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  • [Solved] Week 3 Discussion – Compliance and Regulations

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    [>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

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    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] See attachment 2

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    [>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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    [>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] 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] W5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Will contact tutor – 2 years ago

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    Assignment Prompt & Instructions

    Will contact tutor

    – 2 years ago

  • [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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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    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

  • [Solved] Literature review

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  • [Solved] Unit III FinMgmt HC

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    see attachment – 2 years ago **files (1)** – ## UnitIIIFinMGMTCreatingaBusinessPlanProject.docx **## UnitIIIFinMGMTCreatingaBusinessPlanProject.docx** **Creating a Business Plan Project: Part 1** A business plan provides a business with a vision for the future and a clear strategy for expanding the …

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    – 2 years ago

    **files (1)**

    – ## UnitIIIFinMGMTCreatingaBusinessPlanProject.docx

    **## UnitIIIFinMGMTCreatingaBusinessPlanProject.docx**

    **Creating a Business Plan Project: Part 1**

    A business plan provides a business with a vision for the future and a clear strategy for expanding the business. Understanding the components of a business plan can help identify the needed resources, timeline, and steps to achieve the business's goals, grow the business, track the growth, help to forecast and plan for potential risks, and help investors see the viability of a company.

    For your course project that you will finish in Unit VII, you will create a basic business plan for a fictional start-up health care company. This unit III assignment will be the first part of your business plan project.

    Complete the following for your assignment that is due in this unit:

    **Research**

    Feel free to research an organization similar to the one you would like to complete the project on as a guide for creating the business plan.

    In this assignment include:

    · the executive summary,

    · the business description,

    · a short explanation of the importance of the time value of money, and

    · the four basic financial statements.

    **Executive Summary**

    The executive summary is the first and one of the most critical parts of a business plan. It provides an overview of what the business plan will cover. You can always go back and update this section in Unit VII before posting the final course project.

    Include the following in your executive summary:

    · mission statement,

    · products or services you offer, and

    · why you started the business.

    **Business Description**

    The business description should include the following:

    · type of entity (e.g., a sole proprietorship, or an LLC) and name of the company;

    · information regarding the industry your company will serve;

    · your team experience in the industry;

    · business goals (two long-term and two short-term plans);

    · product or services;

    · target customer;

    · trends and major competitors; and

    · what will set your company apart from the competition.

    **Time Value of Money**

    Briefly explain the importance of the time value of money and how you would use it to maximize profit for your company.

    **Financial Tools**

    · Create the four key financial statements, and explain the importance of each for your company. Refer to the examples in your text, and research similar companies online. Remember this is a start-up company and may not have a lot of resources. The main consideration is adding the right information for each of the financial statements.

    · Identify three critical ratios that are important to review.

    **This Unit III Course Project should be at least two to three pages in length. As this assignment will also be part of a larger project that will be due in Unit VII, no abstract or title page is needed at this time. You must use at least two sources, including the textbook. Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.**

    **## UnitIIIFinMGMTCreatingaBusinessPlanProject.docx**

    **Creating a Business Plan Project: Part 1**

    A business plan provides a business with a vision for the future and a clear strategy for expanding the business. Understanding the components of a business plan can help identify the needed resources, timeline, and steps to achieve the business's goals, grow the business, track the growth, help to forecast and plan for potential risks, and help investors see the viability of a company.

    For your course project that you will finish in Unit VII, you will create a basic business plan for a fictional start-up health care company. This unit III assignment will be the first part of your business plan project.

    Complete the following for your assignment that is due in this unit:

    **Research**

    Feel free to research an organization similar to the one you would like to complete the project on as a guide for creating the business plan.

    In this assignment include:

    · the executive summary,

    · the business description,

    · a short explanation of the importance of the time value of money, and

    · the four basic financial statements.

    **Executive Summary**

    The executive summary is the first and one of the most critical parts of a business plan. It provides an overview of what the business plan will cover. You can always go back and update this section in Unit VII before posting the final course project.

    Include the following in your executive summary:

    · mission statement,

    · products or services you offer, and

    · why you started the business.

    **Business Description**

    The business description should include the following:

    · type of entity (e.g., a sole proprietorship, or an LLC) and name of the company;

    · information regarding the industry your company will serve;

    · your team experience in the industry;

    · business goals (two long-term and two short-term plans);

    · product or services;

    · target customer;

    · trends and major competitors; and

    · what will set your company apart from the competition.

    **Time Value of Money**

    Briefly explain the importance of the time value of money and how you would use it to maximize profit for your company.

    **Financial Tools**

    · Create the four key financial statements, and explain the importance of each for your company. Refer to the examples in your text, and research similar companies online. Remember this is a start-up company and may not have a lot of resources. The main consideration is adding the right information for each of the financial statements.

    · Identify three critical ratios that are important to review.

    **This Unit III Course Project should be at least two to three pages in length. As this assignment will also be part of a larger project that will be due in Unit VII, no abstract or title page is needed at this time. You must use at least two sources, including the textbook. Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.**

  • [Solved] Timeline project

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Your final timeline project must include at least 10 images with descriptions, location on a timeline, and location on a world map. None of your images should overlap with your #hints. Your images should represent both the chr…

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    Assignment Prompt & Instructions

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

    Your final timeline project must include at least 10 images with descriptions, location on a timeline, and location on a world map. None of your images should overlap with your #hints. Your images should represent both the chronological and the geographical span of the course.  Do not focus solely on Europe or Asia or within a specific chronological period.

    Each image, even if taken from the textbook, should be cited in MLA style. Descriptions and accompanying information for each image should also be cited using MLA.

    Each description of your image must consider the broader geographical, chronological, social, cultural, and political sphere in which it was created. In other words, explain to me how that image fits within its specific context (chronologically, stylistically, and geographically). Descriptions should be at least 250 words each.

    – [\
    \
    Screenshot_20250415_070841_ColumbiaCollegemyPortal.jpg](https://www.sweetstudy.com/files/screenshot-20250415-070841-columbiacollegemyportal-jpg "Screenshot_20250415_070841_ColumbiaCollegemyPortal.jpg")
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    ARTTEXTBOOK.pdf](https://www.sweetstudy.com/files/arttextbook-pdf-10263019 "ARTTEXTBOOK.pdf")

    – 2 years ago

  • [Solved] 4 discussions

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    4 discussions – 2 years ago **files (4)** – ## Asthmapatient.docx – ## PTWITHGOUT.docx – ## PTWITHANXIETY.docx – ## pepticulcerunit4.docx **## Asthmapatient.docx** Unit 1 Discussion 2 Asthma pt Instructions It is anticipated that the initial discussion post should be in the range of 250-300 words. R…

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    Assignment Prompt & Instructions

    4 discussions

    – 2 years ago

    **files (4)**

    – ## Asthmapatient.docx

    – ## PTWITHGOUT.docx

    – ## PTWITHANXIETY.docx

    – ## pepticulcerunit4.docx

    **## Asthmapatient.docx**

    Unit 1 Discussion 2 Asthma pt

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Instructions:

    You are seeing a 16-year-old patient previously diagnosed with mild persistent asthma for a routine follow-up visit.

    · She is currently taking beclomethasone dipropionate (Qvar) MDI 40mcg/inhalation one puff twice daily for asthma maintenance and using albuterol (ProAir HFA) MDI 90mcg/inhalation 2 puffs every 4 hours as needed for shortness of breath or wheezing.

    · In the last two months she reports using her albuterol inhaler during daytime hours an average of three times per week.

    · She reports awakening at night with asthma symptoms about twice per month.

    · She does not feel that she has any limitations to her activity due to asthma symptoms.

    · Upon examination today her blood pressure is 110/76, heart rate is 68, respiratory rate is 18, O2 saturation is 96% on room air, and temperature is 97.8. Her lung sounds are clear, heart rhythm is regular, and skin is pink and dry.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would manage the patient’s current asthma regimen and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Instructions:

    Please read and respond to at least two of your peers' initial responses.

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    For example:

    · If you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## PTWITHGOUT.docx**

    PT WITH GOUT

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    You are seeing a 58-year-old male in the clinic today for an acute visit related to joint pain and swelling.

    · He has a past medical history of hypertension and hyperlipidemia and is currently taking hydrochlorothiazide 25mg daily and atorvastatin 20mg daily.

    · He was seen last in your office for a routine physical 6 months ago and had lab work completed showing a normal CBC, CMP and lipid panel while on his current medications.

    · He presents with pain and swelling of the right first metatarsophalangeal joint and he reports the site is red and feels hot to touch. He reports the pain is so bad he can hardly stand to have anything touch the foot and awakens at night with the pain.

    · He reports the symptoms started suddenly about 2 days ago and he denies any injury to the foot

    · He does not have any similar pain or swelling elsewhere.

    · Upon examination today it is observed that the right metatarsophalangeal joint is mildly edematous, erythematous and warm to touch. There is no rash, no bruising, and no laceration on the site. The patient can move the joint through range of motion, but has pain with motion. His physical exam is otherwise unremarkable.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would manage the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Instructions:

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## PTWITHANXIETY.docx**

    PT WITH ANXIETY

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    You are seeing Ms. Clara Johnson, a 32-year-old white female, in the office today with a chief complaint of “I just feel like I can’t get my mind to stop racing, and it’s making It hard to focus on anything.”

    · Johnson appears slightly disheveled, but is quiet and polite. She sits frequently fidgeting with her hands and avoids direct eye contact today.

    · She reports excessive worry over several aspects of her life and feels this has been steadily worsening over the last year.

    · She also reports frequent neck and shoulder pain, fatigue despite sleeping 7 to 8 hours a night, and difficulty concentrating.

    · She has a past medical history of mild seasonal allergic rhinitis and takes cetirizine intermittently for this.

    · She is married and lives with her husband and one child.

    · He does not have any similar pain or swelling elsewhere.

    · Upon examination today her BP is 118/76, HR 82, RR 16, and temp is 98.6F. She is alert and oriented, and auscultation reveals a regular heart rate and rhythm and clear lung sounds in all fields. No neurologic deficits on exam.  No hallucinations or delusions. Thought process is logical but dominated by worries.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    ·

    · Provide your diagnosis.

    · Discuss how you would manage the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Instructions:

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## pepticulcerunit4.docx**

    PEPTIC ULCER Unit 4

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    A 60-year-old white female presents to your office for a follow-up after a recent Urgent Care visit with her daughter.

    · The patient’s daughter reports that the patient has not been eating much for the past few weeks and complains of a gnawing pain in her stomach when she does eat and reports that she seems to be getting “full” very quickly with eating.

    · The patient complains of mild nausea over the last two weeks.

    · The patient has a history of a recent fall from a ladder about 9 months ago in which she shattered multiple teeth and develop and infection. She has been under the care of an oral surgeon for this.

    · Her daughter reports that she has been having an increase in forgetfulness and that the patient’s colleagues have noticed she seems to be “off her game” for the last few weeks.

    · Yesterday she was evaluated at Urgent Care and found to have a hemoglobin of 8.5 and hematocrit of 25, and she was instructed to follow-up in your office today.

    · Upon examination today his lung sounds are clear and heart rhythm is regular. She has mild tenderness on palpation over her upper abdomen, but normal bowel sounds.  Her skin is pale and dry.  No other abnormalities are noticed on exam.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would treat the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Collaborative Posts

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## pepticulcerunit4.docx**

    PEPTIC ULCER Unit 4

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    A 60-year-old white female presents to your office for a follow-up after a recent Urgent Care visit with her daughter.

    · The patient’s daughter reports that the patient has not been eating much for the past few weeks and complains of a gnawing pain in her stomach when she does eat and reports that she seems to be getting “full” very quickly with eating.

    · The patient complains of mild nausea over the last two weeks.

    · The patient has a history of a recent fall from a ladder about 9 months ago in which she shattered multiple teeth and develop and infection. She has been under the care of an oral surgeon for this.

    · Her daughter reports that she has been having an increase in forgetfulness and that the patient’s colleagues have noticed she seems to be “off her game” for the last few weeks.

    · Yesterday she was evaluated at Urgent Care and found to have a hemoglobin of 8.5 and hematocrit of 25, and she was instructed to follow-up in your office today.

    · Upon examination today his lung sounds are clear and heart rhythm is regular. She has mild tenderness on palpation over her upper abdomen, but normal bowel sounds.  Her skin is pale and dry.  No other abnormalities are noticed on exam.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would treat the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Collaborative Posts

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## Asthmapatient.docx**

    Unit 1 Discussion 2 Asthma pt

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Instructions:

    You are seeing a 16-year-old patient previously diagnosed with mild persistent asthma for a routine follow-up visit.

    · She is currently taking beclomethasone dipropionate (Qvar) MDI 40mcg/inhalation one puff twice daily for asthma maintenance and using albuterol (ProAir HFA) MDI 90mcg/inhalation 2 puffs every 4 hours as needed for shortness of breath or wheezing.

    · In the last two months she reports using her albuterol inhaler during daytime hours an average of three times per week.

    · She reports awakening at night with asthma symptoms about twice per month.

    · She does not feel that she has any limitations to her activity due to asthma symptoms.

    · Upon examination today her blood pressure is 110/76, heart rate is 68, respiratory rate is 18, O2 saturation is 96% on room air, and temperature is 97.8. Her lung sounds are clear, heart rhythm is regular, and skin is pink and dry.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would manage the patient’s current asthma regimen and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Instructions:

    Please read and respond to at least two of your peers' initial responses.

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    For example:

    · If you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## PTWITHGOUT.docx**

    PT WITH GOUT

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    You are seeing a 58-year-old male in the clinic today for an acute visit related to joint pain and swelling.

    · He has a past medical history of hypertension and hyperlipidemia and is currently taking hydrochlorothiazide 25mg daily and atorvastatin 20mg daily.

    · He was seen last in your office for a routine physical 6 months ago and had lab work completed showing a normal CBC, CMP and lipid panel while on his current medications.

    · He presents with pain and swelling of the right first metatarsophalangeal joint and he reports the site is red and feels hot to touch. He reports the pain is so bad he can hardly stand to have anything touch the foot and awakens at night with the pain.

    · He reports the symptoms started suddenly about 2 days ago and he denies any injury to the foot

    · He does not have any similar pain or swelling elsewhere.

    · Upon examination today it is observed that the right metatarsophalangeal joint is mildly edematous, erythematous and warm to touch. There is no rash, no bruising, and no laceration on the site. The patient can move the joint through range of motion, but has pain with motion. His physical exam is otherwise unremarkable.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would manage the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Instructions:

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## PTWITHANXIETY.docx**

    PT WITH ANXIETY

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    You are seeing Ms. Clara Johnson, a 32-year-old white female, in the office today with a chief complaint of “I just feel like I can’t get my mind to stop racing, and it’s making It hard to focus on anything.”

    · Johnson appears slightly disheveled, but is quiet and polite. She sits frequently fidgeting with her hands and avoids direct eye contact today.

    · She reports excessive worry over several aspects of her life and feels this has been steadily worsening over the last year.

    · She also reports frequent neck and shoulder pain, fatigue despite sleeping 7 to 8 hours a night, and difficulty concentrating.

    · She has a past medical history of mild seasonal allergic rhinitis and takes cetirizine intermittently for this.

    · She is married and lives with her husband and one child.

    · He does not have any similar pain or swelling elsewhere.

    · Upon examination today her BP is 118/76, HR 82, RR 16, and temp is 98.6F. She is alert and oriented, and auscultation reveals a regular heart rate and rhythm and clear lung sounds in all fields. No neurologic deficits on exam.  No hallucinations or delusions. Thought process is logical but dominated by worries.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    ·

    · Provide your diagnosis.

    · Discuss how you would manage the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Instructions:

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## pepticulcerunit4.docx**

    PEPTIC ULCER Unit 4

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    A 60-year-old white female presents to your office for a follow-up after a recent Urgent Care visit with her daughter.

    · The patient’s daughter reports that the patient has not been eating much for the past few weeks and complains of a gnawing pain in her stomach when she does eat and reports that she seems to be getting “full” very quickly with eating.

    · The patient complains of mild nausea over the last two weeks.

    · The patient has a history of a recent fall from a ladder about 9 months ago in which she shattered multiple teeth and develop and infection. She has been under the care of an oral surgeon for this.

    · Her daughter reports that she has been having an increase in forgetfulness and that the patient’s colleagues have noticed she seems to be “off her game” for the last few weeks.

    · Yesterday she was evaluated at Urgent Care and found to have a hemoglobin of 8.5 and hematocrit of 25, and she was instructed to follow-up in your office today.

    · Upon examination today his lung sounds are clear and heart rhythm is regular. She has mild tenderness on palpation over her upper abdomen, but normal bowel sounds.  Her skin is pale and dry.  No other abnormalities are noticed on exam.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would treat the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Collaborative Posts

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## Asthmapatient.docx**

    Unit 1 Discussion 2 Asthma pt

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Instructions:

    You are seeing a 16-year-old patient previously diagnosed with mild persistent asthma for a routine follow-up visit.

    · She is currently taking beclomethasone dipropionate (Qvar) MDI 40mcg/inhalation one puff twice daily for asthma maintenance and using albuterol (ProAir HFA) MDI 90mcg/inhalation 2 puffs every 4 hours as needed for shortness of breath or wheezing.

    · In the last two months she reports using her albuterol inhaler during daytime hours an average of three times per week.

    · She reports awakening at night with asthma symptoms about twice per month.

    · She does not feel that she has any limitations to her activity due to asthma symptoms.

    · Upon examination today her blood pressure is 110/76, heart rate is 68, respiratory rate is 18, O2 saturation is 96% on room air, and temperature is 97.8. Her lung sounds are clear, heart rhythm is regular, and skin is pink and dry.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would manage the patient’s current asthma regimen and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Instructions:

    Please read and respond to at least two of your peers' initial responses.

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    For example:

    · If you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## PTWITHGOUT.docx**

    PT WITH GOUT

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    You are seeing a 58-year-old male in the clinic today for an acute visit related to joint pain and swelling.

    · He has a past medical history of hypertension and hyperlipidemia and is currently taking hydrochlorothiazide 25mg daily and atorvastatin 20mg daily.

    · He was seen last in your office for a routine physical 6 months ago and had lab work completed showing a normal CBC, CMP and lipid panel while on his current medications.

    · He presents with pain and swelling of the right first metatarsophalangeal joint and he reports the site is red and feels hot to touch. He reports the pain is so bad he can hardly stand to have anything touch the foot and awakens at night with the pain.

    · He reports the symptoms started suddenly about 2 days ago and he denies any injury to the foot

    · He does not have any similar pain or swelling elsewhere.

    · Upon examination today it is observed that the right metatarsophalangeal joint is mildly edematous, erythematous and warm to touch. There is no rash, no bruising, and no laceration on the site. The patient can move the joint through range of motion, but has pain with motion. His physical exam is otherwise unremarkable.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would manage the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Instructions:

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## PTWITHANXIETY.docx**

    PT WITH ANXIETY

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    You are seeing Ms. Clara Johnson, a 32-year-old white female, in the office today with a chief complaint of “I just feel like I can’t get my mind to stop racing, and it’s making It hard to focus on anything.”

    · Johnson appears slightly disheveled, but is quiet and polite. She sits frequently fidgeting with her hands and avoids direct eye contact today.

    · She reports excessive worry over several aspects of her life and feels this has been steadily worsening over the last year.

    · She also reports frequent neck and shoulder pain, fatigue despite sleeping 7 to 8 hours a night, and difficulty concentrating.

    · She has a past medical history of mild seasonal allergic rhinitis and takes cetirizine intermittently for this.

    · She is married and lives with her husband and one child.

    · He does not have any similar pain or swelling elsewhere.

    · Upon examination today her BP is 118/76, HR 82, RR 16, and temp is 98.6F. She is alert and oriented, and auscultation reveals a regular heart rate and rhythm and clear lung sounds in all fields. No neurologic deficits on exam.  No hallucinations or delusions. Thought process is logical but dominated by worries.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    ·

    · Provide your diagnosis.

    · Discuss how you would manage the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Instructions:

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour

    **## pepticulcerunit4.docx**

    PEPTIC ULCER Unit 4

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

    All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

    Initial Response

    Scenario

    A 60-year-old white female presents to your office for a follow-up after a recent Urgent Care visit with her daughter.

    · The patient’s daughter reports that the patient has not been eating much for the past few weeks and complains of a gnawing pain in her stomach when she does eat and reports that she seems to be getting “full” very quickly with eating.

    · The patient complains of mild nausea over the last two weeks.

    · The patient has a history of a recent fall from a ladder about 9 months ago in which she shattered multiple teeth and develop and infection. She has been under the care of an oral surgeon for this.

    · Her daughter reports that she has been having an increase in forgetfulness and that the patient’s colleagues have noticed she seems to be “off her game” for the last few weeks.

    · Yesterday she was evaluated at Urgent Care and found to have a hemoglobin of 8.5 and hematocrit of 25, and she was instructed to follow-up in your office today.

    · Upon examination today his lung sounds are clear and heart rhythm is regular. She has mild tenderness on palpation over her upper abdomen, but normal bowel sounds.  Her skin is pale and dry.  No other abnormalities are noticed on exam.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would treat the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Your initial response is due by Wednesday at 11:59 pm CT.

    Estimated time to complete: 2 hours

    Peer Response

    Collaborative Posts

    Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.

    · For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?

    · If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?

    · If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete: 1 hour