Tag: Health Medical

Using the Healthcare page of the U.S. Department of Justice Antitrust Division website (provided in the study materials), locate one antitrust law case. Write a 750 – 1,000 word analysis of the case that describes the following:

1. Describe the three main antitrust statutes.
2. A brief overview of the particulars of the case.
3. The impact of the case on the law and power brokers.
4. Concerns regarding the case in the role of a health care leader.

I’m working on a nursing presentation and need support to help me understand better.

APRN Protocol contract negotiation Presentation

Students will develop a PowerPoint with no more o 6 slides explaining the part of a APRN

protocol or contract negotiation. The student will obtain a copy of the contract from preceptor or the internet and will demonstrated with examples their understanding of contract development.

The power point is just to reflect what is a collaborative agreement or protocol , when to be completed , the persons involved ( NP and physicians), what must be included in the protocol, why it’s required/ important

http://floridasnursing.gov/f orms/arnp-protocolformat.pdf

I’m working on a public health question and need a sample draft to help me study.

Imagine you are working in an agency and a client walks in and asks you about the below terms. Please write down in your own words how you would explain these to them. So don’t just give a definition, try to describe in “normal” terms what these are. How do you explain Medicaid to a client?

What do these acronyms mean? Don’t just give a definition, explain what it means.

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment (THIS ASSESSMENT IS THE ATTACHED DOCUMENT). Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PROFESSIONAL CONTEXT

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

DEMONSTRATION OF PROFICIENCY

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
• Competency 4: Integrate principles of social justice in community health interventions.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Present a health promotion plan to an individual or group within a community.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

References

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

PREPARATION

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

INSTRUCTIONS

Complete the following:

• Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be a transcript of the voice-over (please refer to the PowerPoint tutorial).
• Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
• Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

• Title slide:
  • Health promotion plan title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation).
  • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation

• Microsoft Office Software.
  • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
• PowerPoint Presentations Library Guide.
  • This library guide provides links to PowerPoint and other presentation software resources.
• SoNHS Professional Presentation Guidelines [PPTX].
  • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

• Present your health promotion plan to your hypothetical audience.
  • Tailor the presentation to the needs of your hypothetical audience.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
• Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Which aspects of the session would you change?
  • How might those changes improve future outcomes?
• Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
  • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
• Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
• Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

comment about what was the must interesting part of the research and makes
relevant contribution
to my classmate’s research.

Tinetti Mobility Scale

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As a Physical Therapist assistant our main goal is to help the patient get better. But in order to help the patient get better we must be able to assess the conditions they have, this is done with Test and Measurements. With a set of tests and measurements the therapist can accurately find out what the patient’s limitations are and set a goal for the patient to achieve. It is typically done in the beginning of the session with a series of questions asked in order to get an idea of what the patient is struggling with. These tests can include: The Timed up and go test (TUG), the Functional reach test, the Berg balance scale, the Romberg test, and the one that I will speak to you about, the Tinetti mobility scale.

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What is the Tinetti mobility scale?

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The Tinetti Mobility Scale is a task performance test used to assess gait, and balance. According to O’Sullivan, Schmitz, and Fulk the tinetti efficiency scale was developed by Tinetti et al as a self-report measure that examines how confident an individual feels to perform ten activities of daily living without falling (219). It is also known as Performance-Oriented Mobility Assessment (POMA), it can indicate the risk of fall for an individual. The Tinetti mobility scale can also target patients who have a diagnosis of Spinal cord injury, CVA, Parkinson’s, Multiple Sclerosis, and our geriatric community. In order to find out if the patient is at risk for falls, we must find out the overall score of the Tinetti scale. The score is done on a three-point scale that ranges from 0-2 with zero representing the most impairment, and two representing the most independent. The individual scores for gait, and balance are combined giving the overall result if the patient is at risk for falls or independent. If the patient scores under 18 then they are at high risk for falls, if the patient scores between 19-23 then they are at moderate risk for falls, and if the patient is over a score of 24 then they are at low risk for falls.

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How to Perform the Tinetti Mobility Scale

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In order to perform the tinetti mobility scale test it requires an armless chair, a stopwatch, and a typical fifthteen feet walkway for the patient to walk. The test has two sections: the first section measures the balance abilities in either a chair or standing position, and the second section assesses balance through gait exercises. In the balance test the patient would be required to get up from the chair and back, it can also include the patient performing a 360 degree rotation while standing up and then sitting down. It would test the patient’s balance in how well they were able to perform the exercise, getting up the chair with a good posture and back down without any stumbling, or if the patient can stand upright while standing up and holding on to nothing. It can provide information to the therapist on how well the patient’s balance is. The second section is assessing balance through gait training. This test will be done using the fifthteen feet walkway. The test would require the patient to get up from the chair, walk fifthteen feet at normal speed, turn around, and walk back at normal speed to sit back on the chair.The therapist would observe the walk and there can determine if the patient is losing balance or is compensating. The Tinetti test usually takes about ten to fifteen minutes to complete. From there the therapist can assess the scores and determine if the patient is at high risk of falls or at low risk of falls. According to the O’Sullivan, Schmitz, and Fulk The tinetti mobility scale is an excellent test-retest reliability is excellent, good interrater reliability , and good concurrent validity (216). The Tinetti mobility scale is very effective and it is one of the oldest clinical balance assessment tools that is used for the elderly patients.

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Evaluating Patients with Tinetti Mobility Scale

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Geriatric Patients

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The Tinetti mobility scale can be used to help patients with diagnoses such as Parkinson’s, Multiple sclerosis, Spinal cord injury, Traumatic brain injury, and our geriatric community. The Tinetti scale is most effective to the geriatric community because as we age our body weakens and provides a challenge everyday to just complete daily tasks. As people age and get old, everything in their system starts to slow down from muscle mass, balance, coordination, reflexes, and etc. This makes it more difficult to avoid trips and falls, according to the article “Tinetti mobility test is related to muscle mass and strength in noninstitutionalized elderly people” 30 percent of the community-dwelling people aged sixty-five or older fall each year, and among people aged eighty-five or older, the percentage increases (2016). Falls can have severe consequences, it can cause an injury that can then limit the person long term. The Tinetti mobility scale helps measure balance and gait in the elderly by doing a series of tests. The test alone is short but reliable as a clinical measure tool.

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CVA Patients and the Tinetti Mobility Scale

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The Tinetti mobility scale not only helps patients in the geriatric community it can also help patients that had a CVA. A CVA is also known as cerebrovascular accident or strokecan create damage to the brain from a block in the blood supply. Having a CVA is a serious matter, once recovering from it can create certain limitations that were not there before such as trouble with balance, delayed cognitive skills, and etc. The Tinetti mobility scale is an important factor because patients with a stroke are able to assess the test and provide information such as if the patient has a slow gait, losing balance, are they at risk for falling The test retest for CVA patients can provide an idea of how much they have improved in a set amount of time. The Tinetti mobility scale is considered an essential tool because the reliability and validity of the assessment has had very successful outcomes.

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Conclusion

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According to the Health Jade team the Tinetti Mobility Scale was published by Mary Tinetti in order to assess gait and balance in older adults, and to also assess perception of balance and activities of daily living and fear of falling (2019). It has been a great indicator of the fall risk of an individual. Over time the Tinetti scale has been used for other diagnoses such as CVA, SCI, MS, and TBI. It is an easy to use assessment test that takes less than thirty minutes with great feedback to determine if the patient is at low risk if falls or at high risk of falls.The reliability of the test is proven to be good that it is chosen specifically to determine the risk of falls for the patient, and the validity is also good because it can provide a consistent score to whether or not the patient really is at low risk for falls or at high risk for falls. The Tinetti mobility scale has become consistent over time and I believe that it will stay consistent because it is easy to use, but provides so much information about the patient whether or not they are able to walk with no risk of falls, or if they are having difficulty in walking that are in high risk for falls.

Health Promotion & Disease Prevention in Older Adults

After studying Module 2: Lecture Materials & Resources, discuss the following:

• Describe and discuss the nurse’s role in health promotion and disease prevention in older adults. Share an example from your personal experience as a RN.
• Name and elaborate on at least three screening/preventive procedure that must be done in older adults.
• Define and discuss three common End-of-life documents that you as nurse must be familiar with to be able to educate older adults.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
• You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
• Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.
• You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

Grading Rubric

Your assignment will be graded according to the grading rubric.

Part 1

Construct a table of model characteristics with population health at one end and the medical model on the other. Place opportunities for synergy (shared characteristics) in the middle of the table as shown. For example, one of the distinguishing characteristics of population health is a community orientation. One of the most distinguishing characteristics of the medical model is individual care.

our table should have at least four distinguishing characteristics for each of the models and at least two shared characteristics. You may include the examples given in the assignment instructions.

• Summarize the contents of your completed table in one paragraph.
• In the second paragraph, evaluate how the characteristics in your completed table might affect health outcomes.

Length: Completed table template, plus title and reference pages

References: Include a minimum of 1 scholarly resource or one government website

part 2

Using all of the Week 1 resources, locate three definitions of population health. Prepare an infographic that covers the following bullet points:

• Identify the three definitions noting the source including authors and date of creation.
• Evaluate the three definitions noting their similarities and differences.
• Indicate if you prefer one definition over another and defend your choice.

Then conclude your analysis by pointing out how using each definition might affect population health outcomes. If you do not believe there will be a difference in outcomes, state and defend your position. Some free infographic tools include Piktochart, Canva, and Venngage.

Length: 1 infographic and 1-page summary, plus title and reference pages

References: Include a minimum of 1 scholarly resource or government website

RESEARCH PAPER: TOPIC RATIONALE ASSIGNMENT INSTRUCTIONS
OVERVIEW
The paper topic must address the historical understanding of the subject matter along with the philosophical, moral, cultural or societal elements associated with the paper’s area of focus.
INSTRUCTIONS
A course of action to defend traditional family values must be included comparing and contrasting the significant aspects contributing to the argument of the topic as well as practical applications to family, faith, and the future. Here are some points to consider for your topic development:
• What is your topic?
• What is your thesis statement?
• Have you framed a problem or simply given an editorial opinion?
• Why does this framed problem not meet the traditional values of family?
• What are the defined traditional values of family related to the problem that has been framed in your topic and thesis?
• How is the topic selected relevant to the course and its application or contraction to current family, faith, and the future?
• What data based research validates the claims you have shared?
• Be sure that you are not pulling lines of what someone else says to validate claims as someone else’s opinion is not generalizable from person to person.
• Be sure to find research that studies a number of people and the data drives a conclusion.
You will submit a concise 300-word topic presentation which considers the above points. The topic rational should have a title page and a reference page which is not included in word count. The topic rationale should include at least five (5) supporting sources which are peer reviewed journal articles from the last five years. Websites and the course textbook can be used in addition to the peer reviewed articles, but will not count as any of the peer reviewed articles expected for the paper’s topic.
Remember that this is a Master’s-level class, and the work should be indicative of graduate school learning. Additionally, please consider Bloom’s Taxonomy, and academic writing when presenting works for this course.
This submission must be in current APA format with proper title page, headers, double spacing, etc. as required of any APA formatted paper.

In this module, you will read and hear about stages of group development and factors that contribute to group cohesion. Discuss a few aspects of the beginning and transition (storming/norming) stages of a group that—based on the readings, videos, and your experience—are most critical for the group leader to attend to and to address in order for the group to reach the working stage. In your replies, offer additional insights and constructive feedback.