations of similar projects. One-half of the expenses are for employee salaries, and the other major expenses are related to the purchase of new technology. Even accounting for depreciation, the expenses in the second year are expected to decrease by 20%, as the new technology has a life span of five years.”

    Please Let me know if your able to access the spreadsheet Thank you! Based in Florida.

    | | | |
    | — | — | — |
    | **Budget Rubric Sp 2024** |
    | **Criteria** | **Ratings** | **Pts** |
    | **Introduction** | **2 to >1 pts**<br>**Meets Criterion**<br>Includes name, project, location, outcomes<br>**1 to >0 pts**<br>**Partially Meets Criterion**<br>Does not include one or more of the introduction components | **/ 2 pts** |
    | **Personnel Expenses** | **30 to >29 pts**<br>**Meets Criterion**<br>Includes reasonable expenses for personnel for planning (10 points), training (10 points), and implementation (10 points) (at launch and for first year)<br>**29 to >0 pts**<br>**Partially Meets Criterion**<br>Does not include reasonable or logical expenses for planning, training, and/or implementation (at launch and for first year) | **/ 30 pts** |
    | **Supplies and Other Expenses** | **20 to >19 pts**<br>**Meets Criterion**<br>Includes reasonable expenses for implementation of project and costs for first year<br>**19 to >0 pts**<br>**Partially Meets Criterion**<br>Does not include reasonable expenses for implementation of project and costs for first year | **/ 20 pts** |
    | **Rationales** | **20 to >19 pts**<br>**Meets Criterion**<br>Includes logical rationales for each expense<br>**19 to >0 pts**<br>**Partially Meets Criterion**<br>Does not include logical rationales for each expense | **/ 20 pts** |
    | **ROI** | **18 to >17 pts**<br>**Meets Criterion**<br>Accurately calculates ROI based on logical and realistic project outcomes<br>**17 to >0 pts**<br>**Partially Meets Criterion**<br>Does not accurately calculate ROI based on logical and realistic project outcomes | **/ 18 pts** |
    | **Summary**<br>**view longer description** | **10 to >9 pts**<br>**Full Marks**<br>Adequately addresses all points of the required narrative summary.<br>**9 to >0 pts**<br>**Partial Marks**<br>Does not adequately address all of the required points of the narrative summary, or did not complete a summary. | **/ 10 pts** |
    | **Total Points: 0** |

  • [Solved] 514m3d

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  • [Solved] 514clm3d

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    In-depth study guidance and analytical solution covering 514clm3d.

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  • [Solved] nursing judjement outcome

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    **Reflective Journal** Objectives: 1. Reflect on thoughts, ideas, ex­periences, and insights related to the course. 2. Examine personal skills, frames of reference, and assumptions about the provision of care. 3. Gain insight on how student views themselves in relationship to others when engaged in …

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    **Reflective Journal**

    Objectives:

    1. Reflect on thoughts, ideas, ex­periences, and insights related to the course.
    2. Examine personal skills, frames of reference, and assumptions about the provision of care.
    3. Gain insight on how student views themselves in relationship to others when engaged in therapeutic and professional communication.
    4. Identify areas for students to further develop their abilities and understanding related to bedside practice.

    Directions: (Professional Identity and Spirit of Inquiry)

    Respond to at all four of the questions below using the same bullet points. Responses must be double-spaced in a Word document. Entry should be a minimum of 1500 words and NOT more than 2000 words.

    1. Journal prompt 1 (Human Flourishing, Professional Identity)
    2. What are your feelings as you begin this clinical experience? Make sure you identify feelings, not thoughts. Complete the following statement: "l feel…"
    3. What past experiences, perceptions, and thoughts might be contributing to the above feelings?
    4. What personal qualities, strengths, and talents do you bring to this clinical experience?
    5. Identify one goal for the semester related to your personal self-awareness and growth.
    6. Journal prompt 2 (Human Flourishing, Professional Identity)

    As you begin your clinical experience, it is important to be aware of how you communicate and how you respond to the communication styles of others. This awareness is essential to working with the healthcare team to provide care to residents that is personalized, evidence-based, and safe.

    1. What is your communication style? Are you direct, passive, etc.?
    2. How do you try to come across to others when communicating?
    3. How do you think you are perceived by others when communicating?
    4. Describe two strategies to improve your communication skills during this clinical experience.
    5. Journal prompt 3 (Human Flourishing, Professional Identity)

    Judgment is making opinions as to the value of someone or something. How we perceive others is influenced by our personal beliefs, assumptions, and values. Professional nurses operate within a Professional Code of Ethics and Standards.

    1. Examine the values, assumptions, and beliefs (address all three) that shape your behavior. Provide specific examples.
    2. Explore how your values, assumptions and beliefs influence your relationships with residents and families.
    3. Journal prompt 4 (Spirit of Inquiry)

    Locate on NTC library site one peer-reviewed journal article within the past five years that address healthcare needs of the geriatric population. Suggestions include health management, polypharmacy, safety, caregiver role strain, etc.

    1. Briefly summarize the article including key points and conclusion.
    2. Analysis: what is the role of the nurse in addressing this issue?
    3. Use in-text citations to give credit to the author and provide a reference list APA citation for the article at the end of your journal entry. Faculty to assist as needed.

    1. In-text citation example:

    1. A recent study found that geriatric healthcare needs are growing (Smith, 2018).
    2. Reference list citation example:

    1. Last, F. M. (Year Published). Article title. _Journal Name_, _Volume_(Issue), pp. Page(s). doi:#

    **Reflective Journal Grading Rubric (10 points)**

    Level 5

    Level 4

    Level 3

    Level 2

    Level 1

    Complete (5 points)

    – Thoroughly addresses all 3 questions.
    – Entry is at least 1500 words and **not** more than 2000 words long.
    – Addresses all 3 questions with fair amount of depth.
    – Entry is at least 1250 total words or exceeds the 2000 word limit.
    – Somewhat addresses at least 2 of the 3 questions.
    – Entry is at least 1000 total words.
    – Somewhat addresses 1 question.
    – Answers are not complete.
    – Entry is at least 750 total words.
    – Entry does not clearly address any of the questions provided.
    – Entry is a recitation of significant experiences in clinical, OR
    – Entry is less than 750 total words.

    Reflection

    (5 points)

    – Reflection demonstrates insight and ability to connect personal experience with theory on all questions.
    – Discussion on all questions draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth.
    – Reflection usually (2 of 3) demonstrates insight and ability to connect personal experience with theory.
    – Discussion usually (2 of 3) draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth.
    – Reflection at times (1 question) demonstrates ability to connect personal experience with theory but 2 of 3 questions are superficially answered.
    – Discussion at least once draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth.
    – Entry does not reflect application of theory or genuine insight on behavior.
    – Objectively shares experience, but reflection is vague, lacks depth or insight.
    – Does not draw upon self- knowledge, self-awareness, or experience to enhance professional growth.
    – There is minimal evidence of reflection
    – No evidence of ability to draw upon self-knowledge, self-awareness and past experience to gain insight.
    – Entry merely recites what was done/ learned during clinical.

    – 2 years ago

  • [Solved] teaching

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    hypertension – 2 years ago **files (1)** – ## ClinicalEducationAssignmentGuidelinesandWorksheet2.docx **## ClinicalEducationAssignmentGuidelinesandWorksheet2.docx** Anne Arundel Community College Department of Nursing Arnold Maryland NUR 230 ###### TELEMETRY CLINICAL EDUCATION ASSIGNMENT ###### I. S…

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    Assignment Prompt & Instructions

    hypertension

    – 2 years ago

    **files (1)**

    – ## ClinicalEducationAssignmentGuidelinesandWorksheet2.docx

    **## ClinicalEducationAssignmentGuidelinesandWorksheet2.docx**

    Anne Arundel Community College Department of Nursing

    Arnold Maryland NUR 230

    ###### TELEMETRY CLINICAL EDUCATION ASSIGNMENT

    ###### I. Student Outcomes

    1. Students will assess the educational needs and barriers to learning for the client and/or support system including learner readiness and Social Determinants of Health

    2. Students will identify learning strategies that will move and empower the client/support person toward health promotion, health restoration, and effective self-care.

    3. Students will determine and prioritize a minimum of 3 needs of the client/support person. This may include any social determinants of health needs.

    4. Students will develop and implement a teaching plan that will provide the information and/or skills needed to achieve desired positive client outcomes.

    5. Students will evaluate the effectiveness of the teaching plan and will modify strategies based on their evaluation.

    ###### II. Outcome Assessment:

    ###### Clinical Education Assignment Worksheet

    Education is a critical component in holistic nursing, as it empowers clients and their support systems toward health promotion, health restoration, and effective self-care. It requires practice, active listening, and utilization of resources to educate appropriately and effectively.

    For this assignment:

    · Choose a client on the 1st day of clinical week that will likely be present for both days of clinical.

    · Assess your client’s educational needs, prioritize the needs, develop a teaching plan, implement the plan, and evaluate the effectiveness of your teaching.

    · Complete the following questions while at the clinical site. It may take you until the second clinical day to complete the effectiveness evaluation.

    · Answers are to be written in narrative format with proper grammar, providing detailed information. (minimum 1 paragraph per question)

    · Attach any educational resources you used during your teaching session. This can include printed materials, websites or online resources, brochures/booklets.

    · Provide any evidence-based research that supports the information you provided to the client/support person. This could include research studies, clinical guidelines, or nursing journals.

    · The completed Education Assignment Worksheet is due during post-conference to the clinical faculty. See the Clinical Education Assignment Rubric for guidance.

    **Clinical Education Worksheet**

    1.
    **Identify Educational Needs for the Client/Support Person**

    Identify a minimum of
    **three (3)** key educational needs based on the client's condition or situation.

    ·
    **Previous Teaching on Identified Needs**:

    · Review the client's
    **EMR (Electronic Medical Record)**,
    **progress notes**,
    **social work**,
    **case management**,
    **physical therapy (PT)**,
    **occupational therapy (OT)**, and
    **nutrition** notes. Has there been any previous teaching on the identified needs? If yes, summarize the teaching that was done. (Consider methods, frequency, and outcomes.)

    ·
    **Barriers to Learning**:

    · Identify
    **one barrier for each of the three educational needs** you’ve identified. A barrier could include physical, cognitive, emotional, or environmental factors. Explain each barrier in detail. Examples might include:

    · Physical barrier (e.g., pain, limited mobility)

    · Cognitive barrier (e.g., memory issues, language barriers)

    · Emotional barrier (e.g., anxiety, depression)

    · Environmental barrier (e.g., limited access to resources)

    ·
    **Social Determinants of Health (SDOH)**:

    · Identify
    **at least one Social Determinant of Health** (e.g., income, education, housing, social support, or access to healthcare) that may impact the client’s health or learning. Explain how this could affect their ability to learn or their health outcomes.

    ·
    **Needs Assessment**:

    · Explain how you assessed the educational needs. Did you use interviews, observations, assessments, or tools like the
    **Teach-Back Method**,
    **Health Literacy Assessment**, or any standardized assessment forms?

    2.
    **Educational Priority**

    Based on your assessment,
    **identify the most important educational need** for the client/support person.

    ·
    **Educational Goals/Outcomes**:

    · Describe the
    **educational goal(s)** you set for this person. What are the desired outcomes based on the identified needs? For example:

    · If the client has diabetes, the goal might be: “The client will demonstrate correct blood glucose monitoring techniques by the end of the teaching session.”

    · Be specific, measurable, achievable, relevant, and time-bound (SMART goals).

    3.
    **Readiness to Learn**

    **Is your client/support person ready to learn?**

    · Explain why or why not, including:

    ·
    **Emotional and cognitive state**: Is the person in a calm, focused state? Are they overwhelmed or distracted?

    ·
    **Environmental factors**: Did the person have distractions (e.g., noise, interruptions)?

    ·
    **Physical readiness**: Are they in pain or feeling unwell, which may affect their ability to engage in learning?

    ·
    **Timing**: Was it the right moment in their care process for teaching? Are they motivated and interested in learning?

    4.
    **Learning Strategies Used**

    Identify and describe the
    **learning strategies** you implemented for your client and/or their support person.

    ·
    **Rationale**:

    · Why did you choose these strategies? Consider factors like:

    · The person’s
    **learning style** (visual, auditory, kinesthetic, etc.)

    · The
    **level of education** (basic, advanced)

    · Cultural and linguistic needs

    ·
    **Age** and cognitive abilities

    · Were these strategies
    **appropriate** for the client/support person’s situation and educational needs (explain why or why not)?

    5.
    **Effectiveness of Teaching Methods**

    **Were your teaching methods effective?**

    · Evaluate the effectiveness of your teaching using objective and subjective criteria.

    ·
    **Subjective**: Did the person express understanding or show interest? Did they ask questions?

    ·
    **Objective**: Did the person demonstrate learning, such as performing the task independently, recalling key information, or following instructions correctly?

    ·
    **Evaluation of the Teaching Plan**:

    · How did you assess if the teaching plan was effective? Did you use tools like:

    ·
    **Teach-Back Method** (asking the person to explain the information back to you)

    · Observing the person’s ability to perform a skill or recall information

    · Follow-up questions to assess understanding

    · The evaluation should be completed
    **by end of clinical day 2** to ensure timely feedback.

    6.
    **Modification of the Educational Plan**

    **After the teaching session and evaluation, what would you do differently next time?**

    · Reflect on how you would approach the situation differently based on your experience with this person. Consider aspects like:

    · Teaching strategies

    · Timing of teaching

    · Client/Support person engagement

    · Addressing barriers

    **## ClinicalEducationAssignmentGuidelinesandWorksheet2.docx**

    Anne Arundel Community College Department of Nursing

    Arnold Maryland NUR 230

    ###### TELEMETRY CLINICAL EDUCATION ASSIGNMENT

    ###### I. Student Outcomes

    1. Students will assess the educational needs and barriers to learning for the client and/or support system including learner readiness and Social Determinants of Health

    2. Students will identify learning strategies that will move and empower the client/support person toward health promotion, health restoration, and effective self-care.

    3. Students will determine and prioritize a minimum of 3 needs of the client/support person. This may include any social determinants of health needs.

    4. Students will develop and implement a teaching plan that will provide the information and/or skills needed to achieve desired positive client outcomes.

    5. Students will evaluate the effectiveness of the teaching plan and will modify strategies based on their evaluation.

    ###### II. Outcome Assessment:

    ###### Clinical Education Assignment Worksheet

    Education is a critical component in holistic nursing, as it empowers clients and their support systems toward health promotion, health restoration, and effective self-care. It requires practice, active listening, and utilization of resources to educate appropriately and effectively.

    For this assignment:

    · Choose a client on the 1st day of clinical week that will likely be present for both days of clinical.

    · Assess your client’s educational needs, prioritize the needs, develop a teaching plan, implement the plan, and evaluate the effectiveness of your teaching.

    · Complete the following questions while at the clinical site. It may take you until the second clinical day to complete the effectiveness evaluation.

    · Answers are to be written in narrative format with proper grammar, providing detailed information. (minimum 1 paragraph per question)

    · Attach any educational resources you used during your teaching session. This can include printed materials, websites or online resources, brochures/booklets.

    · Provide any evidence-based research that supports the information you provided to the client/support person. This could include research studies, clinical guidelines, or nursing journals.

    · The completed Education Assignment Worksheet is due during post-conference to the clinical faculty. See the Clinical Education Assignment Rubric for guidance.

    **Clinical Education Worksheet**

    1.
    **Identify Educational Needs for the Client/Support Person**

    Identify a minimum of
    **three (3)** key educational needs based on the client's condition or situation.

    ·
    **Previous Teaching on Identified Needs**:

    · Review the client's
    **EMR (Electronic Medical Record)**,
    **progress notes**,
    **social work**,
    **case management**,
    **physical therapy (PT)**,
    **occupational therapy (OT)**, and
    **nutrition** notes. Has there been any previous teaching on the identified needs? If yes, summarize the teaching that was done. (Consider methods, frequency, and outcomes.)

    ·
    **Barriers to Learning**:

    · Identify
    **one barrier for each of the three educational needs** you’ve identified. A barrier could include physical, cognitive, emotional, or environmental factors. Explain each barrier in detail. Examples might include:

    · Physical barrier (e.g., pain, limited mobility)

    · Cognitive barrier (e.g., memory issues, language barriers)

    · Emotional barrier (e.g., anxiety, depression)

    · Environmental barrier (e.g., limited access to resources)

    ·
    **Social Determinants of Health (SDOH)**:

    · Identify
    **at least one Social Determinant of Health** (e.g., income, education, housing, social support, or access to healthcare) that may impact the client’s health or learning. Explain how this could affect their ability to learn or their health outcomes.

    ·
    **Needs Assessment**:

    · Explain how you assessed the educational needs. Did you use interviews, observations, assessments, or tools like the
    **Teach-Back Method**,
    **Health Literacy Assessment**, or any standardized assessment forms?

    2.
    **Educational Priority**

    Based on your assessment,
    **identify the most important educational need** for the client/support person.

    ·
    **Educational Goals/Outcomes**:

    · Describe the
    **educational goal(s)** you set for this person. What are the desired outcomes based on the identified needs? For example:

    · If the client has diabetes, the goal might be: “The client will demonstrate correct blood glucose monitoring techniques by the end of the teaching session.”

    · Be specific, measurable, achievable, relevant, and time-bound (SMART goals).

    3.
    **Readiness to Learn**

    **Is your client/support person ready to learn?**

    · Explain why or why not, including:

    ·
    **Emotional and cognitive state**: Is the person in a calm, focused state? Are they overwhelmed or distracted?

    ·
    **Environmental factors**: Did the person have distractions (e.g., noise, interruptions)?

    ·
    **Physical readiness**: Are they in pain or feeling unwell, which may affect their ability to engage in learning?

    ·
    **Timing**: Was it the right moment in their care process for teaching? Are they motivated and interested in learning?

    4.
    **Learning Strategies Used**

    Identify and describe the
    **learning strategies** you implemented for your client and/or their support person.

    ·
    **Rationale**:

    · Why did you choose these strategies? Consider factors like:

    · The person’s
    **learning style** (visual, auditory, kinesthetic, etc.)

    · The
    **level of education** (basic, advanced)

    · Cultural and linguistic needs

    ·
    **Age** and cognitive abilities

    · Were these strategies
    **appropriate** for the client/support person’s situation and educational needs (explain why or why not)?

    5.
    **Effectiveness of Teaching Methods**

    **Were your teaching methods effective?**

    · Evaluate the effectiveness of your teaching using objective and subjective criteria.

    ·
    **Subjective**: Did the person express understanding or show interest? Did they ask questions?

    ·
    **Objective**: Did the person demonstrate learning, such as performing the task independently, recalling key information, or following instructions correctly?

    ·
    **Evaluation of the Teaching Plan**:

    · How did you assess if the teaching plan was effective? Did you use tools like:

    ·
    **Teach-Back Method** (asking the person to explain the information back to you)

    · Observing the person’s ability to perform a skill or recall information

    · Follow-up questions to assess understanding

    · The evaluation should be completed
    **by end of clinical day 2** to ensure timely feedback.

    6.
    **Modification of the Educational Plan**

    **After the teaching session and evaluation, what would you do differently next time?**

    · Reflect on how you would approach the situation differently based on your experience with this person. Consider aspects like:

    · Teaching strategies

    · Timing of teaching

    · Client/Support person engagement

    · Addressing barriers

  • [Solved] discussion2

    ✓ Verified Academic Solution Available

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    **This activity will focus on: Emotional and Intellectual Wellness** – **Document:** [Risk Control Self-Assessment Checklist for Nurses (pg 36)](https://aacc.instructure.com/courses/166715/files/20153301?wrap=1) [Download Risk Control Self-Assessment Checklist for Nurses (pg 36)](https://aacc.instru…

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    Assignment Prompt & Instructions

    **This activity will focus on:  Emotional and Intellectual Wellness**

    – **Document:** [Risk Control Self-Assessment Checklist for Nurses (pg 36)](https://aacc.instructure.com/courses/166715/files/20153301?wrap=1) [Download Risk Control Self-Assessment Checklist for Nurses (pg 36)](https://aacc.instructure.com/courses/166715/files/20153301/download?download_frd=1)
    – Review the checklist from the NCSBN Welcomes You to the Nursing Profession booklet.
    – **Document:** [Significant Practice Errors Case Study (pg 23)](https://aacc.instructure.com/courses/166715/files/20153301?wrap=1) [Download Significant Practice Errors Case Study (pg 23)](https://aacc.instructure.com/courses/166715/files/20153301/download?download_frd=1)
    – Read the case study from the NCSBN Welcomes You to the Nursing Profession booklet.
    – **Document:** [Wellness Journal Activity](https://aacc.instructure.com/courses/166715/files/20152591/download?wrap=1 "WELLNESS JOURNAL ACTIVITY for Legal Issues.docx") [Download Wellness Journal Activity](https://aacc.instructure.com/courses/166715/files/20152591/download?download_frd=1)
    – Complete this Legal Issues wellness journal Wth 2 references and APA style

    – [\
    \
    NCSBNNew_Nurse-Booklet-Web3.pdf](https://www.sweetstudy.com/files/ncsbnnew-nurse-booklet-web3-pdf "NCSBNNew_Nurse-Booklet-Web3.pdf")
    – [\
    \
    WELLNESSJOURNALACTIVITYforLegalIssues.docx](https://www.sweetstudy.com/files/wellnessjournalactivityforlegalissues-docx "WELLNESSJOURNALACTIVITYforLegalIssues.docx")

    – 2 years ago

  • [Solved] discussion

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    https://www.nso.com/Learning/Artifacts/Legal-Cases/nurse-and-medical-malpractice-case-study-with-risk 1. Did the nurse follow hospital policies? Why or why not? Please explain. 2. Do you think the nurse is the only one who should be responsible for the patients' fall? Please explain. 3. Is there any…

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    https://www.nso.com/Learning/Artifacts/Legal-Cases/nurse-and-medical-malpractice-case-study-with-risk

    1. Did the nurse follow hospital policies?  Why or why not?  Please explain.
    2. Do you think the nurse is the only one who should be responsible for the patients' fall? Please explain.
    3. Is there anything else the nurse could have done, to prevent the patients fall? Please explain.
    4. We know that nurses are advocates for patients and for their safety.  Could the nurse have escalated her concerns about her assignment?  How would the nurse do this? Please explain.
    5.  How do you feel about the nurse being reported to the National Practitioner Data Bank?  need apa style with 2 refernces

    – 2 years ago

  • [Solved] Responses

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    In response to your peers, offer feedback on ways to address their issues. Speak in first person – 2 years ago **files (1)** – ## Responses.docx **## Responses.docx** **Shah Discussion:** **Addressing Staffing Shortages in Outpatient Psychiatry for Underserved Populations** My capstone project will …

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    Assignment Prompt & Instructions

    In response to your peers, offer feedback on ways to address their issues.

    Speak in first person

    – 2 years ago

    **files (1)**

    – ## Responses.docx

    **## Responses.docx**

    **Shah Discussion:**

    **Addressing Staffing Shortages in Outpatient Psychiatry for Underserved Populations**

    My capstone project will focus on addressing staffing shortages in outpatient psychiatric clinics that serve underserved populations, improving patient care, and providing timely access to mental health services.

    Staffing shortages in outpatient psychiatry significantly impact healthcare organizations, especially those serving marginalized urban communities. These shortages contribute to long patient wait times, increased provider burnout, reduced appointment availability, and compromised continuity of care. For organizations committed to equitable access and quality outcomes, resolving workforce challenges is essential to fulfilling their mission and maintaining operational efficiency (American Hospital Association, 2021).

    As of 2023, nearly half of the U.S. population lives in a designated mental health professional shortage area, with urban areas facing distinct challenges due to high demand and uneven provider distribution (National Institute for Health Care Management, 2023). The U.S. faces a projected shortage of 14,000 to 31,000 psychiatrists by 2024, which disproportionately affects outpatient services in underserved communities (Satiani et al., 2023). The American Hospital Association (2021) also notes that behavioral health professional shortages are most pronounced in areas serving historically marginalized populations, making access to care more difficult for vulnerable urban residents.

    While drafting this section, I found it difficult to locate recent, geographically specific data on psychiatric staffing shortages limited to urban outpatient settings. Much of the available literature addresses general mental health workforce issues or includes rural areas, making it challenging to isolate urban trends. Additionally, distinguishing between overall behavioral health shortages and psychiatry-specific data required deeper investigation. These challenges highlight the need for more focused workforce research and the importance of local data to drive targeted solutions.

    **References**

    American Hospital Association. (2021).
    _Fact sheet: Strengthening the health care workforce_.
    [https://www.aha.org/fact-sheets/2021-05-26-fact-sheet-strengthening-health-care-workforce](https://www.aha.org/fact-sheets/2021-05-26-fact-sheet-strengthening-health-care-workforce)

    National Institute for Health Care Management. (2023).
    _The behavioral health care workforce: Shortages and solutions_.
    [https://nihcm.org/publications/the-behavioral-health-care-workforce-shortages-solutions](https://nihcm.org/publications/the-behavioral-health-care-workforce-shortages-solutions)

    Satiani, A., Niedermier, J., Satiani, B., & Svendsen, D. P. (2023). Projected workforce of psychiatrists in the United States: A shortage or surplus?
    _Journal of Psychiatric Research_, 161, 120–127.
    [https://doi.org/10.1016/j.jpsychires.2023.01.012](https://doi.org/10.1016/j.jpsychires.2023.01.012)

    **Chantel Duscussion:**

    Hello Class,

    My proposal aims to reduce acute myocardial infarction (AMI) readmissions at Rush University Medical Center, where according to CMS the 30-day readmission rate of 14.2% slightly exceeds the national average of 13.7%, to improve patient outcomes and reduce hospital costs. This data highlights the need for enhanced discharge planning, patient education, and follow-up care. This topic is essential because high readmission rates not only indicate potential gaps in patient care but also lead to financial penalties and lower hospital performance ratings. Research shows that AMI readmissions account for one-fifth of all 30-day hospital readmissions, with survivors facing a higher risk of recurrent cardiac events such as MI, heart failure, arrhythmias, and sudden cardiac death, leading to increased hospitalizations. According to Sana et al. 2023, “The financial burden of readmissions for AMI to the healthcare system is estimated to be over 1 billion US dollars (USD) annually. Hospital readmission rates have thus become an important focus to improve patient care, outcomes and healthcare economics” (p. 2). According to the CMS, hospitals with excessive AMI readmissions face reduced reimbursements, impacting overall financial stability.

    One challenge in drafting this section is effectively integrating clinical data with best practices to propose evidence-based interventions. Additionally, identifying the most impactful strategies such as remote patient monitoring, medication adherence programs, or improved care coordination requires careful consideration of feasibility and resource allocation.

    **References**

    Centers for Medicare and Medicaid Services (2024, October 30).
    _Rush University Medical Center_. Www.Medicare.gov.
    [https://www.medicare.gov/care-compare/details/hospital/140119?id=a40d03c6-742d-4d85-87fd-9b7dbcbe3b02&city=Chicago&state=IL&zipcode=](https://www.medicare.gov/care-compare/details/hospital/140119?id=a40d03c6-742d-4d85-87fd-9b7dbcbe3b02&city=Chicago&state=IL&zipcode=)

    Sana, M., Kumi, D., Park, D., Asemota, I., DeAngelo, S., Yilmaz, M., Hammo, H., Shaka, H., & Vij, A. (2023). Impact of Hospital Readmissions Reduction Program Policy on 30-Day and 90-Day Readmissions in Patients with Acute Myocardial Infarction: A 10-Year Trend from the National Readmissions Database.
    _Current Problems in Cardiology_,
    _48_(7), 101696.
    [https://doi.org/10.1016/j.cpcardiol.2023.101696](https://doi.org/10.1016/j.cpcardiol.2023.101696)

    **## Responses.docx**

    **Shah Discussion:**

    **Addressing Staffing Shortages in Outpatient Psychiatry for Underserved Populations**

    My capstone project will focus on addressing staffing shortages in outpatient psychiatric clinics that serve underserved populations, improving patient care, and providing timely access to mental health services.

    Staffing shortages in outpatient psychiatry significantly impact healthcare organizations, especially those serving marginalized urban communities. These shortages contribute to long patient wait times, increased provider burnout, reduced appointment availability, and compromised continuity of care. For organizations committed to equitable access and quality outcomes, resolving workforce challenges is essential to fulfilling their mission and maintaining operational efficiency (American Hospital Association, 2021).

    As of 2023, nearly half of the U.S. population lives in a designated mental health professional shortage area, with urban areas facing distinct challenges due to high demand and uneven provider distribution (National Institute for Health Care Management, 2023). The U.S. faces a projected shortage of 14,000 to 31,000 psychiatrists by 2024, which disproportionately affects outpatient services in underserved communities (Satiani et al., 2023). The American Hospital Association (2021) also notes that behavioral health professional shortages are most pronounced in areas serving historically marginalized populations, making access to care more difficult for vulnerable urban residents.

    While drafting this section, I found it difficult to locate recent, geographically specific data on psychiatric staffing shortages limited to urban outpatient settings. Much of the available literature addresses general mental health workforce issues or includes rural areas, making it challenging to isolate urban trends. Additionally, distinguishing between overall behavioral health shortages and psychiatry-specific data required deeper investigation. These challenges highlight the need for more focused workforce research and the importance of local data to drive targeted solutions.

    **References**

    American Hospital Association. (2021).
    _Fact sheet: Strengthening the health care workforce_.
    [https://www.aha.org/fact-sheets/2021-05-26-fact-sheet-strengthening-health-care-workforce](https://www.aha.org/fact-sheets/2021-05-26-fact-sheet-strengthening-health-care-workforce)

    National Institute for Health Care Management. (2023).
    _The behavioral health care workforce: Shortages and solutions_.
    [https://nihcm.org/publications/the-behavioral-health-care-workforce-shortages-solutions](https://nihcm.org/publications/the-behavioral-health-care-workforce-shortages-solutions)

    Satiani, A., Niedermier, J., Satiani, B., & Svendsen, D. P. (2023). Projected workforce of psychiatrists in the United States: A shortage or surplus?
    _Journal of Psychiatric Research_, 161, 120–127.
    [https://doi.org/10.1016/j.jpsychires.2023.01.012](https://doi.org/10.1016/j.jpsychires.2023.01.012)

    **Chantel Duscussion:**

    Hello Class,

    My proposal aims to reduce acute myocardial infarction (AMI) readmissions at Rush University Medical Center, where according to CMS the 30-day readmission rate of 14.2% slightly exceeds the national average of 13.7%, to improve patient outcomes and reduce hospital costs. This data highlights the need for enhanced discharge planning, patient education, and follow-up care. This topic is essential because high readmission rates not only indicate potential gaps in patient care but also lead to financial penalties and lower hospital performance ratings. Research shows that AMI readmissions account for one-fifth of all 30-day hospital readmissions, with survivors facing a higher risk of recurrent cardiac events such as MI, heart failure, arrhythmias, and sudden cardiac death, leading to increased hospitalizations. According to Sana et al. 2023, “The financial burden of readmissions for AMI to the healthcare system is estimated to be over 1 billion US dollars (USD) annually. Hospital readmission rates have thus become an important focus to improve patient care, outcomes and healthcare economics” (p. 2). According to the CMS, hospitals with excessive AMI readmissions face reduced reimbursements, impacting overall financial stability.

    One challenge in drafting this section is effectively integrating clinical data with best practices to propose evidence-based interventions. Additionally, identifying the most impactful strategies such as remote patient monitoring, medication adherence programs, or improved care coordination requires careful consideration of feasibility and resource allocation.

    **References**

    Centers for Medicare and Medicaid Services (2024, October 30).
    _Rush University Medical Center_. Www.Medicare.gov.
    [https://www.medicare.gov/care-compare/details/hospital/140119?id=a40d03c6-742d-4d85-87fd-9b7dbcbe3b02&city=Chicago&state=IL&zipcode=](https://www.medicare.gov/care-compare/details/hospital/140119?id=a40d03c6-742d-4d85-87fd-9b7dbcbe3b02&city=Chicago&state=IL&zipcode=)

    Sana, M., Kumi, D., Park, D., Asemota, I., DeAngelo, S., Yilmaz, M., Hammo, H., Shaka, H., & Vij, A. (2023). Impact of Hospital Readmissions Reduction Program Policy on 30-Day and 90-Day Readmissions in Patients with Acute Myocardial Infarction: A 10-Year Trend from the National Readmissions Database.
    _Current Problems in Cardiology_,
    _48_(7), 101696.
    [https://doi.org/10.1016/j.cpcardiol.2023.101696](https://doi.org/10.1016/j.cpcardiol.2023.101696)

  • [Solved] HEALTH CARE SYSTEM HP-111

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    WEEK 1 ASSIGNMENT: What makes a healthcare system good? – 2 years ago

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    WEEK 1 ASSIGNMENT:

    What makes a healthcare system good?

    – 2 years ago

  • [Solved] Ele

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    1. **Lymphatic System** Elephantiasis: – Discuss its pathophysiology, including contributing factors and underlying mechanisms. – Propose health promotion strategies to prevent or manage this condition. – Relate this condition to a patient experience or case you have encountered in your career. 2. *…

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    1. **Lymphatic System** Elephantiasis:
    – Discuss its pathophysiology, including contributing factors and underlying mechanisms.
    – Propose health promotion strategies to prevent or manage this condition.
    – Relate this condition to a patient experience or case you have encountered in your career.
    2. **Thorax and Lungs**

    – Periodic breathing (Cheyne-Stokes).

    – Describe the pathophysiological mechanisms underlying the condition.
    – Provide an example of a disease or clinical scenario where this might occur.
    – Suggest health promotion strategies to reduce the risk or mitigate the impact of the condition, including patient education and lifestyle modifications.
    3. **Cardiovascular System**
    – Name and write the location of the five traditionally designated auscultatory areas and explain the significance of sounds heard in these areas.
    – For a pregnant patient (33 weeks’ gestation) experiencing dependent edema and painful varicosities:

    – Analyze the physiological changes during pregnancy that contribute to these symptoms.
    – Suggest evidence-based interventions to alleviate the discomfort, with a rationale for each.

    – 2 years ago