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Geriatric Soap Notes from an FNP Perspective Sample

1. Depression 9/12done

Patient Demographics

Age: 66Race:  African AmericanGender:  FemaleClinical Information 1.      Time with patient

2.      Reason for visit

3.      Chief Complaint.

4.      Social problems addressed.

–           30 minutes

–          Consultation

–          Persistent feeling of sadness

–          Behavioral

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

–           None

–          None

–          Sertraline

ICD 10 CodesF32.9CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

–          99203

–          96127, 84439

Other Questions 1.      Age range – elderly

2.      Patient type –  outpatient

3.      HPI – loss of husband 7 months ago, memory difficulties, back ache, anorexia, fatigue, loss of interest in activities, insomnia

4.      Patients primary language – English

5.      Chart on patient record –  yes

6.      Discussed management with the preceptor handled visit independently –  yes

7.      Preceptor present during visit –  yes

Clinical Notes1.      Chief complaint – persistent feelings of sadness and loss of interest in activities after loss of husband

Diagnoses

2.      Plan – psychiatric assessment using PHQ-9

o   findings –  tearful, reduced concentration, cachexia, feelings of helplessness, affect within normal limits, average eye contact, impaired sensory and motor functions, no delusions, no hallucinations

3.      Diagnostic –  thyroid function test

4.      Therapeutic –  sertraline: initial dose 50 mg PO qd, maintenance dose 200 mg PO qd

–          Psychosocial intervention – cognitive behavioral therapy and family therapy

5.      Education –  positive stress management practices, general improvement in social life, and general healthy lifestyle

6.      Collaborated – collaborated with geriatric psychiatrist during patient care

Type 2 Diabetes Mellitus done912

Patient Demographics

 

Age: 70Race: HispanicGender: MaleClinical Information

 

1.      Time with patient

2.      Reason for visit

3.      Chief Complaint.

4.      Social problems addressed.

–           15 minutes

–          Clinic visit

–          Numbness in the extremities

–          Lifestyle

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

–          None

–          Metformin

–          Metformin

ICD 10 CodesE11 CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

–          99213

–          83036

Other Questions 1.      Age range –  elderly adult

2.      Patient type –   outpatient

3.      HPI – diabetic, fatigue, weight loss, numbness in the extremities

4.      Patients primary language – English

5.      Chart on patient record –   yes

6.      Discussed management with the preceptor handled visit independently –  yes

7.      Preceptor present during visit – yes

 

Clinical Notes1.      Chief complaint – numbness in the extremities

Diagnoses

2.      Plan –  clinical assessment

o   findings – pigmented pretibial patches, reduced visual acuity, lung auscultation within normal limits, normal heart sounds, no abdominal distention or tenderness, and bilateral sensory loss in the lower and upper extremities

3.      Diagnostic –  Glycated hemoglobin (A1C) test

4.      Therapeutic – Metformin 2000 mg per day divided in two doses

5.      Education –  Engage in physical activity, cease alcohol consumption, reduce fats, sugar, and carbohydrates, eat a lot of vegetables, and drinking sufficient water every day

6.      Collaborated – collaborated with endocrinologist during patient care

Bone Mass Density Screening 9/12done

Patient Demographics

 

Age: 71Race:  LatinoGender:  Male Clinical Information

 

1.      Time with patient

2.      Reason for visit

3.      Chief Complaint.

4.      Social problems addressed.

– 10 minutes

– preventive medicine

– none

– lifestyle

 

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

–          None

–          None

–          None

ICD 10 CodesZ13.820 CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

–          99201

–          77080

Other Questions 1.      Age range –  elderly

2.      Patient type –   outpatient

3.      HPI – none

4.      Patients primary language – English

5.      Chart on patient record – yes

6.      Discussed management with the preceptor handled visit independently –  yes

7.      Preceptor present during visit –  yes

Clinical Notes1.      Chief complaint – no presenting chief complaint

Diagnoses

2.      Plan – physical assessment

o   findings – normal muscle tone, no fracture observed, no buffalo hump, no kyphoscoliosis, normal back posture, no hepatomegaly, mild central obesity, no hepatomegaly, no striae, normal thyroid tone and size

3.      Diagnostic –  bone density test (dual energy x-ray absorptiometry) of the hip and spine

Results – T-score: 0.9

4.      Therapeutic – no medication prescribed

5.      Education – nutritional education including intake of foods rich in calcium and regular strength exercise to maintain health and wellbeing

6.      Collaborated – collaborated with orthopedist during patient evaluation

Rheumatoid Arthritis 9/12done

Patient DemographicsAge: 73 yearsRace:   non-Hispanic WhiteGender: FemaleClinical Information 1.      Time with patient

2.      Reason for visit

3.      Chief Complaint.

4.      Social problems addressed.

–          30 minutes

–          Problem-focused visit

–          Joint pain and swelling

–          Behavior change

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

–          None

–          None

–          oral Leflunomide

ICD 10 CodesM06.9 CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

–          99203

–          76881, 73120, 85027

Other Questions 1.      Age range –  elderly adult

2.      Patient type –  outpatient

3.      HPI –  tender, warm, swollen joint, joint stiffness usually worse in the morning, fatigue, anorexia

4.      Patients primary language – English

5.      Chart on patient record –   yes

6.      Discussed management with the preceptor handled visit independently –  yes

7.      Preceptor present during visit – yes

Clinical Notes1.      Chief complaint – tender swollen joint

Diagnoses

2.      Plan – clinical evaluation

o   findings – low-grade fever (99.2 F), rheumatoid nodule over metacarpophalangeal joints, atrophy of digital skin, rice paper skin, scleritis, decreased breath sounds, splenomegaly, red swollen joint with tenderness on palpation, painful on movement, and decreased range of motion

3.      Diagnostic –  joint Xray, ultrasound, erythrocyte sedimentation blood test

4.      Therapeutic – 1*1 PO Leflunomide100mg for 3 days, AND Leflunomide 20mg q24h maintenance dose

–          Heat compresses to reduce swelling

5.       Education – proper nutrition, and physical activity to address obesity

6.      Collaborated – collaborated with orthopedist during patient management

Routine Hearing Test9/12done

Patient Demographics

 

Age: 80Race:  Pacific IslanderGender: FemaleClinical Information 1.      Time with patient

2.      Reason for visit

3.      Chief Complaint.

4.      Social problems addressed.

–          10 minutes

–          Preventive test

–          None

–          Lifestyle change

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

 

–          None

–          None

–          None

ICD 10 CodesZ01.110CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

–          99201

–          92550, 92552

Other Questions 1.      Age range – elderly adult

2.      Patient type – outpatient

3.      HPI – none

4.      Patients primary language – English

5.      Chart on patient record – yes

6.      Discussed management with the preceptor handled visit independently – yes

7.      Preceptor present during visit – yes

 

Clinical Notes1.      Chief complaint  – routine hearing test without presenting complaint

Diagnoses

2.      Plan – ear exam

o   Findings – no ear impaction, no ear discharge, no swelling, flexible eardrum

3.      Diagnostics – tympanometry, audiometry

4.      Therapeutic – none

5.      Educational: avoid exposure to excessive noise and adherence to routine checks

6.      Collaboration – collaborated with audiologist during screening

Gynecomastia 9/12done

Patient Demographics

 

Age: 67Race:  African AmericanGender:  maleClinical Information 1.      Time with patient

2.      Reason for visit

3.      Chief Complaint.

4.      Social problems addressed.

–          20 minutes

–          Problem-focused visit

–          Pain in the breast region

–          Behavioral

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

 

–          None

–           None

–          Testosterone replacement

ICD 10 CodesN62CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

 

–          1000F, 2000F, 4000F,99202

–          82670, 77066, 18944,

Other Questions 1.      Age range – elderly adult

2.      Patient type – outpatient

3.      HPI – increased breast size

4.      Patients primary language – English

5.      Chart on patient record- yes

6.      Discussed management with the preceptor handled visit independently – yes

7.      Preceptor present during visit – yes

 

Clinical Notes1.      Chief complaint – tenderness in the breast area

Diagnosis

2.      Plan – breast exam

o   Findings – enlarged breast tissue, tenderness

3.      Diagnostics –  blood test, estrogen-to-androgen laboratory test, mammograms

Results – no malignancy, reduced testosterone levels

4.      Therapeutic – short duration testosterone replacement therapy

5.      Educational – reduced alcohol consumption and cessation heroin

6.      Consultation – consulted with urologist and endocrinologist

 

 Herpes Zoster Vaccination 9/12done

Patient Demographics

 

Age: 65Race:  GermanGender: femaleClinical Information 1.      Time with patient

2.      Reason for visit

3.      Chief Complaint.

4.      Social problems addressed.

–          10 minutes

–          Preventive visit

–          No presenting complain

–          Healthy habits

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

 

–          None

–          None

–          Shingrix vaccine

ICD 10 CodesZ23CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

 

–          99201

–          90750, 85027

Other Questions 1.      Age range – elderly adult

2.      Patient type – outpatient

3.      HPI – none

4.      Patients primary language – English

5.      Chart on patient record – yes

6.      Discussed management with the preceptor handled visit independently – yes

7.      Preceptor present during visit – yes

 

Clinical Notes1.      Chief complaint – no presenting complain

            Diagnosis

2.      Plan – clinical assessment

o   Findings – BMI 25, pulse and blood pressure within normal range, no hearing loss, good vision, no lung crackles, no tachypenia, no heart murmurs, no abdominal distension and tenderness, normal genito-urinary assessment results

3.      Diagnostics – complete blood count

4.      Therapeutic – Shingrix vaccination 1 dose

5.      Educational – healthy living habits, including moderate strength workout, proper nutrition, and stress avoidance

6.      Collaboration – collaborated with geriatric physician during patient care

 Parkinson’s Disease9/12done

Patient Demographics

 

Age: 69Race:  WhiteGender: maleClinical Information 1.      Time with patient

2.      Reason for visit

3.      Chief Complaint

4.      Social problems addressed.

–          15 minutes

–          Consultation visit

–          Tremor

–          Behavioral

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

 

–          None

–          None

–          carbidopa-levodopa

ICD 10 CodesG20 CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

–          99215

–          95831, 76506, 78607

Other Questions 1.      Age range – elderly adult

2.      Patient type – outpatient

3.      HPI – speech changes, loss of automatic movement, rigid muscles, bradykinesia, impaired posture, head trauma about 10 years ago

4.      Patients primary language – English

5.      Chart on patient record – yes

6.      Discussed management with the preceptor handled visit independently – yes

7.      Preceptor present during visit – yes

 

Clinical Notes1.      Chief complaint  – tremor in the limbs

Diagnosis

2.      Plan – physical and neurologic examination

o   Findings – reduced facial expression, olfactory dysfunction, jaw tremor, neck tightness, abdominal distention, dribbling of urine, bradykinesia, shuffing gait, and cogwheel rigidity

3.      Diagnostic  – brain ultrasound, neurology, and dopamine transporter scan

4.      Therapeutic –carbidopa-levodopa 10mg/100 mg PO q8hr initially; levodopa increased by 100mg/day every 2 days up to 800mg/day.

5.      Educational – Healthy dietary habits and moderate exercise

6.      Collaboration – collaborated with neurologist during patient care

7.      Collaboration – collaborated with neurologist during patient evaluation and management

 

Blood Pressure Testing 9/12done

Patient Demographics

 

Age: 66Race:  Latin AmericanGender:  femaleClinical Information 1.      Time with patient

2.      Reason for visit

3.      Chief Complaint.

4.      Social problems addressed.

–          10 minutes

–          Follow-up visit

–          Blood pressure monitoring

–          Behavioral change

 

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

–          None

–          Oral hydrochlorothiazide

–          Oral hydrochlorothiazide

ICD 10 CodesZ01.30 CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

–          99212

–          81000, 93010

Other Questions 1.      Age range – elderly

2.      Patient type – outpatient

3.      HPI –  previously diagnosed with hypertension

4.      Patients primary language – English

5.      Chart on patient record –  yes

6.      Discussed management with the preceptor handled visit independently –  yes

7.      Preceptor present during visit –  yes

 

Clinical Notes1.      Chief complaint – blood pressure monitoring with no presenting complaint

Diagnoses

2.      Plan – cardiovascular assessment

o   findings –  BP of 144/94 mmHg, a pulse rate of 98 bpm, left parasternal heave, loud P2 component of S2, diastolic murmur, panystolic murmur, ejection midsystolic murmur, pulsative liver,

3.      Diagnostic – urinalysis , electrocardiogram

4.      Therapeutic – Oral hydrochlorothiazide 50mg single dose per day

5.      Education –  eat food low in fat and carbohydrates, increase physical activity, reduce salt intake, maintain healthy BMI, reduce or cease alcohol consumption and cigarette smoking, adhere to medication, and manage stress

6.      Collaborated – collaborated with cardiologist during patient care

Generalized Lymphadenopathy 9/14done

Patient DemographicsAge: 69Race:  African AmericanGender:  FemaleClinical Information1.      Time with patient

2.      Reason for visit

3.      Chief complaint

4.      Social problems addressed

–          10 minutes

–          Problem focused

–          Enlarged lymph nodes

–          behavioral change

Medications1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

–          None

–          None

–          Lamivudine 300mg once daily

ICD 10 CodesB23.1CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

–           99213

–          86701, 86360

Other Questions 1.      Age range – elderly adult

2.      Patient type – outpatient

3.      HPI – persistent swelling of lymph nodes, skin rash

4.      Patients primary language – English

5.      Chart on patient record – yes

6.      Discussed management with the preceptor handled visit independently – yes

7.      Preceptor present during visit – yes

 

Clinical Notes1.      Chief complaint  – enlarged lymph nodes

            Diagnosis

2.      Plan – clinical exam

o   Findings – tender anterior cervical, posterior cervical, tonsillar, sub mandibular, and supra-clavicular lymph nodes on palpation

3.      Diagnostics –  blood test, CD4 count

Results – HIV positive, CD4 count of 190

4.      Therapeutic: Lamivudine 300mg once daily

5.      Educational: proper nutrition, adherence to medication, ample rest, and physical activity, safe sex practices

6.      Collaboration – collaborated with immunologist during patient management

 

Prostate Cancer Screening 9/14done

Patient DemographicsAge: 68Race:  Pacific IslanderGender: maleClinical Information

 

1.      Time with patient

2.      Reason for visit

3.      Chief Complaint.

4.      Social problems addressed.

–          10 minutes

–          Preventive visit

–          None

–          Behavioral

Medications 1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

–          None

–          Aspirin

–          None

ICD 10 Codes

 

Z12.5CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

 

–          99201

–          84153

 

Other Questions 1.      Age range – elderly adult

2.      Patient type – outpatient

3.      HPI – no presenting symptoms

4.      Patients primary language – English

5.      Chart on patient record – yes

6.      Discussed management with the preceptor handled visit independently – yes

7.      Preceptor present during visit – yes

 

Clinical Notes1.      Chief complaint – preventive visit with no presenting complaint

Diagnoses

2.      Plan – physical and digital rectal exam

o   Findings – no bladder distention, no suprapubic palpation of the bladder, no tenderness, no asymmetrical boggy mass on digital rectal exam

3.      Diagnostics – prostate-specific antigen (PSA) test

–          Results – 3.7 ng/mL PSA results

4.      Therapeutic – no medication prescribed

5.      Educational – physical exercise and healthy feeding to incorporate food types low in fat, and high in fiber and antioxidants

6.      Collaboration – collaborated with oncologist during patient assessment

Alzheimerdone9/21done

Patient DemographicsAge: 75Race:  American LatinoGender: femaleClinical Information1.      Time with patient

2.      Reason for visit

3.      Chief complaint

4.      Social problems addressed

–          45 minutes

–          Consultation

–          Cognitive impairment

–          Behavioral

Medications1.      OTC medications taken regularly

2.      Prescriptions currently prescribed

3.      New/refilled prescriptions

–          None

–          Razadyne

–          donepezil and dextroamphetamine

ICD 10 CodesG30.9 (F02.80)CPT Billing Codes1.      Evaluation and management

2.      Provider procedure codes

–          99213

–          96119, 78811

Other Questions 1.      Age range – elderly adult

2.      Patient type – outpatient

3.      HPI – Memory loss that began two months ago

4.      Patients primary language – English

5.      Chart on patient record – yes

6.      Discussed management with the preceptor handled visit independently – yes

7.      Preceptor present during visit – yes

Clinical Notes1.      Chief complaint  – cognitive impairment and memory loss

Diagnosis

2.      Plan – mini-mental status examination

o   Findings – moderate cognitive impairment, difficult concentrating, inattentive, poor judgment

3.      Diagnostics – neuropsychological testing , fluorodeoxyglucose (FDG) PET scan

4.      Therapeutic – 5 mg donepezil PO QD AND dextroamphetamine 5mg PO BID

5.      Educational – exercise, nutrition, adequate supervision, following up with prescription, and safe environment

6.      Collaboration –  consulted with psychiatric during patient

 

 

Discussion: Accrediting agency competencies

Discussion: Accrediting agency competencies

Submitting a text entry box, a website URL, a media recording, or a file upload

Instructions

Develop a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the family nurse practitioner’s role and scope of practice. Identify a nurse theorist that aligns with your current/ planned practice and how they provide the foundation for this philosophy development.

Describe the type of educational courses and requirements required for APRN professional certification and licensing within the state where you will practice.

Identify the precise application process for your certification exam, state regulations for applying for prescriptive authority/practice, and issues related to APRN practice within your state.

Evaluate and discuss APRN roles and prescriptive privileges and their impact on client safety and care https://essaypandit.com/essay-papers/

Compare the differences between prescriptive authority, credentialing, and clinical privileges and how each of these impact client safety and care

Evaluate the development of the advanced practice nurse role from a global perspective.

ORDER THROUGH BOUTESSAY

Assignment Guidelines:

1200 – 1500 word paper (not including the cover page and references)

Required APA 7th edition for references and citations

Include a minimum of 6 scholarly references (does not include text or websites), and the majority of references must not be older than five years

Demonstrate analysis, https://theeliteessaywriters.com/blogessays/ evaluation and synthesis of information (see the rubric for specifics)

Estimated time to complete: 6 hours

Rubric

NU 626 Unit 2 APNs and State Regulations Rubric

NU 626 Unit 2 APNs and State Regulations Rubric

Criteria Rating Pts

This criterion is linked to a Learning OutcomeContent 45 pts

5

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses on all elements of the work. 41 pts

4

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context). 36 pts

3

Demonstrates awareness of context, audience, purpose, and the assigned tasks(s) (e.g., begins to show awareness of audience’s perceptions and assumptions). 31 pts

2

Demonstrates minimal attention to context, audience, purpose, and the assigned tasks(s) (e.g., the expectation of instructor or self as audience). 27 pts

1

Little to no description of the purpose and contents of the paper. 0 pts

0Discussion: Accrediting agency competencies

Not Attempted

45 pts

This criterion is linked to a Learning OutcomeContent Development 45 pts

5

Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding and shaping the whole work. 41 pts

4

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. 36 pts

3

Uses appropriate and relevant content to develop and explore ideas through most of the work. 31 pts

2

Uses appropriate and relevant content to develop simple ideas in some parts of the work. 27 pts

1

Little to no description of the purpose and contents of the paper. 0 pts

0

Not Attempted

45 pts

This criterion is linked to a Learning OutcomeWriting 25 pts

5

Demonstrates detailed attention to and successful execution of conventions particular to a specific discipline and writing task (s), including organization, content, presentation, formatting, and stylistic choices. 23 pts

4

Demonstrates consistent use of important conventions particular to a specific discipline and writing task(s), including organization, content, presentation, and stylistic choices. 20 pts

3

Follows expectations appropriate to a specific discipline and writing task(s) for basic organization, content, and presentation. 18 pts

2

Attempts to use a consistent system for basic organization and presentation. 15 pts

1

Lacks evidence of clear, organized, comprehensive writing. 0 pts

0

Not attempted.

25 pts

This criterion is linked to a Learning OutcomeAPA 10 pts

5

Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas appropriate for the discipline and genre of the writing. 9 pts

4

Demonstrates consistent use of credible, relevant sources to support ideas within the discipline and genre of the writing. 8 pts

3

Demonstrates an attempt to use credible and relevant sources to support ideas appropriate for the discipline and genre of the writing. 7 pts

2

Demonstrates an attempt to use sources to support ideas in writing. 6 pts

1

Does not include both APA and In-Text Citations or In-text citations and references are not in APA format. 0 pts

0

Not attempted.

10 pts

Total Points: 125

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Instruction Files

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Global Health Comparison Grid Template

Use this document to complete the Module 6 Assessment Global Healthcare Comparison Matrix and Narrative Statement

Global Healthcare IssueUniversal Healthcare Insurance to Promote Universal Healthcare Coverage

 

DescriptionUniversal healthcare coverage policies and programs are usually regulated by the national or federal governments in most countries to achieve the objectives of global healthcare tenets. The American Affordable Care Act (ACA) was legally passed by the Senate more than a decade ago with the passionate aim to include national healthcare coverage through health insurance. The Canadian Medicare is another version of the national health insurance policy program that ensures nationwide health insurance coverage.CountryUnited StatesCanada Describe the policy in each country related to the identified healthcare issueThe affordable care act was signed in to law by the former USA president Barack H. Obama on 23rd March 2010 and is, therefore, popularly known as the ‘Obamacare,’ sometimes the Comprehensive Healthcare Reform, and formerly as the Patient Protection and Affordable Care Act (PPACA) (Manchikanti et al., 2017b). This healthcare policy promoted universal coverage by ensuring national regulation of healthcare insurance. The core objective of this legislative act was to reduce healthcare cost through health insurance, tax subsidies, and health cost-sharing; and promotion of primary care prevention and promotionThe Canadian Medicare policy is a system that resembles the American Medicare in some respects. The national health insurance systems are funded by the public and the individuals do not have to pay for health services from their pockets. The Canadian Medicare dates to the legislations of 1957, 1966, and 1984 (the Canadian Museum of History, n.d.). Since its final legislation in 1984, Canadian Medicare has become a social icon among Canadians because of their freedom and ease of access o health care among other reasons. As opposed the American Medicare, Canadian Medicare covers health insurance for all age ages. The representation allows everyone to access the required care in Canada. Therefore, this policy is sometimes referred to as ‘Medicare for All.’ The tenets of this policy ensure accessibility, universality, portability, and public administration.What are the strengths of this policy?The policy prevented health care insurance discrimination where Americans with presenting chronic medical conditions were ‘unfairly’ overcharged. It also reduced care cost through reduction in prices of prescription drugs, increased coverage of primary care through improving disease screening strategies and subsidized the insurance premiums by cost-sharing. Healthcare limits were reduced regardless of the economic abilities of the individualThis policy eliminates discrimination in healthcare access. Both the vulnerable and the healthy population have equal access to healthcare. The costs of the healthcare insurance come from taxation and are paid by the government. Healthcare cost is one of the determinants of healthcare quality and if everyone can access care services without financial straining, the general healthcare quality is improved. The universal healthcare coverage of Canadians is therefore improved (Martin et al., 2018). The policy includes further promotion of programs that aim at achieving health education and promotion. The education of the citizens about their health promotes primary disease prevention hence reduction in care costs.What are the weaknesses of this policy?This policy imposed various penalties on individuals who did not subscribe to any healthcare insurance plans. This policy meant that people with existing health insurance had to pay more insurance premiums due to the coverage of people with preexisting medical conditions. However, arguments by various scholarly items literature that failure of the insurance subscription by one individual passes acre costs to other people through the pooling of risks may be true (Manchikanti et al., 2017a).The weaknesses of this policy come from the generalizations in access to care. The geographically quality health facilities are in urban areas where the population is high. This means that the dwellers in rural areas do not get equal access to better quality care as the citizens in urban areas. The free access of care reduces the waiting time by patients as the number seeking care increases with different minor complaints.Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples)Poverty as a major social determinant of health in the united states majorly impacted the nationwide coverage of the policy. The cost-sharing and subsidies did not entirely exclude the citizens from paying the insurance premiums. The low-income citizens would therefore strain to afford this ‘mandatory’ insurance to avoid penalties. The success of the ACA in addressing universal care is, therefore, impacted by the disparities in levels of income.Major social determinants of health in Canada include the disparities in income, the aboriginal people, and geography. Medicare allows permanent residents and all citizens to access care from anywhere in Canada. However, the geographical disparities in quality of care among provinces have led to underachievement by Medicare because the geographically disadvantaged have no full access to proper care.How has each country’s government addressed cost, quality, and access to the selected global health issue?The ACA addressed the cost of healthcare through cost-sharing of insurance premiums. The policy also proposed a reduction in prescription drugs. All these are aimed at improving the general quality of healthcare through universal coverage. Even though there have been questions about the ability of Obamacare in improving healthcare quality (Manchikanti et al., 2017), the overall evaluation showed improvement in access which determines the care qualityThe Canadian Medicare improved the cost of care by taking care of all costs of the care services. This then improved access to healthcare across the country while boosting the general services of care (Tuohy, 2018). The administrative structures including the provincial administrations helped in ensuring structurally organized taxations that funded Medicare for all.How has the identified health policy impacted the health of the global population? (Be specific and provide examples)The impact of the Obamacare is increased number of Americans subscribing to healthcare insurance. The reduction in costs of drugs has relatively reduced the cost of care. While this has been debatable, there have been discussions about the overall cost of care quality in the United States over the past decade since the introduction of the ACA. The general improvement in universal healthcare coverage has been noticeable.The Canadian Medicare has improved universal healthcare through the involvement of all care stakeholders. The citizens can access care from wherever is convenient for free considering there is payment out of pocket. The involvement of the rural population, the vulnerable population, and the veterans has improved their participation in primary and preventive care. Existing literature reports improvement in life expectancy, mortalities, and morbidities in Canada as compared to the United States.Describe the potential impact of the identified health policy on the role of the nurse in each country.The policy created potential roles for nurses through increasing access to an individual with chronic disease who could not afford acre through the formerly expensive insurance rates. The caseload increase has therefore provided the nurse with opportunities to provide secondary and tertiary prevention strategies to the individual patients at the point of care.

 

This policy potential requires the services of a nurse in providing patient education and health promotion to the general population. The nurse haves the potential of influencing the policy through feedback, participation, and implementations of the policy requirementsExplain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples)Global health has necessitated the united states to improve the local policy systems while supporting global interests. The improvement in global health not only impacts the health sector but also the economic and political sectors through policies that aim at improving the national healthThe global health issues empower local and national equity and citizenship. The government has promoted progress in ensuring equality through resource distribution and improved access (Nixon et al., 2018). The need for proper funding and limited resources have however reduced the role of Canadians in the global health response. However, the involvement of local organization is evident in promoting global health through initiatives such as vaccine production andGeneral Notes/CommentsThe ACA has improved the participation of Americans in healthcare through a relative reduction in costs of care. However, the reduction of the overall costs is still debatableThe Canadian Medicare has tangible positive health outcomes on the global health increasing public participation through health education and promotion.

 

References

• Manchikanti, L., Ii, H. S., Benyamin, R. M., & Hirsch, J. A. (2017a). A critical analysis of Obamacare: Affordable care or insurance for many and coverage for few? Pain Physician, 20(3), 111–138. https://www.ncbi.nlm.nih.gov/pubmed/28339427
• Manchikanti, L., Ii, M. S., Benyamin, R. M., & Hirsch, J. A. (2017b). Evolution of US health care reform. Pain Physician, 20(3), 107–110. https://www.ncbi.nlm.nih.gov/pubmed/28339426
• Martin, D., Miller, A. P., Quesnel-Vallée, A., Caron, N. R., Vissandjée, B., & Marchildon, G. P. (2018). Canada’s universal health-care system: achieving its potential. Lancet, 391(10131), 1718–1735. https://doi.org/10.1016/s0140-6736(18)30181-8
• Nixon, S. A., Lee, K., Bhutta, Z. A., Blanchard, J., Haddad, S., Hoffman, S. J., & Tugwell, P. (2018). Canada’s global health role: supporting equity and global citizenship as a middle power. Lancet, 391(10131), 1736–1748. https://doi.org/10.1016/s0140-6736(18)30322-2
• The Canadian Museum of History. (n.d.). Civilization.Ca – making medicare: The history of health care in Canada, 1914-2007. Historymuseum.Ca. Retrieved January 30, 2021, from https://www.historymuseum.ca/cmc/exhibitions/hist/medicare/medic01e.html
• Tuohy, C. H. (2018). What’s Canadian about medicare? A comparative perspective on health policy. 13(4), 11–22. https://doi.org/10.12927/hcpol.2018.25497

 

NURS 6050: Global Healthcare Comparison Matrix and Narrative Statement

Part 1: Global Healthcare Comparison Matrix Sample

Global Healthcare IssueHealthcare access to all citizens (universal healthcare coverage)DescriptionThe World Health Organization (WHO) global agenda focused on equitable healthcare to all people regardless of their economic status. Various countries have responded to this global health issue by formulating specific policies to ensure accessible health care to all citizens. This matrix compares the US policy and Kenyan Policies that relate to universal coverage.CountryUnited StatesKenya Describe the policy in each country related to the identified healthcare issueThe Affordable Care Act: This policy was initially called The Patient Protection and Affordable Care Act. It is informally referred to as ‘Obamacare.’ This policy aimed at improving healthcare insurance among Americans to promote the affordability of healthcare (Isola & Reddivari, 2020).Universal Healthcare Coverage (UHC)In Kenya, a UHC policy was enacted recently with the objectives of providing affordable and essential care to all citizens. The policy had three pillars: service delivery, governance, and health financing (Barasa et al., 2018).What are the strengths of this policy?This policy has increased health insurance for Americans. The number of uninsured citizens has significantly dropped. The policy allows for insurance of minors and youths below 26 years to remain under the parents’ health insurance.  It promoted minors’ insurance with preexisting conditions by baring insurance companies from declining cover for such age groups (McIntyre & Song, 2019).The policy has increased the utilization of public hospitals by the patients. The cost of insurance is catered for by the government. The government partially covers expensive imaging and surgical procedures, subsidized in some cases. Therefore, citizens can participate fully in their healthcare delivery through supportive and early detection of diseases (Okech & Lelegwe, 2015).What are the weaknesses of this policy?The policy faces challenges from legal and private sector practices. The citizens end up subscribing to insurance policies that they do not ‘need.’The policy created overcrowding in hospitals. The patients seek medical attention for every condition at the same time to utilize their free insurance. The policy is also expensive on government expenditure. The national coverage is yet to be established.Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples)The expertise qualification to register and enroll the participant in Obamacare was not sufficient. The number of unexpectedly sick citizens would overwhelm the insurers in the program. The human resources to enroll and stratify citizens into who needed to take insurance cover for their health urgently and who did not need this service could overwhelm the human resource (McIntyre & Song, 2019).The number of employed doctors by the government in the public sector is low. According to the Voice of Africa News, the current ratio of doctor to patient ratio in Kenya is 1:16000. This means that one doctor is to serve 16000 Kenyans. With the introduction of government sponsored UHC, citizens have shifted to public healthcare (Okech & Lelegwe, 2015). The doctors are likely to be overwhelmed.How has each country’s government addressed cost, quality, and access to the selected global health issue?The US federal government has not solved unequal Medicaid expansion due to its inability to cover fully for middle- and a low-income class of citizens. There is no available documented evidence on Obamacare’s impact on the quality of healthcare (Isola & Reddivari, 2020).The Kenyan program is yet to cover all 47 counties of the country. The insurance policy is being piloted in four counties. Due to cost issues, there is a need to ensure, only those who need free health cover are catered for by the policy (Barasa et al., 2018). The issue of quality of healthcare is yet to be solved.How has the identified health policy impacted the health of the global population? (Be specific and provide examples)Obamacare had a tremendous positive impact on the health of noninsured Americans. The need for insurance had made access to quality healthcare possible and cheaper than the fee for service methods (Manchikanti et al., 2017). Unfortunately, six million had lost their insurance by 2017 while 20 million had gained health insurance. Therefore, not all the population was positively impacted by the policy.The agenda has impacted the health of the nation. The county dwellers with the pilot program have had affordable access to many conditions that they would not rather see a doctor for if they fell ill. This has led neighbouring county residents seeking residence in the counties with this novel health care program. The policy has conformed with the universal health care coverage agenda advocated for by the WHO, but yet to serve the whole nation’s population (Barasa et al., 2018).Describe the potential impact of the identified health policy on the role of the nurse in each country.This policy enabled the nurse to incorporate primary care to a larger population, and in the process, preventive care was enacted for several citizens through patient education. With many health care seekers, the nurse had a duty to do broadly follow up with patients.With this policy, the nurses have to work over time, round the clock to ensure the increasing number of patients is served adequately. There has been a need to offer patient education to many patients seeking care with different unrelated conditions (Barasa et al., 2018).Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples)The private health care providers have declined due to their lower ability to follow the new policies financially. The pressure has gone to Medicaid to expand its services to several states. The change of regime gas caused legal implications with some states such as Texas declaring the policy unconstitutional.The policy has put more pressure on other counties that do not have the policy. The Healthcare government in Kenya is managed by the federal government and the county governments at different levels. The need to conform to the global standards entirely has caused discontent among patients. Kenya is a third world country and cannot fully abide by the global healthcare standards propositions without economic constraints. The general impact is the decline in the quality of care offered by public institutions.General Notes/CommentsThe policy worked well until the change in political regime and need to conform fully with constitutional requirements.To create accessible health care, the policy has led to a decline in health care quality and has resulted increased waiting time to access healthcare services.

Part 2: Narrative Statement

Explain how you would advocate for incorporating a global perspective or lens into your local practice and role as a nurse leader.

From the information I have compared from the Kenyan and American situation, I would advocate for equitable enactment of the respective policies. Providing citizens with what they need, not what everyone should work with, should be the primary objective of any healthcare cover. Generalizations have made both citizens subscribe to what they may feel ‘unimportant’ at the time. The health policies should ensure prudent use and access to the healthcare they need at the time of application.

Explain how incorporating a global perspective or lens might impact your local practice and role as a nurse leader.

This incorporation would make the quality of nursing care more patient-centred and specific. My roles as a nurse would be relevant to the patients because the conditions for which they are treated would be appropriate. The one-size-fits-all approach would be unnecessary because the patients would be getting the care they need.

Explain how incorporating a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples.

Incorporating universal health care into my practice would significantly impact the social determinants of my patients’ health. By determining each patient’s social determinants, there would be a different social approach to patient-based care. For example, there would be a need to form a social collaboration between nurses to care for patients with related conditions. However, this bears the risks of resulting in a decline in the quality of work conditions due to a decline in nurse to patient ratio.

NURS 6050: Global Healthcare Comparison Matrix and Narrative Statement References

• Barasa, E., Nguhiu, P., & McIntyre, D. (2018). Measuring progress towards Sustainable Development Goal 3.8 on universal health coverage in Kenya. BMJ Global Health, 3(3), e000904. https://doi.org/10.1136/bmjgh-2018-000904
• Isola, S., & Reddivari, A. (2020). Affordable Care Act. Ncbi.nlm.nih.gov. Retrieved 1 November 2020, from https://www.ncbi.nlm.nih.gov/books/NBK549767/.
• Manchikanti, L., Helm Ii, S., Benyamin, R. M., & Hirsch, J. A. (2017). A Critical Analysis of Obamacare: Affordable Care or Insurance for Many and Coverage for Few?. Pain Physician, 20(3), 111–138. https://pubmed.ncbi.nlm.nih.gov/28339427/
• McIntyre, A., & Song, Z. (2019). The US Affordable Care Act: Reflections and directions at the close of a decade. PLOS Medicine, 16(2), e1002752. https://doi.org/10.1371/journal.pmed.1002752
• Okech, T., & Lelegwe, S. (2015). Analysis of Universal Health Coverage and Equity on Health Care in Kenya. Global Journal Of Health Science, 8(7), 218. https://doi.org/10.5539/gjhs.v8n7p218

NURS 6050: Global Healthcare Comparison Matrix And Plan For Social Change Instructions

To Prepare:

Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.

Select at least one additional country to compare to the U.S. for this Assignment.

Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.

Review and download the Global Health Comparison Matrix provided in the Resources.

The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change)

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

• Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
• Explain the strengths and weaknesses of each policy.
• Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
• Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
• Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
• Explain how the health policy you selected might impact the role of the nurse in each country.
• Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.

Part 2: A Plan for Social Change

Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.

In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.

Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.

Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples.

Assignment document should include:

1. Title page
2. Introductory paragraph
3. Global health comparison matrix
4. Plan for social change
5. Conclusion
6. References

THE TWO COUNTRIES THAT I WANTED TO COMPARE WITH REGARD TO THE ISSUE ON HEALTH POLICY IS :

1.) Philippines – PHILHEALTH – Philippine Health Insurance Corporation (  PhilHealth ) 

2.) USA – MEDICAID 

Global health issue Universal health coverage is a matter of equity, rights, and justice.

NURS 6050: Global Healthcare Comparison Matrix And Plan For Social Change Example

Global Health Comparison Grid Template

Use this document to complete the Module 6 Assessment Global Healthcare Comparison Matrix and Narrative Statement.

Introduction

Universal health coverage (UHC) is a critical component of global health, aiming to ensure all individuals have access to the health services they need without suffering financial hardship. According to the World Health Organization (WHO), UHC is a matter of equity, rights, and justice, and it is essential for the well-being of citizens (WHO, 2024). The two countries selected for comparison in this paper are the United States and the Philippines. Medicaid is a federal and state program applied in the U. S. to cover health care for needy individuals (Medicaid, 2022). 

On the same note, the Philippines has PhilHealth as a nationalized health insurance program to pursue the goals of UHC. This comparison will determine the effectiveness of these policies, which policy has more advantages than disadvantages, the role of the social determinants of health and the possible outcomes, and the viewpoint of access to health care, its quality, and cost. By examining these aspects, we can gain insights into how different countries address UHC and the role of nurses in implementing these policies effectively.

Global Healthcare Issue Universal Health CoverageDescriptionAccording to the World Health Organization (2023), UHC is defined as the ability of all people to obtain the required healthcare services without putting excessive physical, financial, or social pressure on them. It refers to the different services offered in the management of the condition, such as preventive, curative, restorative, and end-of-life care. Achieving UHC requires strong health systems, adequate funding, and equitable distribution of resources to ensure that everyone, regardless of socio-economic status, can access quality.CountryUnited StatesPhilippines: PhilHealthDescribe the policy in each country related to the identified healthcare issue.Medicaid provides health coverage to low-income individuals, families, children, pregnant women, the elderly, and people with disabilities. It is funded jointly by state and federal governments (Medicaid, 2022). PhilHealth aims to ensure that all Filipinos have access to affordable health services (PhilHealth, 2023). Member contributions, government subsidies, and sin tax revenues fund it.What are the strengths of this policy?It covers various health services, including hospital and outpatient care, nursing home care, and home health care. It reduces the financial burden for low-income families.Covers a comprehensive range of health services. Has a no-balance billing policy for indigent and sponsored members in public hospitals.              What are the weaknesses of this policy?Varies significantly between states in terms of coverage and eligibility (Jackson et al., 2021). Administrative complexity can be a barrier to access.  Funding constraints and inefficiencies. Limited coverage for certain high-cost treatments and specialized care.Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples)Income, education, and geographical location impact access to Medicaid services. For instance, rural areas may have fewer healthcare providers accepting Medicaid.Poverty, education, and urban-rural disparities influence access to PhilHealth services. Many rural areas lack healthcare facilities, affecting access to covered services.  How has each country’s government addressed cost, quality, and access to the selected global health issue?The federal government sets broad guidelines, but states have flexibility in implementing Medicaid, leading to variation in quality and access. Efforts to expand Medicaid under the Affordable Care Act aimed at improving access.   The Philippine government has increased funding through the sin tax law. It aims to improve quality and access through the Universal Health Care Act, which integrates local health systems and aims for comprehensive service delivery.            How has the identified health policy impacted the health of the global population? (Be specific and provide examples)Medicaid expansion under the ACA significantly increased insured rates and access to healthcare services among low-income populations.    PhilHealth has improved access to health services for many Filipinos, particularly the poor and vulnerable, but challenges remain in ensuring consistent quality of care.Describe the potential impact of the identified health policy on the role of nurses in each country.Nurses in the U.S. often play a critical role in managing care for Medicaid patients, including care coordination and preventive services.   Filipino nurses are essential in delivering PhilHealth-covered services, particularly in public hospitals and rural health units, which often face challenges due to resource constraints.Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples)Global health issues such as pandemics highlight the need for robust Medicaid policies to ensure vulnerable populations receive care. Local healthcare organizations may face increased demand and financial strain.    

 

 

 

Similar global health challenges emphasize the need for PhilHealth to provide comprehensive coverage. Local healthcare facilities often struggle with funding and resource allocation to meet the demands.General Notes/CommentsMedicaid in the United States has played a vital role in addressing the health needs of the less privileged in society by removing monetary obstacles to accessing healthcare. However, due to the differences in the scope of coverage and the conditions that make one eligible for the insurance, the quality and accessibility of healthcare are affected across the different states. It also has the disadvantage of having so many stiff procedures that act as a barrier to the beneficiaries. As for the improvement of Medicaid, it is necessary to have the states’ policies as similar as possible and work on the simplification of the administrative moments. Furthermore, their targets incorporate social determinants of health as a way of reaching out, especially to the rural and other underprivileged settings, in order to benefit from the program.Currently, PhilHealth has achieved substantial improvement in affecting the percentage of Filipinos who can access health services, especially for the needy groups. Another strength of the program is its balanced billing policy and the attempts to link the local health systems through the Universal Health Care Act. However, an acute problem in the funding also remains a critical factor that affects the overall effectiveness of health care services. If more coherence to facilities is to be achieved, then it is vital to seek better funding sources for PhilHealth to improve its administrative structure further. Equitable access to healthcare services within rural and urban areas will also be achieved by addressing other social determinants of health, which include poverty and education.

Plan for Social Change

Incorporating a global perspective into local nursing practice necessitates advocacy for policy reforms and initiatives that address the social determinants of health and promote universal health coverage. Community engagement, exercises, and health campaigns are core strategies for ensuring that members of the public are made aware of the role of UHC and where they may access it (World Health Organization, 2023). Such campaigns comprise meetings, seminars, distribution of handouts, and any other form of education that seeks to make the public change their attitude towards a particular issue.

It is, therefore, crucial to work to enhance funding for public health services, including in underprivileged regions. This involves active participation in lobbying the policymakers and other related stakeholders in order to explain the advantages of implementing UHC and also in the provision of sufficient funds to enhance the supply of health care facilities. Hence, by advocating for policies that will help to eliminate issues of health disparities, rehabilitation can be done to make health outcomes more fair and bias-free, making the health industry more fair in the future (Ang & Fernandez, 2024).

Another source of evidence is cooperation with other global health institutions and countries that may provide examples of the best practices and successes in UHC implementation. Such a sharing of information and techniques can be useful and help introduce certain strategies that might not have been thought of before but can be easily incorporated into local environments. Thus, it can be relevant to study how the Philippines has been integrating the country’s regional health systems under the umbrella of PhilHealth to make the Philippines experience more comparable to the U.S. one (PhilHealth, 2021).

It is crucial to incorporate culture and sensitivity training into both curricula for nursing and practice with regard to population requirements. This has a bearing on ensuring that nurses are well placed to handle issues to do with the specifics of different communities’ health. Reducing patient abuse, harassment, and mistreatment improves patients’ loyalty, compliance with treatment, and overall well-being, hence advocating for a social change in the delivery of services; policies such as the Affordable Care Act aimed at improving Medicare & Medicaid services for the citizens (Centers for Medicare & Medicaid Services, 2021). 

A worldwide approach enhances the local practice in the delivery of healthcare to the people. It supports social transformation as it plays a role in eradicating social determinants of health, including poverty, education, and health. Thus, the promotion of health and prevention of the incidence of diseases, offering equal chances to lead a healthy life to every person regardless of their economic status, are the major WHO objectives (World Health Organization, 2023). 

Promoting changes in local, state, and national policies that focus on global health will help in the formulation of guidelines that encompass the needs of various groups of people in society. Of course, practicing community relations as well as collaborating with organizations that work in the sphere of global health can be helpful in offering the support needed to apply these changes. In effect, my responsibilities as a nurse leader would entail constant acquisition of knowledge, lobbying, and cooperation with other stakeholders in a bid to bring practice on UHC principles in healthcare systems.

Conclusion

Comparing universal health coverage policies in the United States and the Philippines reveals strengths and areas for improvement. Medicaid and PhilHealth each have unique approaches to providing healthcare access, with varying degrees of success in cost, quality, and access. Addressing the social determinants of health and ensuring adequate funding are essential to achieving universal health coverage. Incorporating a global perspective in the local nursing practice creates social change by influencing the nursing practice through the values, beliefs, knowledge, and attitudes of the nurse leaders, which, in turn, increases their efficiency in enhancing the health status of the community. This not only supports the concept of equality and fairness but also strengthens the capacities and relevance of health systems for everyone.

References

Centers for Medicare & Medicaid Services. (2021). Centers for Medicare & Medicaid Services. Cms.gov. Accessed July 29, 2024, from https://doi.org/99908

Jackson, M., Agbai, C. & Rauscher, E. (2021). The effects of state-level Medicaid coverage on family wealth. RSF: The Russell Sage Foundation Journal of the Social Sciences, 7(3), 216. https://doi.org/10.7758/rsf.2021.7.3.10

Medicaid. (2022). Medicaid eligibility. Medicaid.gov. Accessed July 29, 2024, from https://www.medicaid.gov/medicaid/eligibility/index.html

PhilHealth. (2021). Philippine health insurance corporation. Www.philhealth.gov.ph. Accessed July 29, 2024 from https://www.philhealth.gov.ph/

PhilHealth. (2023). Phil Health, your partner in health. Accessed July 29, 2024, from https://www.philhealth.gov.ph/about_us/transparency/PhilHealthStratplan2021-23.pdf

Ang, B. W., & Fernandez, L. (2024). A prospective study on direct out-of-pocket expenses of hospitalized patients with acute exacerbation of chronic obstructive pulmonary disease in a Philippine tertiary care center. BMC Pulmonary Medicine, 24(1). https://doi.org/10.1186/s12890-024-03011-y

World Health Organization. (2023, October 5). Universal health coverage (UHC). World Health Organization. Accessed July 29, 2024, from https://www.who.int/news-room/fact-sheets/detail/universal-health-coverage-(UHC)

World Health Organization. (2024). Health equity. World Health Organization. Accessed July 29, 2024, from https://www.who.int/health-topics/health-equity#tab=tab_1

GMO Persuasive Essay Topic and Audience Worksheet

If you did not take UNV 104 or if you would like to review the writing concepts introduced in UNV 104, it is suggested that you view the media piece entitled, “The Writing Process,” which is available to support the development of your writing skills. Access “The Writing Process” in the Course Materials.  For this Topic, focus on the “Planning and Getting Started?” section of the media piece.

Part 1: Select a Topic

Choose a topic for your persuasive essay from the list below. If you would like to write about a topic that is not on the list, please list it below within your answer to the first question to request approval.

• Stem cell research
• Prisoner reform/ Prison System Reform
• Internet Censorship
• Compensation for College Athletes
• Net Neutrality
• Marijuana
• Universal Healthcare
• Genetically modified food
• Cloning
• Abortion
• Charter schools
• Nuclear Energy
• Renewable Energy
• Educational Reform
• Minimum Wage Laws
• Cryptocurrency
• Automation
• Universal Basic Income
• Mandatory military service/Selective Service

• What is the topic you have chosen for your persuasive essay?

I have chosen the topic of Genetically modified food. (GMO)

• Begin thinking about the different issues associated with the topic you have selected, narrow your focus, and take a pro or con position for the subject of your essay. Present a simple statement of your position here. Example statement: Personal use of social media is not appropriate in the workplace.

The suspicions the integrity and environmental impacts of genetically modified foods (GMO) are deeply misguided.

• Give rationale for that stance. (50-100 words. Avoid using emotional reasoning and focus on facts and evidence to help support your rationale)?

Whereas almost all the scientific studies in this area have produced reassuring data, GMO foods have continued meet skepticism.  According to Fernbach et al. (2019) and Dunn et al. (2017), genetic modification increases corn yields by a significant percentage by addressing the two major problems in grain production, namely pests and weeds. Whereas pests account of at least one third of reduction in yields, weeds account for another 10% of the loss (Hakim et al., 2020). Yet, genetic modification makes the crops resistant to both pests and weeds, enabling the delivery of a 25% increase in grains (Pham & Mandel, 2019). The effect of this is that with genetic modification of food crops, the world could use one fifth less farmland to produce the food it needs.

Section II: Identify your Audience

Review the media piece before beginning this section: http://lc.gcumedia.com/phi105/persuasive-writing-website/persuasive-writing-website-v1.1.html

Answer the following questions regarding the audience for your essay in complete sentences.

• Who is the ideal audience for this persuasive essay, and why? Please avoid naming your instructor, classmates, family, friends, and coworkers.

The effects of genetically modified (GMO) crops such as corn have met great scientific and public attention, especially because such crops are a significant portion of what the American people eat (Lefebvre et al 2019). I would like to write this essay to consumers who are constantly skeptic and suspicious of GMO foods. They are told that that the process of growing such crops have adverse health effects; and that the transfer of genes across different species contributes to unnatural experiment on human beings. This essay is also dedicated to those who believe that the techniques involved in cultivating GMO have adverse environmental effects because of the heavy use of insecticides and pesticides. Lastly, I dedicate this essay to those who worry that genetic modification affects crop biodiversity and has unintended effects on species living in those fields.

• What is the appropriate way to address this audience (professional, familial, friendly)? Why?

I opine that using a friendly but professional tone could be the most appropriate for this. Approaching it professionally and backing my points with scientific facts and evidence could enable me to render more compelling argument for GMO foods. Additionally, a friendly approach would enable me to address the personal aspects of the topic that must be addressed. This could be most successful with the use of case study stories on the benefits of GMO foods.

The purpose of this essay is to persuade my audience that GMO foods are scientifically proven to be environmentally safe and healthy. This message should be expressed in a friendly but professional manner that demonstrates that even though I differ with the audience’s opinion, I respect them. Furthermore, it is through a friendly and professional tone that I will manage to convince my readers to act by developing a positive attitude towards GMO foods.

• What about your topic is important to your audience? What about your topic is not important to your audience?

The scientific evidence supporting genetic modification is the most important `aspect of this essay to the audience. Genetic modification is a scientific practice that is backed by scientific research. Therefore, the audience can only understand the benefits of genetic modification is they gain access to and understand the scientific reasoning behind it. Meanwhile, there is nothing about this topic that is not important.

Persuasive Essay: Brainstorming Worksheet

Review all six brainstorming strategies within Chapter 2 of the ebook (pages 17-19).

• Free Writing
• Breaking Down a Topic
• Listing
• Mapping/Webbing
• Three Perspectives
• Journalistic Questions

The “How Should I Brainstorm?” section within in the media piece “The Persuasive Writing Process” also reviews some of the strategies above. Access “The Persuasive Writing Process” in the Course Materials.

Assignment Directions:

1. Choose three ways to brainstorm from the list above.
2. Brainstorm about the topic of your Persuasive Essay using each of your chosen three methods. Each brainstorming session should last at least 10 minutes in length.
3. Document the information from your brainstorming sessions in the space provided below. The information for each brainstorm should be substantive in nature, providing further insight into your current knowledge on your topic.
4. If you choose to brainstorm by mapping/webbing, document your brainstorm, please use the Smart Art feature within Word to create the map.

Documentation of Brainstorm:

In the three sections below, write the name of the brainstorming strategy you selected and provide the information you came up with during your brainstorming sessions. Make sure your information is substantive and is on your essay topic. Please do not write about the brainstorming strategies in general.

Brainstorm One: Free thinking

The effects of genetically modified (GMO) crops such as corn have met great scientific and public attention because such crops are a significant portion of what the American people eat

Brainstorm Two: listing

Genetic modification increases corn yields by a significant percentage bey addressing the two major problems and pests and weeds

Brainstorm Three: Breaking down a topic

With genetic modification of food crops, the world could produce one fifth less farmland to produce the food it needs.

References

• Dunn, S. E., Vicini, J. L., Glenn, K. C., Fleischer, D. M., & Greenhawt, M. J. (2017). The allergenicity of genetically modified foods from genetically engineered crops: a narrative and systematic review. Annals of Allergy, Asthma & Immunology, 119(3), 214-222. https://doi.org/10.1016/j.anai.2017.07.010
• Fernbach, P. M., Light, N., Scott, S. E., Inbar, Y., & Rozin, P. (2019). Extreme opponents of genetically modified foods know the least but think they know the most. Nature Human Behaviour, 3(3), 251-256. https://doi.org/10.1038/s41562-018-0520-3
• Hakim, M. P., Zanetta, L. D. A., de Oliveira, J. M., & da Cunha, D. T. (2020). The mandatory labeling of genetically modified foods in Brazil: Consumer’s knowledge, trust, and risk perception. Food Research International, 132, 109053. https://doi.org/10.1016/j.foodres.2020.109053
• Lefebvre, S., Cook, L. A., & Griffiths, M. A. (2019). Consumer perceptions of genetically modified foods: a mixed-method approach. Journal of Consumer Marketing. https://doi.org/10.1108/JCM-12-2016-2043
• Pham, N., & Mandel, N. (2019). What influences consumer evaluation of genetically modified foods?. Journal of Public Policy & Marketing, 38(2), 263-279. https://doi.org/10.1177/0743915618818168

 

Grand Canyon University Disability Comparison Template Worksheet

Grand Canyon University Disability Comparison Template Worksheet

Special education teachers are part of the assessment team that determines eligibility for special education services.

There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). For each of these disability categories, educators must have general knowledge of the guidelines for eligibility, characteristics, causes, effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents/guardians.

Additionally, there are specific conditions, such as dyslexia, that are included within each of the broad categories, and special education teachers must be well informed about the potential effects on learning for each specific disorder Grand Canyon University Disability Comparison Template Worksheet.

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Use the information in the textbook and study materials to complete the “Disability Comparison Template” to summarize information for the categories of disability under IDEA as well as for common, specific learning disabilities v. The first category, Autism, is completed for you.

APA format is not required, but solid academic writing is expected.

Categories of Disability Under Part B of IDEA | Center for Parent Information and Resources (parentcenterhub.org)

Identification of Specific Learning Disabilities | LD Topics | LD OnLine

spd_500_rs_disability.docx 

Inclusive Education: Bridging the Gap for Students with Disabilities

Inequality and its consequences in individual lives have been a matter of sociological and economic research for a long time. With rising cases of inequalities, research across multiple disciplines stresses the significance of education in shaping social and health outcomes while reducing socioeconomic disparities. Education has long been regarded as an equalizer where positive returns following education are recognized at individual and societal levels (Bernardi & Plavgo, 2019). 

Regarding special education, there have been debates on the most effective education settings for students with disabilities. The dichotomy between inclusive education and segregated classrooms has stirred considerable discussion and research. For this position paper, I propose to focus on the complexities of inclusive education, presenting a nuanced perspective that advocates for the benefits of inclusive education. I am passionate about advocating for equal educational opportunity and firmly believe that inclusive education is the foundation for fostering an inclusive society.

Background Information

Every child has the right to quality education and learning. Globally, approximately 240 million children have disabilities (UNICEF, 2020). Children with disabilities have ambitions and dreams for their future, just like all other children. Children with disabilities should access quality education that will enable them to develop skills and realize their full potential (UNICEF, 2020). Nonetheless, children with disabilities are frequently disregarded in legislation, limiting their access to education and capacity to engage in social, economic, and political life. Children with disabilities are more likely to be absent from school across the world because of impediments to education caused by prejudice, stigma, and the habitual failure of decision-makers to include disability in school services.

An inclusive education is the most successful strategy for ensuring that all children have an equal opportunity to attend school, learn, and acquire the skills they need to flourish (UNICEF, 2020). Inclusive education entails all students attending the same classrooms and schools. An inclusive education system allows students from all backgrounds to study and grow alongside one another, benefiting all. Inclusive education is rooted in the belief that all students should have the right to access the same educational opportunities regardless of their abilities (UNICEF, 2020). There has been a traditional model of segregated classrooms that allows placing students with disabilities in separate classrooms or schools, leading to isolation from their peers without disabilities.  

Research-Based Supporting Evidence

Significant research has been done to evaluate the positive outcomes linked to inclusive education. Individuals with disabilities have a fundamental right to education. The inclusion of disabled children in school has been linked to several advantages, including increased social involvement and improved future career chances (Hunt et al., 2021). Financial and non-financial positive outcomes have been linked to educational inclusion for disabled individuals. Including individuals with disabilities in lifelong learning, that is, education beyond the school years encompassing non-formal education and life skills education, is essential for individuals to support the optimization of development (Hunt et al., 2021).

Due to the benefits of inclusive education for individuals with disabilities, there is a need to address barriers to inclusion regarding experience in school, school attendance, and educational outcomes. The barriers operate at the level of the system (lack of policy), family/child (poor health), and school (lack of infrastructure or skilled teachers) (Hunt et al., 2021).

There are proponents that inclusive education offers more educational opportunities for children with disabilities and decreases discrimination and stigmatization with peers and within the community. Children with disabilities who have access to an inclusive learning environment have higher rates of high school completion and college enrollment. According to Fernández-Batanero et al. (2022), inclusive education provides the opportunity for empowering individuals with disabilities, and it is an opportunity to remove barriers to learning and participation for all learners. The research acknowledged that educational exclusion and discrimination practices continue to exist in all education systems, posing inherent hurdles to advancement in inclusive education.

Achieving an inclusive education system is complex as the transformation involves multiple settings and stakeholders, including parents, teachers, students, government, and community members. Parents are critical in supporting and promoting inclusion, as they have advocated for including children with disabilities in mainstream education (Tryfon et al., 2019). However, inclusive education has been linked to significant benefits, so it is critical to acknowledge the counterarguments. Some researchers have argued against inclusive education by claiming that it may pose challenges in meeting the diverse needs of students with disabilities (Leijen et al., 2021). The proponents of segregated learning claim that it permits specialized instruction tailored to the unique needs of students with disabilities.

Current discourse contends that children with special needs have the right to the best education possible, which can be best given by highly educated workers in specialized schooling and sometimes segregated surroundings. The success of inclusive education is called into question when the teacher does not give adequate assistance and direction on how to engage with kids with special needs and the rest of the students simultaneously (Leijen et al., 2021). If the case teacher fails to address the requirements of students with special needs, it may result in increased behavioral difficulties, dropout rates, and developmental delays.

Examination of Strengths and Weaknesses

Though the inclusive education approach has been linked to significant strengths, there are weaknesses that it possesses that cannot go unrecognized. The strengths linked to inclusive education include fostering social integration and promoting a sense of belonging (Triviño-Amigo et al., 2022). Children with disabilities can interact with others while participating in public life and establish friendly relations with other children following the approach. The strengths and abilities of children with disabilities can be focused on following the approach. Inclusive education allows children without a disability to form a tolerant attitude and a natural perception of children with different characteristics. Teachers can also benefit by mastering various pedagogical techniques for effective work considering individual needs.

The weakness of inclusive education is that the learning settings may lack the necessary resources and support system to cater to the diverse needs of students with disabilities. There are also concerns about the potential negative impact on the academic performance of non-disabled students in inclusive settings (Szumski et al., 2022). The weaknesses call for more initiatives that can be implemented in learning centers to promote inclusive learning.

Connection to Instructional Practices

Regarding instructional practices, implementing inclusive education calls for a shift in teaching strategies. To engage all learners and serve all children fairly, curricular obstacles must be removed, and educational goals must be presented in exciting ways. The essential elements that should be considered while designing an inclusive classroom and curriculum. Foremost, use universal design principles to create accessible classrooms. The principles were created from the desire to offer every student an equal opportunity for learning based on the idea that every individual has a unique learning style (Lathan, 2018). 

In addition, use a variety of instructional formats. The teachers should provide multiple means of representation. Though some students are visual learners, others may grasp information better when presented via text, spoken orally, or taught via kinesthetic learning (Lathan, 2018). Combining the approaches can work best for some students. The diversity in teaching method not only support the needs of children with disabilities but also provide diversity of instruction to the entire classroom, offering each student an opportunity to learn in the way they do best.

Moreover, be aware of the student Individualized Education Program (IEP) or 504 plans (Lathan, 2018). The approach allows the creation of an equitable learning environment for everyone. Finally, create a behavioral management plan. The approach helps the teacher be prepared for the inevitable moments when students exhibit disruptive behaviors, understanding that some behaviors have fewer consequences than others (Lathan, 2018). Sharing the behavior plan with children and parents ensures that everyone knows the expectations and consequences of not meeting the expectations. All the identified initiatives can be achieved through professional development programs and ongoing support to empower teachers with the skills and knowledge necessary for successful inclusive learning.

Conclusion

The debates between inclusive and segregated education for students with disabilities are multifaceted. However, inclusive education aligns with equality and social inclusion; it is critical to recognize its challenges and address them proactively. A balanced approach that combines the strengths of both models can pave the way for a more inclusive and equitable education system. Achieving this requires implementing a comprehensive plan, including teacher training, resource allocation, and continuous research to refine and improve inclusive practices regularly. It is time to bridge the gap and create a learning environment that celebrates diversity and empowers all students to reach their full potential.

References

Bernardi, F., & Plavgo, I. (2019). Education as an equalizer for human development? https://cadmus.eui.eu/bitstream/handle/1814/68580/hdr_19_bp_education_as_equalizer.pdf?sequence=2&isAllowed=y

Fernández-Batanero, J. M., Montenegro-Rueda, M., & Fernández-Cerero, J. (2022). Access and Participation of Students with Disabilities: The Challenge for Higher Education. International Journal of Environmental Research and Public Health, 19(19), 11918. https://doi.org/10.3390/ijerph191911918

Hunt, X., Saran, A., White, H., & Kuper, H. (2021). PROTOCOL: Effectiveness of interventions for improving educational outcomes for people with disabilities in low? and middle?income countries: A systematic review. Campbell Systematic Reviews, 17(4). https://doi.org/10.1002/cl2.1197

Lathan, J. (2018). 4 Proven Inclusive Education Strategies for Educators + 6 Resources. University of San Diego. https://onlinedegrees.sandiego.edu/inclusive-education-strategies/

Leijen, Ä., Arcidiacono, F., & Baucal, A. (2021). The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All. Frontiers in Psychology, 12(1). https://doi.org/10.3389/fpsyg.2021.633066

Szumski, G., Smogorzewska, J., & Grygiel, P. (2022). Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter? PLOS ONE, 17(7), e0270124. https://doi.org/10.1371/journal.pone.0270124

Triviño-Amigo, N., Mendoza-Muñoz, D. M., Mayordomo-Pinilla, N., Barrios-Fernández, S., Contreras-Barraza, N., Gil-Marín, M., Castillo, D., Galán-Arroyo, C., & Rojo-Ramos, J. (2022). Inclusive Education in Primary and Secondary School: Perception of Teacher Training. ProQuest, 15451. https://doi.org/10.3390/ijerph192315451

Tryfon, M., Anastasia, A., & Eleni, R. (2019). Parental perspectives on inclusive education for children with intellectual disabilities in Greece. International Journal of Developmental Disabilities, 67(6), 1–9. https://doi.org/10.1080/20473869.2019.1675429

UNICEF. (2020). Inclusive education. Www.unicef.org. https://www.unicef.org/education/inclusive-education#:~:text=Inclusive%20education%20means%20all%20children

Guidelines for Brochure Evaluation Sample Paper

The educational content part is arguably the most important part of a brochure. This is because the part carries the information that is to be communicated and thus should be handled with utmost care and consideration. When vaguely presented, it could lead to misinformation, ambiguity, or even fail to reach the targeted audience. The brochure in this case is supposed to share information and sensitize about taking care of Urinary Tract Infections (UTIs). This paper therefore to evaluates the brochure for its design and readability.

According to Bernier and Yasko’s model, one of the key points to check in Printed Educational Materials (PEMs) is if the purpose of the material is clear to the target group. In the brochure, the title clearly states that the material is intended to discuss taking care of UTIs. The audience is thus prepared for the kind of content they should expect from the material. Secondly, the material’s learning objectives should relate to the intended outcome (Bernier & Yasko, 1991). Notably, the learning objectives and the intended outcome of the brochure are not indicated on it.

Nevertheless, the title guides that the article will be about how to take care of UTIs, and hence the intended outcome is to make people aware of how to respond to the disease. Fundamentally, the first page of the brochure outlines ways of taking care of infections such as using home remedies, how to avoid them and when to see a health care provider. Such information offers valuable guidance on how to prevent and manage the infection, which is the core purpose of the brochure.

Further, a PEM should only cover the essential information while additional information should be segregated from the main points and given in a special section or the appendices.  According to Bernier & Yasko (1991), the main points should be about 3-4 at most. The brochure has tried to adhere to this guideline where main points especially in the subheadings covering the first page are either four or five. However, the section on how to avoid UTI has 6 main points. Regarding supplementary information, the brochure has put sections inside the main material but within a box. Additionally, it is important to ensure that the information provided is verified by persons with experience in the field. The brochure is from ETR associates which is a renowned organization that is largely responsible for designing solutions for health equity.

In their article, Tuot et al, (2013) add more points on how to evaluate the educational content section in a PEM. First, the material should emphasize behavior and not just facts. Notably, the brochure is keen on advising on behaviors such as drinking water and checking on diet. Second, for readability, the material should use easy to read language where the 6th-grade reading level is recommended. Despite having scientific information, the brochure uses simple language that is easy to understand. Finally, the main points should be reviewed at the end of each page. Unfortunately, a review is not provided in the brochure.

Overall, the brochure can be said to have passed the design and readability test required for PEMs. The intended topic to be covered is clearly stated in the title giving the reader a glimpse of what to expect. Additionally, the main points are well outlined and supplementary information is provided in different sections. With the presentation, the brochure can thus be said to have achieved its objectives.

References

• Bernier, M. J., & Yasko, J. (1991). Designing and evaluating printed education materials: model and instrument development. Patient Education and Counseling, 18(3), 253-263. https://doi.org/10.1016/0738-3991(91)90134-Q
• Tuot, D. S., Davis, E., Velasquez, A., Banerjee, T., & Powe, N. R. (2013). Assessment of printed patient-educational materials for chronic kidney disease. American journal of nephrology, 38(3), 184-194. https://www.karger.com/Article/PDF/354314

H06 Health Records Management – Assignment 4

H06 Health Records Management – Assignment 4

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the “Assignment Format” page located on the Course Home page for specific format requirements.

A 30-year-old male is admitted to the hospital after an evaluation in the emergency room. After undergoing a series of blood tests and a kidney scan he is diagnosed with HIV/AIDS. After three days of receiving intravenous fluids and antibiotics, he is discharged home in fair condition.

The hospital uses electronic processes to retrieve and store patient records. If you were performing an analysis of this medical record, you would expect to find several documents and clinical evaluations. But before you do, you think about the application of The American Health Information Management Association (AHIMA) and its impact on documentation standards and how these types of cases may impact your career going forward. Explore the history of health information management (HIM) and the AHIMA organization and then answer the questions below.

Make note of the definition for HIM, and review AHIMA’s history, mission, and future predictions. Then, discuss documentation guidelines developed by AHIMA, and how they would apply to the scenario described above.

Describe how the recent and future technological changes in health records management has/will impact your chosen career path as a health care professional. You may use the AHIMA website as a resource (www.ahima.org).

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H06 Health Records Management – Assignment 4 Instructions

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.

H1N1 epidemic Assignment 5

H1N1 epidemic Assignment 5

The following video is about “Emergency Preparedness in Public Health: The H1N1 Example”

What were 3 lessons that public health departments learned from the H1N1 epidemic addressed in the film?

Do you believe that environmental health departments in the U.S. are currently well prepared to handle chemical or biological bioterrorism disasters?

Explain your answers and provide evidence to support your statements

Preview YouTube video Emergency Preparedness in Public Health: The H1N1 Example

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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.

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 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.

Also Read:

• NURS6521 Week 3 Quiz Latest 2017 Homework
• NURS 5323 Week 3 MSN Personal Clinical Objectives Assignment
• NRS 465 Evidence-Based Patient-Centered Needs Assessment Project
• NRS 460 Complex Disease Management and EBP Assignments
• NRS 455 Pathophysiological Processes of Disease Essay
• NURS 6052 Evidence-Based Week 6

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.

Handling a Hostile Coworker Sample Discussion

Dr. Connor is undoubtedly a good doctor who is committed to his job, however, his anger and drinking issues could ruin his relationship with coworkers and the supervisor. These issues can be handled by different individuals including the manager, supervisor, human resource manager (HRM), and coworkers. In such situation, coworkers should first document the behavior of the employee while giving the chronology of events (Buljac-Samardzic et al., 2020).

In this case, the coworkers should then tell Dr. Connor how his behaviors affect them and observe how he responds. If he fails to correct, they should report to the supervisor or HRM who will talk to him about the code of conduct. Finally, the manager will discuss with Dr. Connor and may decide to reprimand him for his behaviors. On the other hand, the janitor played a role in aggravating the fight. He directly attacked Dr. Connor yet he knew he had anger issues. When handling individuals with anger issues, it is advisable that one remains calm and addresses the other person cautiously while avoiding outbursts.

Role of Anger Management Education

Dr. Connor should be referred to the anger management team who will help in handling his anger issues. Anger management is made up of specialized trained individuals who deal with behavior modification in people with anger issues (Jalil & Dickens, 2018). Further, according to Kfouri & Lee (2019), any individual with anger issue can benefit, however, it is directed specifically to people who are violent offenders, those who bully others, those with substance dependence, and mentally ill people with anger issues.

Individuals in this therapy are engaged in constructive responses that help in identifying triggers to anger. They are trained to understand how anger interacts with their body and the emotional response that ensues. Furthermore, the therapist used special techniques such as meditation, relaxation strategies, frustration management, impulse control, and self-awareness in the management of anger (Yang et al., 2017). The ultimate goal is to reduce and control anger. This helps in reducing both psychological and physical effects caused by anger.

References

• Buljac-Samardzic, M., Doekhie, K. D., & van Wijngaarden, J. D. H. (2020). Interventions to improve team effectiveness within health care: a systematic review of the past decade. Human Resources for Health, 18(1), 2. https://doi.org/10.1186/s12960-019-0411-3
• Jalil, R., & Dickens, G. L. (2018). A systematic review of studies of mental health nurses’ experience of anger and of its relationships with their attitudes and practice. Journal of Psychiatric and Mental Health Nursing, 25(3), 201–213. https://doi.org/10.1111/jpm.12450
• Kfouri, J., & Lee, P. E. (2019). Conflict among colleagues: Health care providers feel undertrained and unprepared to manage inevitable workplace conflict. Journal of Obstetrics and Gynaecology Canada, 41(1), 15–20. https://doi.org/10.1016/j.jogc.2018.03.132
• Yang, L.-Y., Yang, Y.-Y., Huang, C.-C., Liang, J.-F., Lee, F.-Y., Cheng, H.-M., Huang, C.-C., & Kao, S.-Y. (2017). Simulation-based interprofessional education to improve attitudes towards collaborative practice: a prospective comparative pilot study in a Chinese medical center. BMJ Open, 7(11), e015105. https://doi.org/10.1136/bmjopen-2016-015105