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Episodic/Focused SOAP Note Template Assignment PaperEpisodic/Focused SOAP Note T ...

Episodic/Focused SOAP Note Template Assignment Paper

APA format 3 peer references needs to review case study and document on differential diagnosis as to agreeing or disagreeing Due October 20.2018 at 5pm

Episodic/Focused SOAP Note Template

Patient Information:

A.S., 46 F, Caucasain

Episodic/Focused SOAP Note Template Assignment Paper

CC “ankle pain in both ankles; worse in right ankle, after hearing ‘pop’ while playing soccer.”

HPI: A.S. is a 46 year old Caucasian female who presents with bilateral ankle pain which she describes as chronic for the last 3 months. Episodic/Focused SOAP Note Template Assignment Paper. She acutely injured her right ankle 3 days ago while playing soccer. The pain is described as aching with intermittent sharp characteristics. Associated symptoms include limited ROM. The pain is worse with weight bearing and OTC pain medications have included alternating doses of Tylenol and Motrin with moderate relief.

Current Medications:

Motrin 200 mg by mouth every 4-6 hours as needed for pain
Hydrochlorothiazide 12.5mg by mouth daily for 6 months for HTN

Allergies: PCN- rash, no known food/environmental allergies

PMHx: HTN; immunizations are up to date- last tetanus 12/2017; flu shot 10/2018 cholecystectomy 2015

Soc Hx: A.S. is employed as a Registered Nurse and remains active by playing soccer three times a week. She is married with two teenage daughters. She denies tobacco and alcohol use.

Fam Hx: Maternal grandmother deceased at age 56 from MI. Maternal father deceased at age 75 from complications of COPD. Paternal grandparents unknown. Episodic/Focused SOAP Note Template Assignment Paper. Father history is unknown. Mother is alive with type 2 diabetes that is well controlled with oral agents. Sibling age 43 alive and well. Children are alive and well with no medical hx.

ROS:.

GENERAL: No weight loss, fever, chills, weakness or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure or chest discomfort. No palpitations or edema,

RESPIRATORY: No shortness of breath, cough or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

GENITOURINARY: No burning on urination.

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: pain and swelling to right ankle, limited weight bearing and ROM in b/l ankles, worse in the right ankle. Episodic/Focused SOAP Note Template Assignment Paper. No muscle cramping. No back pain.

HEMATOLOGIC: No anemia, bleeding or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

PSYCHIATRIC: No history of depression or anxiety.

ENDOCRINOLOGIC: No reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

ALLERGIES: No history of asthma, hives, eczema or rhinitis.

GENERAL: AAOx 3, limping gait, no distress. No fever. Skin is warm, dry, and intact. Skin of the lower extremities is warm and pink in color.

CARDIOVASCULAR: chest is symmetric with symmetrical expansion, PMI noted at fifth intercostal space at the midclavicular line, normal S1 and S2, no m/r/g, no edema in legs, dorsalis pedis 2/4 bilaterally, normal hair distribution in legs and no pigmentation of b/l legs.

MUSCULOSKELETAL: limited ROM and weight bearing in b/l ankles, worse in right ankle. No clubbing, cyanosis, or edema.

NEUROLOGICAL: mood and affect appropriate, CN II-XII intact. Motor: 5/5 in upper and lower extremities, DTRs 2+ bilaterally.

Diagnostic results:

Ankle x-ray– If the Ottawa ankle rule is positive (bone tenderness at posterior malleolus, bone tenderness at posterior medial malleolus, or inability to bear weigh > 4 steps) ankle radiographs are indicated (Polzer, Kanz, Prall, Haasters, Ockert, Mutschler, & Grote, 2012) Episodic/Focused SOAP Note Template Assignment Paper.

If ankle radiographs negative- assess ligament in affected extremity as compared to un-injured extremity by doing the crossed leg test, squeeze test, external rotation test, anterior drawer test, and talar tilt test. These tests will assist in determining the need for an MRI and also grading the sprain (Polzer, Kanz, Prall, Haasters, Ockert, Mutschler, & Grote, 2012).

Labs may include a uric acid level which is elevated with gout and a WBC which would be elevated with osteomyelitis. MRI imaging may also be indicted.

Sprain- because the patient heard the “pop” sound, her injury is likely related to an ankle sprain in which the ligaments and tissue that surround the bones of the ankle are injured causing swelling, pain, and limited ROM (PubMed Health, 2018).

Fracture– a fracture would be unlikely if the patient was able to bear weight after the injury. The area would also become ecchymotic with limited to no ROM (PubMed Health, 2018).

Osteomyelitis– the extremity would be warm, erythematous, not usually associated with an acute injury, potential fever present, usually associated with a systemic infection or a wound (Ball, Dains, Flynn, Solomon, & Stewart, 2015) Episodic/Focused SOAP Note Template Assignment Paper.

Gout– associated with hot, swollen joints, pain and limited ROM (Ball, Dains, Flynn, Solomon, & Stewart, 2015)

Bursitis– limited ROM, swelling, pain, warmth, and point tenderness (Ball, Dains, Flynn, Solomon, & Stewart, 2015)

References for Episodic/Focused SOAP Note Template Assignment Paper

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby Episodic/Focused SOAP Note Template Assignment Paper.
Polzer, H., Kanz, K. G., Prall, W. C., Haasters, F., Ockert, B., Mutschler, W., & Grote, S. (2012).
Diagnosis and treatment of acute ankle injuries: development of an evidence-based algorithm. Orthopedic Reviews, 4(1), e5. http://doi.org/10.4081/or.2012.e5
PubMed Health. (2018). Ankle sprains: overview. Retrieved from https://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0072736/

Episodic/Focused SOAP Template Health AssessmentEpisodic/Focused SOAP Template H ...

Episodic/Focused SOAP Template Health Assessment

A 47-year-old obese female complains of pain in her right wrist, with tingling and numbness in the thumb and index and middle fingers for the past 2 weeks. She has been frustrated because the pain causes her to drop her hair-styling tools.

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each

ORDER THROUGH BOUTESSAY

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc.

Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources.

Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it.

This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Essay 6: The Spirit Catches You, and You Fall DownEssay 6: The Spirit Catches Yo ...

Essay 6: The Spirit Catches You, and You Fall Down

According to chapter 4 in the book, what perceptions of American physicians may have affected Hmong refugees’ ability to feel that they could trust the American health care system?
How did Dwight Conquergood make some headway in working to promote public health among Hmong refugees at Ban Vanai camp?
How may some of the negative perceptions of Foua and Nao Kao by staff affect how they cared for Lia and her family?
How did you feel about Foua and Nao Kao’s continual “noncompliance” with Lia’s medication regimen?
Describe how Merced’s public health department effectively handled a public health situation regarding a Hmong family raising rats in the home and how this communication could have easily broken down.

ORDER THROUGH BOUTESSAY

Essay 6: The Spirit Catches You and You Fall Down Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Also Read:

Assignment 8: Operations-based Company
NRS 493 Topic 1 Professional Capstone and Practicum Reflective Journal Assignment
NRS 493 Topic 1 Capstone Change Project Paper
NRS 493 Topic 1 Individual Success Plan Essay Paper
NRS 493 Topic 10 Discussion Essays

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Episodic Soap Note Headaches PaperPatient: A-KSex: MaleAge: 20Race:CC: Headach ...

Episodic Soap Note Headaches Paper

Patient: A-K

Sex: Male

Age: 20

Race:

CC: Headache

History of Presenting Illness:

The 20-year-old male patient presents with headaches that are intermittent. The headache is diffuse and occurs all over. The patient reports that the pain has the greatest intensity above the eyes, nose jaw and around the cheekbones.

The timing of the headache. I would want to know for how long the patient has had the headache. Primary headaches usually exist for a longer time compared to secondary headaches. Acute headaches can be associated with subarachnoid hemorrhage or an acute hypertensive crisis. I would also want to ascertain the duration of each attack

It is important to know whether there are any associated symptoms, such as nausea, photophobia, phonophobia, visual auras, and vomiting. Vomiting can be a feature of a migraine. The character of the headache is also a useful pointer. Migraines can present as a throbbing and pulsatile headache (Lakhan, 2018). Tension headaches are dull. Exacerbating and relieving factors can give pointers as to whether there are any triggers. Headaches can be worsened by posture and relieved by lying down

Another thing to find out is the severity of the headache. The patient should score the headache on a verbal rating scale of 1-10 with 10 being the most severe. Migraines tend to be severe compared to tension headaches. It is however important to note that the pain from a primary headache can be as disabling as that due to a secondary headache.

Current medications:

I would want to know any medications the patient takes. This includes the medications that the patient takes to relieve the headache, the number of tablets taken and the duration. This is relevant as certain medications have headaches as a side effect. An example is sildenafil which is vasodilator. Coronary vasodilators can also cause hypotension which may present as headache. Also, overuse of analgesics can result in chronic headaches (Vandembussche et al, 2018).

Allergies:

I would want to know if the patient has any allergies. Allergies may cause rhinorrhea and sinusitis.

Past Medical Hx:

For past medical history, it is relevant to know if the patient has any chronic illnesses. These include hypertension and diabetes. Diabetes can present with headaches such as in episodes of hypoglycemia. An acute hypertensive crisis can also present as a headache. I would also want to know if the patient has a history of recent trauma as this may present as headaches especially if the patient has a raised intracranial pressure.

Social Hx:

I would also want to know about the patient’s personal habits such as alcohol and tobacco use. Alcohol can aggravate cluster headaches. Heavy caffeine use is also associated with headaches

Family hx:

It is important to know if the patient has a history of similar headaches to his or any headache at all in the family (Sufrinko et al., 2018)

ROS:

On the review of systems, I would ask for;

GENERAL: Any recent illness, fever, chills, night sweats, weight loss or gain.

HEENT: Any visual loss, blurred vision, double vision, light sensitivity during headaches or yellow sclerae. Ears: pain, hearing loss. Nose: seasonal rhinorrhea sneezing, congestion, pain in sinus area during headaches, or runny nose. Throat: Sore throat, difficulty speaking or swallowing.

SKIN: Rash, or itching.

CARDIOVASCULAR: Chest pain, chest discomfort, palpitations and edema.

RESPIRATORY: Cough or shortness of breath,

GASTROINTESTINAL: Anorexia with headaches, nausea, and vomiting.

GENITOURINARY: Burning on urination

NEUROLOGICAL: Dizziness, syncope, numbness or tingling in the extremities, paralysis, changes in bowel or bladder control.

MUSCULOSKELETAL: Muscle pain, joint pain, or back pain

HEMATOLOGIC: Anemia.

LYMPHATICS: Enlarged nodes.

PSYCHIATRIC: History of depression and anxiety.

ENDOCRINOLOGIC: Excessive thirst, polyphagia, or polyuria.

ALLERGIES: History of asthma, rhinitis, or seasonal allergies

Physical exam:

General: The vital signs should be measured. This includes the heart rate, the blood pressure, the respiratory rate and the temperature. The temperature is useful in detecting whether there is a fever which can be an indication of an infection. The SpO2 on room air should also be checked.

Head and Neck: Check for the full range of motion. Meningitis can present with neck stiffness and headache (Young & Thomas, 2018). Also, check for head symmetry and any signs of trauma. Examine the scalp for areas of swelling and tenderness.

HEENT: Inspect the eyes and periorbital areas for any signs of lacrimation and flushing. Check the pupillary size and light responses. Check the nares for purulence, bleeding, rhinorrhea. Check for swallowing difficulties or hearing loss

Cardiovascular: Check for heart rate, heart rhythm, heart sounds, and any added sounds

Respiratory: Auscultate the lung fields for breath sounds and for respiratory rate.

Gastrointestinal: Palpate for abdominal tenderness or pain. Auscultate all 4 quadrants for bowel sounds.

Neurological: Assess whether the patient is well oriented to place time and situation. Assess the memory, Both short-term and long-term. Check the muscle tone.

Diagnostic results:

The necessary diagnostic tests include a CT scan of the head is done to rule out secondary causes of headache

A Complete Blood Count (CBC). headache is one of the symptoms of anemia therefore this should be ruled out.

Erythrocyte Sedimentation Rate (ESR). This is done to determine whether there is an inflammation such as temporal arteritis which can present as headache.

Nasal smear to look for eosinophils. This would confirm the presence of allergic rhinitis (Farrer, 2018).

Differential Diagnoses

Acute Sinusitis: Acute Rhinosinusitis causes symptomatic inflammation inside the nasal cavities lasting less than four weeks. It is a common complaint of frontal headaches, with pressure or fullness feeling. This disorder is usually worse during winter (Farrer, 2018).

Medication rebound headache: This is a chronic daily headache associated with medication or caffeine use. Pain with this headache is often described as diffuse. It is associated with person’s using headache medication or caffeine intake on a daily basis. This type of headache starts a few hours after the last dose of medication or caffeine (Vandembussche et al, 2018).

Migraine without aura: This is one of the most common complaints that patients present with. It is a very common disorder (Yeh et al., 2018). Headache is usually unilateral and described as throbbing. Migraines often are accompanied by photophobia, phonophobia, nausea, and vomiting.

Tension Headache: This type of headache is very common in adults. It presents as a mild to moderate headache that is band-like and develops gradually. It is usually associated with stress and can last from a few hours to a day (Dwyer, 2018).

Bacterial Meningitis. The patient’s chief complaint is headache and therefore this is a possible diagnosis. Meningitis usually presents with headache as one of its major symptoms (Young & Thomas, 2018).

References

Dwyer, B. (2018, December). Posttraumatic headache. In Seminars in neurology (Vol. 38, No. 06, pp. 619-626). Thieme Medical Publishers.
Farrer, F. (2018). Is it an allergy or is it sinusitis?. SA Pharmacist’s Assistant, 18(3), 25-26.
Lakhan, K. J. (2018). “Sinus” Headaches: Sinusitis Versus Migraine. Physician Assistant Clinics, 3(2), 181-192.
Sufrinko, A., McAllister-Deitrick, J., Elbin, R. J., Collins, M. W., & Kontos, A. P. (2018). Family history of migraine is associated with posttraumatic migraine symptoms following sport-related concussion. The Journal of head trauma rehabilitation, 33(1), 7.
Vandenbussche, N., Laterza, D., Lisicki, M., Lloyd, J., Lupi, C., Tischler, H., … & Katsarava, Z. (2018). Medication-overuse headache: a widely recognized entity amidst ongoing debate. The journal of headache and pain, 19(1), 1-14.
Yeh, W. Z., Blizzard, L., & Taylor, B. V. (2018). What is the actual prevalence of migraine?. Brain and behavior, 8(6), e00950.
Young, N., & Thomas, M. (2018). Meningitis in adults: diagnosis and management. Internal medicine journal, 48(11), 1294-1307.

Essay 5: Models of Abnormal Psychology Through Case Study.Essay 5: Models of Abn ...

Essay 5: Models of Abnormal Psychology Through Case Study.

Comparing Models of Abnormal Psychology Through Case Study.

The goal of this assignment is to explore two models of abnormal psychology beyond the textbook and apply these perspectives to one case study depicting a major mental illness.
I will email you the the APA citation style word document and the case study article.

Essay 5: Models of Abnormal Psychology Through Case Study Instructions:

Require APA format word document
Please red chapter 1 and 2 of textbook: Fundamentals of Abnormal Psychology by Ronald J. Comer and Jonathan S. Comer
Use two models
a) Biological model
b) Cognitive-behavioral model
Use the APA citation style word document that I email you. Replace all highlighted text as noted on the document. This document is set up in APA citation style so do not change anything that is not highlighted.
Complete one introductory paragraph that includes the following:

Make sure this section of the semester paper is labeled “Introduction”

A brief introduction with a thesis statement including the following:

A definition of abnormal psychology
A brief description of the “Obsessive – Compulsive Disorder”
A brief description of the Biological Model and Cognitive-behavioral Model.
The goal of evidence-based treatment specific to Obsessive-Compulsive Disorder.

ORDER THROUGH BOUTESSAY

Essay 5: Strengths and Opportunities for GrowthEssay 5: Strengths and Opportunit ...

Essay 5: Strengths and Opportunities for Growth

(1st-grade class. include literacy for first grade ) it is based on a literacy lesson plan for a first grade.

Write a 400-word reflection based on the feedback you received from your classroom teacher and personal observations about the experience; explain the following:

Strengths and opportunities for growth. Provide specific evidence from your activity.
How did you meet the needs of students with different learning styles in your lesson? What were the students’ responses?
What opportunities did you give students to learn, practice, and master content? What is the proof that students learned the content?
What changes will you implement in your next lesson? Be sure to provide specific examples.

ORDER THROUGH BOUTESSAY

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort, and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized.

Read over your paper – in silence and then aloud – before handing it in, and make corrections as necessary. Often, having a friend proofread your paper for obvious errors is advantageous. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12-point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. Letting your essay run over the recommended number of pages is better than compressing it into fewer pages.

The paper must be neatly formatted and double-spaced with a one-inch margin on each page’s top, bottom, and sides. When submitting a hard copy, use white paper and print it out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. GCU Journal Of Health Care Organization Provision And Financing

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two-sentence responses, simple statements of agreement or “good post,” and off-topic responses will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ are graded separately and do not count toward participation.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days for three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything due during the week.

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the resources tab in LoudCloud, for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage the overutilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly.

As Master’s level students, you must be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report, and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper more of someone else’s thoughts than yours?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud, for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

Per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask questions or send messages. This will be checked at least once every 24 hours.

Essay 6: System of health care deliveryEssay 6: System of health care deliveryMa ...

Essay 6: System of health care delivery

Managed care is a system of health care delivery that aims to provide a generalized structure and focus when managing the use, access, cost, quality, and effectiveness of health care services. There are various ways in which the managed care organization reimburses hospitals for their services. Examples of Managed Care Reimbursement Methods include the following:

Percent-of-charge payment
Per diem payment
Case rate payment (DRGs and MS-DRGs)
Ambulatory Patient Grouper (APG)
Ambulatory Payment Classification (APCs)
Other types of reimbursement (carve-out, stop-loss, and withhold pools)

Instructions

Create a Venn Diagram (with a minimum of 4 points) to compare and contrast two of the Managed Care Reimbursement methods listed above.
Review the video “How to Create a Venn Diagram in Word and PowerPoint” in Supplemental Resources prior to completing this part of the assessment.
Summarize your findings in a one-page paper. In your summary, explain how each method is different and provide an example of when it is appropriate for an organization to use each method.
Submit both parts of this assessment in the same document.

(Please be advised that this is a two part assignment Venn Diagram and one page Paper)

ORDER THROUGH BOUTESSAY

Essay 6: System of health care delivery Instructions

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Ethical And Spiritual Decision Making In Healthcare 9Ethical And Spiritual Decis ...

Ethical And Spiritual Decision Making In Healthcare 9

What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.

ORDER THROUGH BOUTESSAY

Principlism

“Principlism,” by Childress, in the Encyclopedia of Ethics (2001).

https://lopes.idm.oclc.org/login?qurl=http://search.credoreference.com.lopes.idm.oclc.org/content/entry/routethics/principlism/0

Ethics

“Ethics,” by Hobden, from Key Concepts in Nursing (2008).

https://lopes.idm.oclc.org/login?qurl=http://search.credoreference.com.lopes.idm.oclc.org/content/entry/sageuknurs/ethics/0

American Journal of Bioethics

American Journal of Bioethics website.

http://www.bioethics.net/

Presidential Commission for the Study of Bioethical Issues

Presidential Commission for the Study of Bioethical Issues website.

https://bioethicsarchive.georgetown.edu/pcsbi/studies.html

Bioethics

“Bioethics” from the Internet Encyclopedia of Philosophy website.

http://www.iep.utm.edu/bioethic/

Bioethics

“Bioethics,” by Waters, from Cambridge Dictionary of Christian Theology (2011).

https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/cupdct/bioethics/0?institutionId=5865

The Five-Box Method: The “Four-Box Method” for the Catholic Physician

“The Five-Box Method: The ‘Four-Box Method’ for the Catholic Physician,” by Marugg, Atkinson, and Fernandes, from The Linacre Quarterly (2014).

https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC4240053/

The Four Quadrant Approach to Ethical Issues in Burn Care

The Four Quadrant Approach to Ethical Issues in Burn Care,” by Teven and Gottlieb, from AMA Journal of Ethics (2018).

https://journalofethics.ama-assn.org/article/four-quadrant-approach-ethical-issues-burn-care/2018-06

Navigating Ethics in a Health-Care Setting

“Navigating Ethics in a Health-Care Setting,” by Sego, from Clinical Advisor (2011).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=108243948&site=ehost-live&scope=site

The Four Principles of Biomedical Ethics: A Foundation for Current Bioethical Debate

“The Four Principles of Biomedical Ethics: A Foundation for Current Bioethical Debate,” by Lawrence, from Journal of Chiropractic Humanities (2007).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105887311&site=ehost-live&scope=site

The “Four Quadrants” Approach to Clinical Ethics Case Analysis; An Application and Review

“The ‘Four Quadrants’ Approach to Clinical Ethics Case Analysis; An Application and Review,” by Sokol, from Journal of Medical Ethics (2008).

https://search-proquest-com.lopes.idm.oclc.org/docview/1781073684?accountid=7374

Teaching Clinical Ethics Using the Four Topic Method

“Teaching Clinical Ethics Using the Four Topic Method,” by Ediger, from International Journal of Athletic Therapy & Training (2015).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN603857263&site=eds-live&scope=site

Autonomy in Applied Medical Ethics

“Autonomy in Applied Medical Ethics,” by Freer, from Ethics & Medicine (2017).

https://search-proquest-com.lopes.idm.oclc.org/docview/1861785878/fulltextPDF/91A6E593DF9F4C28PQ/6?accountid=7374

Ethical And Spiritual Decision Making In Healthcare 9 Instructions

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Esther Park Abdominal Pain Assessment Reflection PaperExplicitly describe the ta ...

Esther Park Abdominal Pain Assessment Reflection Paper

Explicitly describe the task you undertook to complete the exam for Esther Park

To complete this exam, I interviewed Ms. Park to establish the history of her presenting illness and discovered that the abdominal discomfort had began almost a week ago and worsened over the last 3 days. Having established that she had no history of GI disorders, I conducted a physical exam on my patient. General physical assessment showed she was stable, though mildly distressed. Cardiovascular, respiratory and HEENT exams all revealed no abnormal finding. A physical exam of her abdomen revealed no discoloration, bruits or friction sounds over the liver and spleen. However, an oblong mass with mild guarding and distension appeared on the left lower quadrant of the abdomen. The exam further revealed no CVA tenderness and no organomegaly.

Explain the clinical reasoning behind your decisions and tasks

With the patient reporting pain in the abdomen, the first action was to examine her bowel sounds in all quadrants to establish the exact pain location. The patient’s bowel sounds were normoactive in all quadrants, with no registered bruits or friction sounds. On percussing the left lower quadrant, a scattered dullness was noted, which is often suggestive of feces in the colon (Setya, Mathew & Cagir, 2020). Further, palpating the abdomen showed that it was soft with mild guarding, and an oblong mass was present, confirming the presence of feces in the colon. To rule out any doubt, I conducted a digital rectal exam, which showed fecal mass in the rectal vault, hence my positive diagnosis of fecal impaction.

Identify and discuss at least 3 things that you learned from completing this assessment and how you can apply to your practice.

Completing this abdominal assessment enabled me to learn pertinent information regarding patient pain assessment. Firstly, prior to this assessment, I had hardly any knowledge on how to conduct abdominal palpations especially when a patient is in pain. Secondly, prior to this assessment, I had difficulty interpreting patient’s facial responses to mild pain during palpations. Finally, this assessment enabled me to learn the basics of abdominal pain assessments that I intend to leverage when assessing patients during my practice.

In what ways did this assignment affect your development into proficiently interviewing and assessing patients?

The Esther Park Abdominal Assessment tests one’s ability to concisely collect a patient’s history of present illness and how to leverage such information in determining the best course of action. Since the assessment requires comprehensive inspection and evaluation, alongside such physical examinations as palpation and percussion, I was able to master how to proceed with these activities, and the vital patient responses to note during the assessment. I believe this experience will help me practice better when handling patients presenting with similar complaints.

Identify how your performance could be improved and how you can apply “lessons learned” within the assignment to your professional practice.

One aspect of my performance during this assessment that needs improvement is time management when collecting subjective data. The need to collect an extensive patient history in relation to the present illness, while at the same time seeking to minimize the time spent interviewing a patient can be particularly challenging. However, I realized that by efficiently documenting patient responses and providing empathic or educative feedback makes the process smoother and faster. This is because such personalized interaction makes it easier for the patient to provide detailed, yet specific responses regarding their problems. I intend to leverage this aspect of patient interviewing into my practice going forward.

References

Setya, A., Mathew, G. & Cagir, B. (2020). Fecal Impaction. StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK448094/

Ethical Care Factors in Care Collaboration Paper ExampleWelcome to today’s pre ...

Ethical Care Factors in Care Collaboration Paper Example

Welcome to today’s presentation today. My name is……. and I shall be taking you through our topic today. We shall be focusing on Ethical and Policy factors in care collaboration in nursing homes, as is illustrated in the PowerPoint Presentation. Welcome!

Ethics applied in healthcare implies that healthcare practices adhere to morally and ethically acceptable norms within the health sector, and by extension, the society. They bring the best benefits to the patients and minimal to no harm, considering outcomes and consequences of healthcare practices. It also implies an unbiased manner of healthcare providers’ practice (Fink-Samnick, 2019).

The health policies are governments’ or responsible bodies’ regulations set to dictate care practice, safeguard staff and patients, and ensure quality care delivery. Health care policies play a role in determining healthcare standards, and most importantly, improving the health outcomes of patients. Health policy making process involves local, federal and state governments and other responsible organizations (Moore, 2018).

In the care collaboration process, ethical and policy factors are very essential. Ethical and policy aspects work hand in hand and promotes other crucial elements in adequate healthcare provision, such as collaboration and communication (Morley and Cashel, 2017). Relevant ethical and policy factors significantly impact the care planning process, a key element in care collaboration. For this reason, Moore (2018) contends that health practitioners and other stakeholders must integrate the pertinent ethical and policy factors in the delivery of healthcare.

Patient centered initiatives have been identified as significant contributors to care coordination success. The initiatives are an evolution from the previous hospital-centered care, which had the hospital as the focus of the care process (Fix et al., 2018). Successful effort in care coordination focuses on the patient and are directed towards benefiting and safeguarding the patient throughout healthcare delivery. The presentation’s primary focus is the nursing homes, which are healthcare institutions in need of care coordination to enhance healthcare delivery and the care continuum.

Nursing Homes and Care Collaboration

Nursing homes are special healthcare facilities in that they offer extended care beyond what an ideal hospital setting would. They provide holistic patient care that include areas outside healthcare. They provide services to a vast continuum of patients, among them, the elderly, the physically and mentally challenged, palliative care patients and other patients requiring special healthcare attention (Morley and Cashell, 2017). Care coordination and care continuum are very essential in the provision of quality healthcare to the patients.

Care coordination involves bringing together all factors and resources that are necessary to meet patients’ needs. Care continuum, on the other hand, involves all activities carried out to the patient, directed towards patient recovery or improved quality of life. Care continuum is offered in nursing homes, and thus, a care collaboration plan is essential. The plan, according to Morley and Cashel (2017), must adhere to ethical and policy guidelines to effectively deliver quality healthcare.

Government Policies and Care Coordination Continuum

The government has significant input in the regulation of care coordination, as discussed in this presentation. One of the policies impacting care collaboration is the Affordable Care Act, even though the Act has been facing a degree of rejection. The act advocates for the public’s application of health insurance, which has had tremendous effects on the accessibility of health services to the public and, consequently, increased number of patients seeking care under the insurance cover. This has demanded increased care collaboration in nursing homes (Gaffney & McCormick, 2017).

Another policy is the Medicare which has enabled citizens to acquire insurance coverage specific to healthcare needs. The policy has been at work since the 1940s. In 1965, The U.S. President at that time, John F. Kennedy, ensured that senior U.S. citizens had insurance coverage (Garfield, Damico & Orgera, 2020), on that was relevant to our study focusing on nursing homes. The Medicaid policy, created in 1965, aimed at enhancing low-income individuals’ access to healthcare needs and providing them with insurance coverage.

Currently, about 80 million US citizens are beneficiaries of Medicaid (Garfield, Damico & Orgera, 2020). The frontline beneficiaries include uninsured mothers, the physically and mentally challenged and the temporarily unemployed. The policy has had vital success in insurance coverage and is critical to care coordination in healthcare delivery (Neuman & Jacobson, 2018).

The other important policy is the Health Insurance Portability and Accountability Act (HIPAA). The policy protects the citizens and allows them to retain their health insurance coverage during job shifts. The policy provides room for insurances changes in instances such as births, marriages, and deaths. The policy also ensures insurance coverage applicants are not discriminated against. The roles played by the policy have enhanced healthcare provision and, consequently, care collaboration (Edemekong et al., 2021).

Acts that protect the patient and health care providers from external threats is the Patient Safety Quality and Improvement Act. It also advocates for the confidentiality of patient information. It encompasses and promotes medical errors reporting, which has had a bearing on the conduct of healthcare providers, leading to improved quality of healthcare and care coordination (Canabal, 2018).

Lastly, we have the Certificate of Need Cost Containment Program. The policy enhances the quality of healthcare significantly in nursing homes. They do so by ensuring they are adequately regulated, and care coordination is effectively done (Canabal, 2018).

Policy Provisions that raise ethical dilemma in the coordination of care

Ethical issues are present in policy provisions. Some healthcare policies have contributed significantly to ethical issues and ethical dilemmas in their creation and implementation (Fink-Samnick, 2019). Their effects have had a detrimental impact both on the economy and the population, as discussed below. These issues have impeded their implementation and, most importantly, their acceptability.

The Affordable Care Act of 2010, for instance, is one of the health policies with major ethical dilemmas impeding its implementation and acceptability. It has been debated over from its creation in 2010. The act aimed to ensure accessibility of healthcare services to all the US citizens. However, it has impacted negatively on income tax rate regardless of whether one purchased health insurance coverage. This has raised a vast ethical disparity in the act’s effectiveness (Gaffney & McCormick, 2017).

The Health Insurance Portability and Accountability Act (HIPAA) is not without ethical issues. Arguably, ethical issues impede the implementation of the act in nursing homes. For example, some mentally ill patients require a third party to handle their information.

The HIPAA act focuses on two significant aspects of healthcare, namely patient safety and confidentiality. However, since the act enshrines the essence of third-party involvement as far as sharing of patient data is concerned, it limits patient privacy (Edemekong et al., 2021). Thus, the HIPAA act cannot be fully implemented in nursing homes as it shall impede healthcare provision.

Effect of Nurses’ Code of Ethics on Care Coordination

The International Council of Nurses globally controls nursing practice. Locally, the American Nurses Association (ANA) creates policies and codes of ethics that inform healthcare provision and ensure that nursing care conforms to the international code of ethics (Miller, 2017). Some of the provisions of ANA have direct impacts on care collaboration as discussed below.

Provision 2 of the ANA advocates for respect for humans and maintaining dignity (Gunny et al., 2017). Maintaining human dignity entails providing care that relays the highest degree of respect to the patients. These acts include informed consent before procedures, allowing for autonomy and atraumatic care. Patients’ dignity should be upheld at all times during healthcare provision. Nurses should tailor the care coordination plan to ensure patients are respected at all stages during the implementation process (Morley & Cashel, 2017).

Provision 5 expounds on duty to self and others. The provisions entail providing care from the patients’ perspective. It calls for healthcare providers to offer care based how they would like to be cared for when in a similar position. It calls for personal efforts for self-growth and also improvement of healthcare quality. Nurses must provide the best quality care as a duty to themselves and to their patients. For this reason, Gunny et al. (2017) argues that a care coordination plan should be tailored to enhance the achievement of healthcare quality goals and duty to self-growth.

Provision 8 advocates for patient safety and protects patients from denial of quality healthcare, discrimination and manipulation during healthcare. It states that everyone irrespective of age, race or status should have access to quality healthcare. The provision also advocates for the provision of unbiased care to all patients. There should be no discrimination or favoritism. A care coordination plan should encompass all individuals and not a segment of the population (Gunny et al., 2017).

Social Determinants

The Healthy People 2020 is a policy whose main aim was that by the year 2020, healthcare practitioners were to be able to carry our standard healthcare practices in the right environment. However, as Finney-Rutten et al. (2019) observes, achievement of the Healthy People 2020 initiative is significantly determined by the social determinants.

These social determinants include and are not limited to the availability of social support, healthcare resources, healthcare accessibility, employment, social exclusion, stress factors, and social-economic status. Nursing homes are not limited to conventional care, and as such, social determinants are crucial in the achievement of necessary holistic care. Social determinants are vital aspects of care coordination and care continuum.

Conclusion

Ethical considerations and healthcare policies are indispensable in the process of quality and effective healthcare delivery. They are vital in nursing homes, especially in the planning and implementation of care coordination plan and care continuum. The policies put in place mediate for optimum health outcomes and quality healthcare delivery. The Nursing Code of Ethics is an essential tool in informing nurses’ practice. Social determinants of health provided by the Healthy People Initiative should also form an integral part in the provision of quality healthcare, in addition to enhancing care coordination.

References

Cabanal, J., (2018). Patient-centered policies must be centered on healthcare workers too. OECD Observer. doi:10.1787/bec37ac0-en
Edemekong, P., Annamaraju, P., & Haydel, M. (2021). Health Insurance Portability and Accountability Act. StatPearls. https://www.statpearls.com/articlelibrary/viewarticle/22897/
Finney-Rutten, L. J., Blake, K. D., Greenberg-Worisek, A. J., Allen, S. V., Moser, R. P., & Hesse, B. W. (2019). Online health information seeking among US adults: measuring progress toward a healthy people 2020 objective. Public Health Reports, 134(6), 617-625. https://doi.org/10.1177/0033354919874074
Fink-Samnick, E. (2019). The essential guide to interprofessional ethics in healthcare case management. HCPro. https://www.researchgate.net/publication/329402950
Fix, G. M., VanDeusen Lukas, C., Bolton, R. E., Hill, J. N., Mueller, N., LaVela, S. L., & Bokhour, B. G. (2018). Patient?centred care is a way of doing things: How healthcare employees conceptualize patient?centred care. Health Expectations, 21(1), 300-307. https://doi.org/10.1111/hex.12615
Gaffney, A., & McCormick, D. (2017). The Affordable Care Act: implications for healthcare equity. The Lancet, 389(10077), 1442-1452. https://doi.org/10.1016/S0140-6736(17)30786-9
Garfield, R., Damico, A., & Orgera, K. (2020). The coverage gap: uninsured poor adults in states that do not expand Medicaid. Kaiser Family Foundation Issue Brief. https://collections.nlm.nih.gov/master/borndig/101717244/Issue-Brief-The-Coverage-Gap-Uninsured-Poor-Adults-in-States-that-Do-Not-Expand-Medicaid.pdf
Gurney, D., Gillespie, G. L., McMahon, M. P., & Kolbuk, M. E. (2017). Nursing code of ethics: provisions and interpretative statements for emergency nurses. Journal of Emergency Nursing, 43(6), 497-503. DOI:https://doi.org/10.1016/j.jen.2017.09.011
Miller, B. (2017). Nurses in the know: The history and future of advance directives. OJIN: The Online Journal of Issues in Nursing, 22(3). DOI: 10.3912/OJIN.Vol22No03PPT57
Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of medical imaging and radiation sciences, 48(2), 207-216. https://doi.org/10.1016/j.jmir.2017.02.071
Moore, G. M. (2018). When, why and how do policy makers use commissioned rapid reviews of research in health policies and programs? Retrieved from http://hdl.handle.net/2123/18796
Neuman, P., & Jacobson, G. A. (2018). Medicare advantage checkup. The New England Journal for Medicine, 379(22), 2163-2172. DOI: 10.1056/NEJMhpr1804089