Internal strengths are related to resources and capabilities

Part 1:

Construct a 3 to 5-year strategic plan that is related to a specified health care organization of your choice. The organization may be not-for-profit or for-profit. Complete a SWOT analysis, and include the following:

  1. Internal strengths are related to resources and capabilities that effectively and efficiently allow an organization to accomplish its stated mission. Write out and discuss 8 to 10 strengths that you consider the highest priority for the organization of choice.
  2. Internal weaknesses are related to deficiencies in resources and capabilities that hinder an organization’s ability to accomplish its mandate or mission. Write out and discuss 8 to 10 weaknesses that you consider the highest priority for the organization of choice.
  3. External opportunities are outside factors or situations that can affect your organization in a favorable way. Write out and discuss 8 to 10 opportunities that you consider of highest priority for the organization of choice.
  4. External threats are outside factors or situations that can affect your organization in a negative way. Write out and discuss 8 to 10 threats that you consider of highest priority for the organization of choice.

Part 2:

In the health care industry, change occurs quickly and many times without warning. In an effort to address such changes, contingency planning is a key step in the strategic planning process. Contingency planning follows a 7-step process to achieve maximum effectiveness. Assume that you are formulating the contingency plans for an outpatient surgical center.

  • Identify the 7 steps in the contingency planning process, and explain how each step will be addressed for the surgical center.
  • Be sure to provide a properly cited response that includes references.

 

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CHCCOM005 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES ASSESSMENT

CHCCOM005 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES ASSESSMENT

 

ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

Your skills and knowledge using written and observation activities that apply to your workplace.

Your ability to apply your learning.

Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

 

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

 

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

 

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:

Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.

Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.

Ensure that their own qualifications are current.

When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.

When required, ensure supervisors and students sign off on third party assessment forms or third party report.

Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

 

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines

 

Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text

Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text = of a foolscap page

Brief Report 500 words = 1 page typed report, or

50 lines of handwritten text = 1foolscap handwritten pages

Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages

Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

 

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

 

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions
Attachments if requested are attached Requested supplementary items are not attached
All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly.

Does not refer to or utilise appropriate or correct sources of information

Observation All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources.

 

Assessment Cover Sheet
Student’s name:
Assessors Name: Date:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected and how? Yes No
Have the Student’s rights and the appeal system been fully explained? Yes No
Have you discussed any special needs to be considered during assessment? Yes No
The following documents must be completed and attached
Written Activity Checklist

The student will complete the written activity provided to them by the assessor.

The Written Activity Checklist will be completed by the assessor.

S NYS
Observation / Demonstration

The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.

The Observation Checklist will be completed by the assessor.

S NYS
Questioning Checklist

The student will answer a range of questions either verbally or written.

The Questioning Checklist will be completed by the assessor.

S NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome Competent Not yet Competent
Student Signature: Date:
Assessor Signature: Date:

Assessment cover sheet

 

written activity

1. For this task you are to write an information guide for new employees about communicating effectively in the health and community services industry. In your guide you will need to include information on the following topics:

a. Effectively communicating with people

 

b. Collaborating with colleagues

 

c. Constraints to communication and strategies to address them

 

d. Reporting problems identified in work activities

 

e. Workplace correspondence and documentation requirements

 

f. Continuous improvement participation

 

2. For this task you must research each of the following topics, and complete a basic report on your findings. To guide your research please answer the following questions:

a. When communicating with others in the community sector what legislation and ethical consideration need to be made?

 

b. Where might you locate information on the application of legal and ethical aspects of health and community services work?

 

c. How can you ensure you make ethical decisions at all times?

 

d. What is the difference between motivational interviewing and coercive approach?

 

e. What is the difference between collaboration and confrontation?

 

f. What are the influences on communication?

 

g. Why is grammar, speed and pronunciation for verbal communication important?

 

h. Why is non-verbal communication important to use and recognise?

 

i. Choose a community service organisation that you are familiar with and discuss the structure, function and interrelationships they have.

 

j. What digital media is often used in the community service sector and how is it used?

 

 

 

Questions

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

1. What are the different categories of communication?

 

 

2. What can you do to communicate effectively with people?

 

3. Write two examples each of open questions and closed questions.

 

 

 

4. What can you do to collaborate with colleagues effectively?

 

 

 

5. List six examples of industry terminology that you would use in verbal, written and digital communications.

 

6. What can you do to address communication constraints?

 

7. Discuss two strategies to handle conflict and maintain a tension-free workplace.

 

8. What are two pieces of legislation, regulations or Acts do you need to comply with in community services?

 

9. Who should you report any unresolved conflicts, breach or non-adherence to standard operating procedures, or any issues impacting on the rights of you or your client to?

 

10. How would you promote and model changes in the workplace?

 

11. List six different types of documentation you may need to complete to organisational standards in your workplace.

 

12. How can you contribute to continuous improvement in your workplace?

 

13. Who can you seek advice from in relation to improving your skills and knowledge?

 

14. Who would you speak to in relation to accessing options for skills development and training?

 

15. Define each of the following:

a. Privacy, confidentiality and disclosure

b. Discrimination

c. Duty of care

d. Mandatory reporting

e. Translation

f. Informed consent

g. Work role boundaries – responsibilities and limitations

h. Child protection across all health and community services contexts, including duty of care when child is not the client, indicators of risk and adult disclosure

 

16. Discuss the following two techniques in relation to communication:

a. Reflecting

b. Summarising

 

17. What is the difference between collaboration and confrontation?

 

18. What are the potential constraints to effective communication?

 

 

Developed by Enhance Your Future Pty Ltd 4 CHCCOM005 Communicate and work in health or community services Version 2 Course code and name

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REFLECTIVE JOURNAL

REFLECTIVE JOURNAL

 

 

Week 1

In the week we discussed the topic of extraprofessional collaboration. From the discussion I had with my trainer, we were able to define extraprofessional collaboration. I was able to learn the various strategies which can be applied in order to be able to strengthen collaborative practice among the medical care practitioners, particularly the ones who work with rehab centers, the reason for coming together is due to the fact that effective collaborative practice is important for any healthcare organization that wishes to achieve its goals. We were also able to discuss the impact of interprofessional collaboration on the provision of healthcare services.

Week 2

This week marked the end of the discussion regarding professional collaboration. We spent a good amount of time discussing the various ways through which we could improve the outcome of geriatric patients. With the help of the trainer, we were able to analyze various strategies which can be put in place to ensure that the geriatric patients are able to recover within the shortest time possible (Lewitzka, 2018).

Week 3

This week marks the closing of the geriatric patient outcome improvement, and we are introduced to technology and its use in healthcare facilities. We were able to discuss how various techniques could be integrated into healthcare facilities, particularly the rehab centers to ensure that all the activities of the facility are well coordinated, and the patient expectations are met. Also, we also learnt that technology offers empirical evidence which supports potential changes in nursing which can be applied in teaching new techniques which are capable of bringing a remarkable contribution to the provision of improved medical care for geriatric patients.

 

Week 4

In this week, we had a discussion with my unit manager. We discussed the standards or norms for performing various actions within a healthcare facility, specifically rehab centers. In healthcare, ethical consideration simply entails all that is expected from the healthcare providers. In particular, we were able to discuss various norms which should be maintained when handling geriatric patients. We were also able to discuss various ways through which such norms could be improved within healthcare facilities particularly the rehab centers.

Week 5

During this week I met my unit trainer, and we were able to discuss the most common health concerns, which usually affect a given society or a group of individual who are in the same environment. An example of population health concerns is alcohol-related harm. The main healthcare concern which we discussed is the illnesses which are likely to affect geriatric patients (Moghaddam, 2015).

Week 6

During the sixth week, a study on health policy was very positive; we were able to learn various health policies. We were also able to see that health policies mainly entail the decisions, plans as well as the actions, which are carried out with the goal of achieving specific health care objectives within a society. Health policy should be able to define the vision for the future and this helps in determination of the points and targets of reference.

In the course of the week, I met my mentor, and we were able to discuss various health policies, their impact on the delivery of healthcare services and also some of their benefits of such policies. In addition, our discussion also entailed various strategies which can ensure that the health policies do not interfere with provision of healthcare services to geriatric patients.

Week 7

This week marks the closing weeks, which we learned about evidence-based practice. A satisfactory duration of time was spent on educational strategies on various technologies which aid in the provision of improved healthcare services to geriatric patients. Health information technology provides tools which might be required by the patients to manage their health conditions based on the guidance which is provided by the primary care team.

Week 8

In this week we were able to learn the various ways through which technology has helped in improving the healthcare sector, specifically by improving the outcomes of the patients. We were also able to see the roles played by technology to ensure that health care services are provided in an effective manner (Lamoth, 2018).

Week 11

The first three days of this week were spent carrying out research on the topic of evidence-based practice for geriatric patients. We were able to learn more about the conscientious and judicious utilization of existing best evidence in concomitance with clinical expertise as well as patient values to oversee decisions regarding delivery of health care services; this is highly applicable for the geriatric patients (Morgan, 2017). From this week we also able to learn that the doubling of the geriatric population over the next ten to twenty years is likely to challenge the current health care system.

Week 12

During this week I was able to establish a good relationship with my trainer who was my role model, by doing so I was able to gather various skills pe tortaining care for geriatric patients, this is because it most case I will be working in a rehab center and am likely to meet geriatric patients most of the times and hence it is essential for me to have knowledge on how to handle this group of patients. We were also able to discuss various technologies which can be integrated in the medical care for geriatric patients in order to ensure that they receive the best medical care services from the rehab center. This was the last week and we were able to discuss all the topics which we had learnt all through the duration which we had been learning about geriatric patients. We were also able to discuss my future development of professional goals because this is one of the professions which require planning as well as support from various sources.

 

 

References

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What is the Christian view of the nature of human persons

Based on “Case Study: Fetal Abnormality” and other required topic study materials, write a 750-1,000-word reflection that answers the following questions:

  1. What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? How is this related to the intrinsic human value and dignity?
  2. Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? What from the case study specifically leads you to believe that they hold the theory you selected?
  3. How does the theory determine or influence each of their recommendations for action?
  4. What theory do you agree with? Why? How would that theory determine or influence the recommendation for action?

Remember to support your responses with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Rubric

 

Explanation of the Christian view of the nature of human persons and the theory of moral status that it is compatible is clear, thorough, and explained with a deep understanding of the connection between them. Explanation is supported by topic study materials. 30%

The theory or theories that are used by each person to determine the moral status of the fetus is explained clearly and draws insightful relevant conclusions. Rationale for choices made is clearly supported by topic study materials and case study examples. 15%

Explanation of how the theory determines or influences each of their recommendations for action is clear, insightful, and demonstrates a deep understanding of the theory and its impact on recommendation for action. Explanation is supported by topic study materials. 15%

Evaluation of which theory is preferable within personal practice along with how that theory would influence personal recommendations for action is clear, relevant, and insightful. 10%

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Writer is clearly in command of standard, written, academic English.

All format elements are correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Here is a link to the Khan video on Moral Status. It will help explain the five theories discussed in the lecture: 

https://www.khanacademy.org/partner-content/wi-phi/wiphi-value-theory/wiphi-ethics/v/moral-status 

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Select one of the following as the focus for the teaching plan

Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.

Select one of the following as the focus for the teaching plan:

  1. Primary Prevention/Health Promotion
  2. Secondary Prevention/Screenings for a Vulnerable Population
  3. Bioterrorism/Disaster
  4. Environmental Issues

Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.

  1. After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
  2. Request feedback (strengths and opportunities for improvement) from the provider.
  3. Complete the “Community Teaching Experience” form.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

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Why are both paradigms important to the development of nursing science

Write a 195-word message in which you discuss:

1-Why are both paradigms important to the development of nursing science?

2-How do the authors justify having an alternative hierarchy of evidence for nursing, as contrasted with medicine (pp. 24–26, Types of Evidence and Evidence Hierarchies, Ch. 2, Nursing Research)?

Read instructions: ( used attached documents to write the word message discussion. Stay on topic given on the 2 questions above. all information needed is been attached. thank you. )

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NRS-433V Introduction to Nursing Research

Course: NRS-433V Introduction to Nursing Research

Date: 05/03/17

 

 

 

 

 

 

 

 

 

 

 

Literature Search

Practice Problem/Issue and PICOT Question

Hypertension contributes to the death of many people throughout the world, yet there is still poor management of the condition. Establishing effective control measures could significantly help to control the number of deaths worldwide. To control and management hypertension effectively, it is important to identify and manage the lifestyle risk factors associated with the condition as that helps to lower blood pressure. In addition, it is vital to perform regular screening, communicating effectively with patients, monitoring patients on a regular basis, and adhering to treatment. In particular, it is possible to prevent and control the condition quite effectively through lifestyle changes (diet and regularly engaging in exercise) as these help to significantly regulate blood pressure.

PICOT Question

For male adults between the ages of 40 and 70 with hypertension, and with multiple co-morbidities (P), will the change in lifestyle (engaging regularly in exercise and eating healthier and balanced meals) (I), compared to patients who use medication to treat/manage their hypertension (C), help to regulate their blood pressure and reduce the risk of developing cardiovascular diseases (O) in their recovery period within 6 months (T).

 

 

 

 

 

 

References

Dua, S., Bhuker, M., Sharma, P., Dhall, M., & Kapoor, S. (2014). Body Mass Index Relates to Blood Pressure Among Adults. North American Journal of Medical Sciences6(2), 89–95. http://doi.org/10.4103/1947-2714.127751

Background: The blood pressure and anthropometric measurements are important for evaluating the health of children, adolescents as well as adults.

Aim: The aim is to study the blood pressure and body dimensions and to find out the prevalence of overweight/obesity and hypertension among adults.

Materials and Methods: A cross-sectional study was conducted of all the people belonging to the Punjabi community, residing in Roshanara area and Jaina building in Delhi, for the past 20 years and aged 18-50 years. The men were engaged in transport business and women were mainly housewives.

Results: Mean values of all the measurements, that is, height, weight, upper arm circumference, pulse rate, systolic blood pressure (SBP), and diastolic blood pressure (DBP) were higher among males as compared with females, except skinfold thicknesses. Body mass index (BMI) and fat percentage was found to be higher among females as compared with males. There was a significant positive correlation between BMI, fat percentage, and blood pressure both SBP as well as DBP. Odds ratio showed that overweight/obese subjects were more likely to have hypertension than those with normal BMI.

Conclusion: Prevalence of prehypertension among overweight/obese suggested an early clinical detection of prehypertension and intervention including life style modification, particularly weight management.

Howes, F., Warnecke, E., &Nelson, M. (2013). Barriers to lifestyle risk factor assessment and management in hypertension: A qualitative study of Australian general practitioners. Journal of Human Hypertension27, 474-478 doi:10.1038/jhh.2013.9

Hypertension is a leading cause of mortality and disease burden worldwide, yet its management remains suboptimal. Identification and management of lifestyle risk factors should be a clinical priority in all patients because of the beneficial effects of lifestyle intervention on blood pressure. The objective of this qualitative focus group study was to identify barriers to lifestyle management in hypertension in Australian general practice. Purposeful sampling was used to select large group practices. Six focus groups (n=30) were audio recorded and transcribed. An iterative thematic analysis was conducted. Overall participants felt they had the required knowledge to provide broad lifestyle advice. However, cynicism dominated due to an overwhelming lack of success in practice. Patient reluctance and ambivalence were identified as major barriers but participants were willing to share the responsibility. Other barriers included time, reduced access to allied health and broader determinants of health. General practitioners need to be empowered to allow continuation of valuable lifestyle advice and counselling. The results emphasise the importance of ongoing lifestyle assessment and tailoring of management to the complex interplay of factors that impact on a patient’s ability to adopt and maintain lifestyle change. System issues need to be addressed to provide better streamlined care.

Legido-Quigley H, Camacho Lopez PA, Balabanova D, Perel P, Lopez-Jaramillo P, Nieuwlaat R, et al. (2015) Patients’ knowledge, attitudes, behaviour and health care experiences on the prevention, detection, management and control of hypertension in Colombia: A qualitative study. PLoS ONE 10(4): e0122112. https://doi.org/10.1371/journal.pone.0122112

Abstract

Hypertension is a leading cause of premature death worldwide and the most important modifiable risk factor for cardiovascular disease. Effective screening programs, communication with patients, regular monitoring, and adherence to treatment are essential to successful management but may be challenging in health systems facing resource constraints. This qualitative study explored patients’ knowledge, attitudes, behaviour and health care seeking experiences in relation to detection, treatment and control of hypertension in Colombia. We conducted in-depth interviews and focus group discussions with 26 individuals with hypertension and 4 family members in two regions. Few participants were aware of ways to prevent high blood pressure. Once diagnosed, most reported taking medication but had little information about their condition and had a poor understanding of their treatment regime. The desire for good communication and a trusting relationship with the doctor emerged as key themes in promoting adherence to medication and regular attendance at medical appointments. Barriers to accessing treatment included co-payments for medication; costs of transport to health care facilities; unavailability of drugs; and poor access to specialist care. Some patients overcame these barriers with support from social networks, family members and neighbours. However, those who lacked such support, experienced loneliness and struggled to access health care services. The health insurance scheme was frequently described as administratively confusing and those accessing the state subsidized system believed that the treatment was inferior to that provided under the compulsory contributory system. Measures that should be addressed to improve hypertension management in Colombia include better communication between health care professionals and patients, measures to improve understanding of the importance of adherence to treatment, reduction of co-payments and transport costs, and easier access to care, especially in rural areas.

Rao, C. R., Kamath, V. G., Shetty, A., & Kamath, A. (2013). High blood pressure prevalence and significant correlates: A quantitative analysis from Coastal Karnataka, India. ISRN Preventive Medicine, doi:10.5402/2013/574973

Abstract

Hypertension is a premier risk factor for cardiovascular disease which can be recognized if sought and treated effectively. Effective management of high blood pressure is possible when the magnitude of the problem is identified. So, a cross-sectional community based survey among 1,239 respondents aged ≥30 years was designed to estimate the prevalence and the sociodemographic correlates of hypertension among adults aged ≥30 years. Data was collected by personal interviews, followed by anthropometric and blood pressure measurements. Analysis was done using Statistical Package for the Social Sciences (SPSS) version 11.5. The prevalence of hypertension was 43.3%, with the prevalence being more among males (51.6%) as compared to females (38.9%). Of the total prevalence 23.1% (287) were known cases, and 20.2% (250) were newly detected cases. Based on the seventh report of the Joint National Committee (JNC VII) on high blood pressure, prehypertension was noted among 38.7%. Advancing age, male gender, current diabetic status, central obesity, overweight and obesity as defined by body mass index, and family history of hypertension were identified as significant correlates for hypertension by multivariate logistic regression.

Shima, R., Farizah, M. H., & Majid, H. A. (2014). A qualitative study on hypertensive care behavior in primary health care settings in Malaysia. Patient Preference and Adherence8, 1597–1609. http://doi.org/10.2147/PPA.S69680

Abstract

Purpose: The aim of this study was to explore patients’ experiences with their illnesses and the reasons which influenced them in not following hypertensive care recommendations (antihypertensive medication intake, physical activity, and diet changes) in primary health clinic settings.

Patients and methods: A qualitative methodology was applied. The data were gathered from in-depth interviews with 25 hypertensive patients attending follow-up in nine government primary health clinics in two districts (Hulu Langat and Klang) in the state of Selangor, Malaysia. The transcribed data were analyzed using thematic analysis.

Results: There was evidence of lack of patient self-empowerment and community support in Malaysian society. Most of the participants did not take their antihypertensive medication or change their physical activity and diet after diagnosis. There was an agreement between the patients and the health care professionals before starting the treatment recommendation, but there lacked further counseling and monitoring. Most of the reasons given for not taking antihypertensive medication, not doing physical activity and not following diet recommendations were due to side effects or fear of the side effects of antihypertensive medication, patients’ attitudes, lack of information from health care professionals and insufficient social support from their surrounding environment. We also observed the differences on these reasons for nonadherence among the three ethnic groups.

Conclusion: Health care professionals should move toward supporting adherence in the management of hypertensive patients by maintaining a dialogue. Patients need to be given time to enable them to overcome their inhibition of asking questions and to accept the recommendations. A self-management approach must be responsive to the needs of individuals, ethnicities, and communities.

Tong, X., Taylor, A. W., Giles, L., Wittert, G. A., Shi, Z. (2014). Tea consumption is inversely related to 5-year blood pressure change among adults in Jiangsu, China: A cross-sectional study. Nutrition Journal, 13(98). doi: 10.1186/1475-2891-13-98.

Abstract

Background: Data relating to the association between tea consumption and blood pressure change are inconsistent. The aim of this analysis was to investigate the association between tea consumption and the change in blood pressure (BP) in Chinese adults over a 5-year period.

Methods: Data from 1109 Chinese men (N= 472) and women (N= 637) who participated in the Jiangsu Nutrition Study (JIN) were analysed. BP was measured in 2002 and 2007. Tea (green, black and total tea) consumption was quantitatively assessed at the follow-up survey in 2007.

Results: Total tea and green tea consumption were inversely associated with 5-year diastolic BP (DBP) but not systolic BP (SBP) change. In the multivariable analysis, compared with no consumption of tea, those with daily total tea/green tea consumption of at least10 g had 2.41 mmHg and 3.68 mmHg smaller increase of DBP respectively. There was a significant interaction between smoking and total tea/green tea consumption and DBP change. The inverse association between total tea/green tea consumption and DBP change was significant only in non-smokers. Green tea consumption was inversely associated with SBP change only in non-smokers and those without central obesity.

Conclusion: The consumption of green tea is inversely associated with 5-year BP change among Chinese adults, an effect abrogated by smoking.

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A PICOT starts with a designated patient population in a particular clinical are

Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.  

THE DOCUMENT IS ATTACHED BELLOW..

THE ASSIGNMENT HAS TO BE FREE OF PLAGIARISM

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

Evidence-Based Solution

Nursing Intervention

Patient Care

Health Care Agency

Nursing Practice

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center

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Task 1: Social Media Campaign

Task 1: Social Media Campaign

Introduction:

Part of cultural competency is advocating for sensitive patient populations with regard to health issues or needed improvements in the community. A big part of advocacy is uncovering effective stories discovered in your community assessment. Equally important is understanding how to broadcast your discoveries to the larger community. In our society today, social media is a powerful leveraging tool to get a story out, build support, and demonstrate advocacy.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Part 1: Field Experience Project Submission
Note: Your timelog must be submitted with your assessment. If both are not submitted at the same time, your task may be returned to you without evaluation.
A.  Submit a completed “Community Health Field Experience Timelog” by doing the following:

1.  Include the date of each activity.

2.  Include a brief description of each activity.

3.  Include the name of the contact person, a working phone number, and a full physical address.
Note: If an email address is available for the contact person, you may choose to include it.
4.  Include the number of hours spent on each activity (not including preparation time).

5.  Describe how each activity relates to your selected Field Experience topic.

6.  Record a total of 90 hours that meet each of the following requirements:

●  65 student planned activity hours based on the attached “Field Experience Activities List”

●  a maximum of five individual interview hours (i.e., no more than five interviews, no more than one hour per interview)

●  no prep time hours (i.e., prep time is not to be included in reported hours)

Note: If your timelog is returned from evaluation, you are required to do an addendum.  Please use the link below to access the DocuSign addendum document.  Both the original timelog and the addendum timelog must be submitted with the task.

Note: Random audits and verification of time log activities do occur. Violation of the WGU Code of Student Conduct or the Academic Authenticity Policy could result in disciplinary action. 
Part 2: Social Media Campaign

Note: The “CDCynergy” web link provided in the web links section below may be useful in completing your social media campaign. The use of this web link is optional, i.e., not required.
B.  Write your community health nursing diagnosis statement.

1.  Explain how the health concern from your community health nursing diagnostic statement is linked to a health inequity or health disparity within the target population.

a.  Discuss the primary community resources and primary prevention resources currently in place to address the health concern.

b.  Discuss the underlying causes of the health concern.
2.  Discuss the evidence-based practice associated with the Field Experience topic.

a.  Identify data about the selected Field Experience topic from the local (e.g., county), state- Florida, and/or national level.
C.  Develop a community health nursing social media campaign strategy that will convey your health message and address the Field Experience topic by doing the following:

1.  Describe your social media campaign objective.

2.  Recommend two population-focused social marketing interventions and justify how each would improve the health message related to your selected Field Experience topic.

3.  Describe a social media platform you would use that is appropriate for communicating with the target population-Adults

a.  Discuss the benefits of the selected social media platform in supporting preventative healthcare.
4.  Discuss how the target population will benefit from your health message.
D.  Describe best practices for implementing social media tools for health marketing.
E.  Create a social media campaign implementation plan by doing the following:

1.  Describe stakeholder roles and responsibilities in implementing the plan.

2.  Discuss potential public and private partnerships that could be formed to aid in the implementation of your campaign.

3.  Create a specific timeline for implementing your campaign.

4.  Explain how you will evaluate the effectiveness of the campaign.

5.  Discuss the costs of implementing your campaign.
F.  Reflect on how social media marketing supports the community health nurse’s efforts to promote healthier populations.

1.  Reflect on how your social media campaign could apply to your future nursing practice.
G.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
H.  Demonstrate professional communication in the content and presentation of your submission.

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10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project

10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project

Week Two Assignment Instructions DNP 820

Please read the instructions thoroughly there are strict requirements

I need at least 10 different articles/literature reviews added to the ones in the 815 attachment. I have also included the chart to be filled out All within 5 years and pertinent to the subject.

Tutor MUST have a good command of the English language

The Rubric must be followed, and all the requirements met

This is a thorough professor, and she has strict requirements

I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments

The following needs to be addressed:

Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample: 

· How will you determine the sample size? 

· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify! 

· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.

· Data analysis-What test will you use to answer your research question? 

Clinical/PICOT Questions:  

“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”

P: Patients with Central Venous Catheters

I: Staff re-education related to Hygiene of the hub

C: Other hospitals

O: Reduce probability of CLABSIs

T: Two months

“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”

P: Patients > 65 years of age with a Central line

I: Staff training and reinforcement of Central Catheter, Hub Hygiene 

C: Other area hospitals 

O: Reduce probability of CLABSIs

“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments 

1. I used central Missouri as an example, replace with a description of your site. 

2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider

3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help

4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments? 

5. One month is the longest time you can use for a prospective project

Please note the following regarding the instructors grading

IMPORTANT INFORMATION ABOUT MY GRADING STYLE

As you prepare for written papers and manuscripts I’d like to give you some details about my grading style. I provide significant feedback on your papers, this is because I believe you should be working towards improving your writing so that at the end of this program you are able to successfully write your DPI project. In order to write well, you need feedback and you need to review that feedback and make progress on the next written work. To that end I always grade accordingly. This means that if I provide feedback one an item (for example APA format of your reference page) I expect that this will be improved on the next written submission. Otherwise I will deduct additional points. In addition, some other criteria to get down pat now. References should always

1. Be current, no older than 5 years that means 5 years from your proposed graduation date (2014-2019). Otherwise you will have to redo everything in DNP 955.

2. Be primary sources. You can no longer cite Young declared literary war in 1956 (as cited by Brown 2006). You must cite Young 1956. That means go find that paper and read it and make sure that you agree with what Brown said. What if you don’t agree due to some very valid points? Then the literary war is not what occurred, but instead you have concerns regarding point ____, ____, and ____.

3. You may no longer cite textbooks, they are 1) secondary sources and 2) not current enough, and please use peer reviewed manuscripts.

One more item that is not a reference. You may not use direct quotes any longer. There is no need. This may be difficult at first, but you are moving towards a different type of writing. This is manuscript writing (scientific writing). Scientific writing is terse, clear, and concise. No frilly words. In order to avoid the use of direct quotes you will synthesize the literature. There is a great resource for synthesizing the literature under Resources – Add-ons. These are also some other great writing resources there.

Details:

In the prospectus, proposal, and scholarly project there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. The 10 strategic points emerge from researching literature on a topic that is based on or aligned with the learner’s personal passion, future career purpose, and degree area. These 10 points provide a guiding vision for DPI Project. In this assignment, you will continue the work begun in DNP-815, working on your draft of a document addressing the 10 key strategic points that define your intended research focus and approach.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Locate      the “The 10 Strategic Points for the      Prospectus, Proposal, and Direct Practice Improvement Project” that      you completed in DNP-815.
  • Doctoral      learners are required to use APA style for their writing assignments. The      APA Style Guide is located in the      Student Success Center. An abstract is not required.
  • This      assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the      expectations for successful completion.
  • You      are required to submit this assignment to Turnitin. Please refer to the      directions in the Student Success Center.

Directions:

Use the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” resource to draft statements for each of the 10 points for your intended research study.

You worked on this last in DNP 815. Pick up from where you left off (if you transferred in and did not complete this, you will have to begin fresh). Please include a copy of your last instructor feedback when you submit this assignment. You can either copy and paste the instructor feedback into your current paper (as an appendix and clearly marked); or upload two separate papers. I expect significant improvement from your last submission.

Please review the 10 Strategic Points document for additional instructions and an example. Add references to this document, I suggest 5-10 at this point. You need to realize that your literature review chapter will need at least 50+ articles by the time you get to DNP 955, so work on expanding your literature search each week, to include more and more to this paper as you move through each course. If you cannot locate 50+ articles you can ask your faculty for assistance or chose a different topic.

For the methodology and design sections. Methodology should cover the broad methods you plan to use (qualitative, quantitative, or mixed methods). The design portion will then go into more detail and discuss the design (i.e. correlational, cross-sectional, pre/posttest, etc.). Describe each and explain why your chosen methodology and design are appropriate to your topic and project questions. You may NOT use qualitative, GCU leadership does not support a qualitative methodology.

Intervention. You must have an intervention that you implement. Since you cannot evaluate a project that has already been implemented, please write up a description of your intervention and what your role will be in implementing this intervention. This is not a section listed on your 10 Strategic Points document as of yet, so add it after the methodology and design sections. Describe step by step what the intervention consists of, how it is evidence based, how you will implement, and your role in implementation.

Data collection should go step by step (extremely over-detailed) on how you will collect the data. Tell me about all instruments, surveys, and/or questions you will ask of participants. One MUST be a valid and reliable tool.

Data Analysis. Tell me the specific statistics you will use. Start with descriptive statistics, which ones will you use, why (cite current primary sources). Then tell me how you will compare your data (which statistic), what your p value will be before you start your data collection.

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