response 4

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Question Description

Hi, I have 3 of my classmates’ posts. I need you to respond to each one separately. Also, one source at least for each one of them. Don’t write about how good their posts or how bad. All you need to do is to choose one point of the post and explore it a little bit with one source support for each response. The paper should be APA style.

The question was: Recovery is an essential part of disaster management. However, it is not well supported. I am an elected official that sees far more value in response assets than recovery needs. Change my mind on the need for recovery.

What role does community and economic development play in recovery?

This is the first classmate SA post need to respond:

Community development plays a key role in recovery based on the fact that the first responders in the event of a disaster are the communities. Community-based approaches have been in existence for a long time and it is through the evolution of the state government that new technologies have been introduced to assist communities in an organized way in the event of a disaster.

Since the communities are the first responders, the core of any risk reduction approach should be the community-based risk reduction. Community-based disaster risk management is often defined as an approach taken to reduce vulnerabilities and to strengthen the capacity of individuals so that they can effectively cope with hazards. By doing so, they aim to hasten recovery, minimize human suffering and reduce vulnerabilities while increasing the capabilities of vulnerable communities and groups for the prevention or minimization of loss and damage to life. This ensures that community participation is enhanced before a disaster occurs and they can be involved actively during the relief, search and rescue, and post-disaster recovery.

Economic development also plays a key role in recovery. It is widely known that disasters result in a very high cost of damage to families, business and governments. As a result, economic development will be deprived of funds to clean up and recover after a disaster. Disasters often damage the infrastructure leading to a series of indirect and direct losses. This will, in turn, result in a disruption of the services and production thus crippling the entire economy. As a result, most governments put into consideration economic development when developing a comprehensive disaster mitigation policy. Therefore, this measure will result in economically resilient and sustainable communities ready to recover economically after a larger-scale disaster.

References

Emergency Management Australia (2003): Community Development in Recovery from Disaster.

Australian Emergency Manual Series.

Shaw R. (2016): Community-Based Disaster Risk Reduction. Oxford Research Encyclopedia

Of Natural Hazard Science.

This is the 2nd classmate ABDU H post need to respond:

Managing disaster recovery remains an integral part of helping communities handle serious emergencies. In most cases, the recovery process will involve and engage external service responders to a significant degree. Despite the fact that some people will argue that response assets have more value, recovery needs are more important. Recovery focuses on safety and wellbeing of the victims and other people affected to minimize the emergency itself. It eliminates or reduces the threat of more injuries or damages and re-establishes external services to help victims resume a normal life. Recovery tries to build social capital, special networks, and emergency response teams needed for post-disaster recovery and resilience (Sadri et al., 2018).

Community and economic development play an important role in the recovery process. The recovery and rebuilding after an emergency require local opinions, assets, and resources to establish a community-based collaborative action (Kusago, 2019). The community builds a variety of networks which connect people. Many of the people from these networks have goodwill towards other members and in some instances, they have the skills, motivation, and relationships to aid the community engagement in the recovery process. Economic development leverages private resources, together with public capital and community-based experience, to provide basic needs, drive growth, and offer opportunities during the recovery (Haddow, Bullock, & Coppola, 2017). At the early stages of post-disaster recovery, grants can help eligible organizations create economic recovery and resiliency plans for the community through funded disaster recovery coordinators. Often in parallel with planning and technical assistance, economic development helps in capitalizing or recapitalizing to provide gap financing, support new developments, finance construction of new or repair of infrastructure, as well as enhancements, to diversify economies and strengthen resilience to future disasters.

References

Abramson, D. M., Grattan, L. M., Mayer, B., Colten, C. E., Arosemena, F. A., Bedimo-Rung, A., & Lichtveld, M. (2015). The resilience activation framework: a conceptual model of how access to social resources promotes adaptation and rapid recovery in post-disaster settings. The journal of behavioral health services & research, 42(1), 42-57.

Haddow, G. D., Bullock, J. A., & Coppola, D. P. (2017). Introduction to emergency management. Butterworth-Heinemann.

Sadri, A. M., Ukkusuri, S. V., Lee, S., Clawson, R., Aldrich, D., Nelson, M. S., & Kelly, D. (2018). The role of social capital, personal networks, and emergency responders in post-disaster recovery and resilience: a study of rural communities in Indiana. Natural hazards, 90(3), 1377-1406

This is the 3rd classmate TAR post need to respond:

Recovery is the last phase of disaster management. It ensures that the society or community affected by a disaster has resumed to normalcy. Community and economic development play a critical role in this process. Whenever an accident happens, the community is the first one to learn about it. Because of this, the community is in a position to respond before government machinery. Therefore, the community acts as a first responder.Additionally, people residing in the community are the most vulnerable (Miller, 2009). For this reason, there should be adequate preparedness at the community level. When this is done, the community will be able to respond to emerging disasters quickly and adequately. This reduces the vulnerability of the community members.

Moreover, the community maintains an early-warning system. Essentially, recovery from a disaster is easy when individuals in the society are aware of an emergency. A warning system helps to ensure promote this awareness. A community needs to develop connections or networks that will maintain the early warning systems (Glarum, Birou & Cetaruk, 2010). Once the warnings produced by this system reach individuals at risk, those individuals respond to the disaster appropriately. Nevertheless, the warnings can only be adequate when there are trusted partnerships and cooperation between community leaders. The community usually participates in the recovery from disaster through community empowerment. Typically, when an emergency occurs, it is the community that feels its impacts most. In this regard, the community empowerment improves the capacity of the community to threats (Glarum, Birou & Cetaruk, 2010). Unfortunately, most of the community empowerment programs associated with disaster recovery have short-term goals. Therefore, they are not sustainable. To increase sustainability, the government and non-governmental organizations should build the local capacities of local people based on long-term goals. A community evaluates the disaster that has happened. Subsequently, it informs the recovery strategy to be used. In this regard, the disaster management team seeks the experiences of the community members. After analyzing these experiences, it comes up with decisions and plans to manage the situation (Miller, 2009).

Therefore, the community plays a major role in providing information that will be used in devising an appropriate approach for maintaining recovery. Furthermore, economic development plays an essential role in recovery from a disaster. When an emergency occurs, the economy is destroyed. Subsequently, this affects the economic well-being of society. To recover from this, the disaster management team should focus on economic development (Glarum, Birou & Cetaruk, 2010). This can be done by compensating. The damages that people have gone following the disasters. This enables people to get back to normalcy. Indeed, a community that is less economically developed is vulnerable to disaster.Economic development increases the community preparedness to disaster. Economic development improves community capacity to respond to emergencies. This is because there will be mechanisms in place to mitigate adverse events. More so, there is excellent communication among members of the community. Hence, it becomes easy to coordinate recovery processes. This implies that government and non-government organizations should focus on developing the economy of the community as part of disaster management (Miller, 2009). Indeed, a community that is economically developed is more organized and this reduces the risk of disaster. Moreover, members who are economically developed will be able to recover quickly from a disaster than those who are poor.

References

Glarum, J.F., Birou, D., & Cetaruk, E. (2010).Hospital emergency response teams: triage for optimal disaster response.Burlington, MA: Butterworth-Heinemann.

Miller, D.A. (2009).Disaster response.Detriot: Greenhaven Press.

What is nursing practice?

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Question Description

Assessment 1

Come up with responses to my classmates forum postes

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Question Description

These are all on the same topic. I just have to formulate different responses to my classmates forum posts. These are what they wrote. find articles relating to what they wrote and ask them a question to respond to to promote discussion. Here is the original question that was asked. Come up with a paragraph response and be sure to ask them a question back.

Original question asked: Group G students will be responsible for utilizing tertiary, secondary and primary literature for initiating and answering the following questions about nephrolithiasis (kidney stones) What is in current lay literature and newspapers regarding Kidney stones?

Come up with a different formulated response to these classmates forum posts

classmate 1: Bre

Primary literature regarding nephrolithiasis

I found a 5-year randomized prospective study. The aim of the study was to see how much of a risk urine volume factors in patients nephrolithiasis was. They took 199 patients who had already had one idiopathic calcium stone. They randomly split the participants into two groups and followed them for five years. One group was a controlled group and the other was involved in a high intake of water. The patients were evaluated every year for five years. They concluded from their study that increasing your urine volume can decrease the prevalence of kidney stones. They also believe that taking in more water should be the first line therapy in preventing future occurrences. In the 5-year time frame 12 participants in the experimental group had another episode involving kidney stones. The control group had 27 participants who had another kidney stone. I would like to see the study done with much more participants in each group, which I think could be possible. It is an easy study to replicate and doesn’t involve much risk to the participants. It makes sense from a physiology standpoint that more water intake would help with preventing kidney stones. Drinking more water ultimately dilutes the substances in your urine that could cause a stone. I also think dietary changes should be involved with the increase in water intake, an example would be to cut out things that could dehydrate the body, such as caffeine.

Reference:

Borghi L, Meschi T, Amato F, Briganti A, Novarini A, Giannini A. Urinary volume, water and recurrences in idiopathic calcium nephrolithiasis: a 5-year randomized prospective study. J Urol. 1996 Mar;155(3):839-43.

Secondary literature regarding nephrolithiasis

The article I found while researching was very insightful. Kidney stones are rising in the United States every year and is already affecting a little over five percent of adults in America. Out of all the chronic kidney conditions nephrolithiasis is 2nd most common under hypertension. Something I found interesting was that kidney stones are more common in men than in woman. Since I have been married to my wife, she has had kidney stones twice, and it was tough to see her go through it. I know of multiple woman in her family who also are prone to getting kidney stones. This has been my only exposure to kidney stones, personally so it came as a surprise that it is more prevalent in men than woman, because I have only had women in my life experience them. The article also went into the difference between the stones in woman and men because there is a difference in the composition of the two. The composition also differs in children.

Classmate 2: Sha

Primary Literature – I found a prospective study which included the health professional follow-up study (HPFS), nurse’s health study (NHS1), nurse’s health study (NHS2). The study explored the association between history of kidney stones and risk of coronary heart disease. The study was conducted between 1986-2010 with 242,105 people: men(45,748), women(196,357). The men were followed for 24 years and the women for 18 years. At the conclusion of the study, 19,678 people reported kidney stones. The study showed no significance association in the men. However, in the female group a history of kidney stones did show an increased risk of coronary artery disease.

JAMA. 2013 Jul 24; 310(4): 408–415. doi: 10.1001/jama.2013.8780 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC40199…

Secondary Literature – I found a meta-analysis and systematic review of cohort studies that measured kidney disease and its association with diabetes, obesity, waist circumference, BMI, and physicial activity. The review searched PumMed and Embase up until 4/22/2018 for the studies and it consisted of cohorts with specific relationships. BMI and kidney stones (8 cohorts); waist circumference and kidney stones (5 cohorts); weight gain and kidney stones (3 cohorts); diabetes and kidney stones (10 cohorts); physical activity and kidney stones (4 cohorts). The review observed as of lately kidney, stones have been associated with heart disease. Since heart disease is associated with obesity and diabetes it makes sense to explore the possible connection that kidney stones could have the same risk factors. The study found that several reports of increased body mass index, greater waist circumference, weight gain and diabetes were associated with kidney stones. Eur J Epidemiol. 2018;33(11): 1033-1047

references: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC62089…

Tertiary Literature – I found a newsletter (reviewed by Univ of Illinois-Chicago, School of Medicine) from Medical News Today entitled, “How do you get kidney stones?”. Kidney stones are caused by calcification and build-up of certain materials inside the kidneys. Kidney stones form as a result of low water intake. When we don’t drink enough water to sufficiently dilute the urine, the urine becomes very acidic and form kidney stones. The newsletter reports that more men than women suffer from kidney stones and the average age is 30-50 in both. If you have a family history of kidney stones, you have a greater risk to develop kidney stones. To me, the newsletter echoes the same sentiment as the primary and secondary literature I read regarding certain risk factors. People who eat high protein and high sodium foods, have very little physical activity, are obese, and have hypertension are at much high risk to have kidney stones. https://www.medicalnewstoday.com/articles/154193.p…

classmate 3 ze
According to several articles, kidney stones are most commonly described as minerals and salts that form into hard deposits in your kidneys. There are several types of kidney stones calcium stones, cysteine stones, struvite stones and uric acid stones.

Calcium stones are the most common type of kidney stone and they have been linked to consuming foods with high oxalate content, metabolic conditions, medications such as topiramate and high doses of vitamin d. Cystine stones are the least common type of kidney stones, they are formed by too much cystine in the urine. Struvite stones are typically linked to people that get chronic urinary tract infections. The last type of stones are uric acid stones. Having a diet high in animal protein, being overweight, having gout and being diabetic may result in Uric acid stones.

One of the biggest risk factors for all types of kidney stones is dehydration. Having concentrated urine makes it more likely for stones to form. Increasing your fluid intake will dilate the urine and help keep salts dissolved.

The following medications have been known to help patients with kidney stones –thiazide diuretics, allopurinol, potassium citrate, acetohydroxamic acid and cysteine binding drugs.

Most kidney stones are passed without any type of treatment, however depending on the severity of the stone surgery may be necessary.

MSN-FP6105 Assessment 1: Learning Theories and Diversity

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Question Description

Create a 5–7-page high-level teaching plan for a diverse learning environment that is designed around an appropriate educational theory.

Note: Assessments in this course build on each other and must be completed in sequential order.

When beginning to design a course, nurse educators need to identify the learning theory or theories that will form the foundation of a course’s design, and to consider the needs of the population of learners who will take the course.

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

  • Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
    • Describe the diversity of an intended group of learners.
  • Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
    • Identify a learning theory that applies to a selected educational topic and audience.
  • Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
    • Justify the application of a learning theory in a particular context.
  • Competency 4: Integrate best practices for classroom management
    • Describe evidence-based strategies for managing conflicts that could arise in a diverse classroom.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
    • Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.

    Assessment Instructions

    Note: Assessments in this course build on each other and must be completed in sequential order.It is important to consider the role of diversity and learning environments when selecting appropriate theories and approaches for a desired learning outcome. For this assessment, you will implement these considerations in an educational environment of your choosing.

    Preparation

    • Take time to review educational theories that you have studied in prior courses or used in your work. Do additional research on educational theories and approaches as necessary.
    • Optional: Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

    Instructions

    For this assessment, you will create a 5–7-page high-level teaching plan in which you do the following:

    • Select a topic for a course that you would like to teach in an educational environment. (For example, maybe you would like to be a nursing instructor in an institution of higher learning, a staff development educator in a clinical facility, or a patient educator in a hospital.) Briefly describe your course and the environment that you will utilize for teaching. Also describe the intended audience for your course.
    • Select an educational theory that you could use to guide the development of your course. Describe the key points of the theory you selected and explain why you think this theory fits the topic, audience, and context of your course.
      • Be sure to cite textbooks or articles from peer-reviewed journals to support your choice.
    • Identify and discuss potential diversity in the group that you anticipate teaching. (Diversity can include multiculturalism, age, gender, ethnicity, socioeconomic status, Limited English Proficiency (LEP), or other cultural barriers that you feel could impact your learning environment.)
    • Use current research to describe how you will address these issues in your learning environment.
    • Describe how you will manage conflict in the classroom that may arise from the anticipated diversity among learners.

    Additional Requirements

    • Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
    • Length: 5–7 pages, plus a title page and a references page.
    • Use correct APA format, including running head, page numbers, and a title page.
    • Writing should be free of grammar and spelling errors that distract from content.

    Suggested Resources

    The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

    Learning Theories
    Learning Environment

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    Teaching Styles and Strategies
    Learner Diversity and Cultural Sensitivity

community health wk 1

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Question Description

This discussion board is aligned with the module objective “describe basic concepts/principles of community/public health.”

As part of the discussion you will:

  • Compare and contrast community health/public health nursing practice with hospital base nursing practice in terms of core functions and essentials services

Your initial post must be posted before you can view and respond to colleagues, must contain minimum of two (2) references, in addition to examples from your personal experiences to augment the topic. The goal is to make your post interesting and engaging so others will want to read/respond to it. Synthesize and summarize from your resources in order to avoid the use of direct quotes, which can often be dry and boring. No direct quotes are allowed in the discussion board posts.

2 days ago

description 1 pages, Single Spacing account_balance Columbus State Community College

Microtutor_Burchu

What’s up fam? Looks like we’ll be working together again! Any more stuff I should know before I start?

2 days ago

Any other instructions you would like to add?

2 days ago

acheamax (hidden)

Pls follow instruction and references within 5 yrs pls.

2 days ago

seen

Microtutor_Burchu

Will keep that in mind, thanks again for trusting me with your work. Will keep you updated with the progress

2 days ago

acheamax (hidden)

ok thank you.

2 days ago

seen

Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.Initial Post: Minimum 200 words excluding references (approximately one (1) page)

2 days ago

seen

  • COMMUNITY/PUBLIC HEALTH NURSING

    Image of book cover

    Title Community/Public Health Nursing
    Author Mary A. Nies; Melanie McEwen
    ISBN 978-0-323-52894-8
    Publisher Elsevier – Health Sciences Division
    Publication Date October 1, 2018
    Binding Trade Paper
    Type Print
    Price $118.00
    Required

  • PUBLICATION MANUAL OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION

    Image of book cover

    Title Publication Manual of the American Psychological Association
    Author American Psychological Association Staff
    ISBN 978-1-4338-0561-5
    Publisher American Psychological Association
    Publication Date July 15, 2009
    Binding Trade Paper
    Type Print
    Price $28.95
    Required

  • COURSE RESOURCES

    Healthy People 2020https://www.healthypeople.gov/

2 days ago

seen

Microtutor_Burchu

perfect, thanks again for this information any other thing you would like to add..?

2 days ago

acheamax (hidden)

No pls

2 days ago

seen

Microtutor_Burchu

Thank you, Will keep you updated with the progress

2 days ago

Still working on it. Expect it on time

2 days ago

Attached.

2 days ago

community_health_vbv_b.docx

check_circle Microtutor_Burchu marked this question as complete.

2 days ago

There it is, kindly let me know if the answer meets your expectations or it needs any adjustments I will be ready to fix. Thank you very Much, I am looking forward to work with you Again. Invite me in your future questions.

2 days ago

Pleasure working with you. Thank you for choosing Studypool. Let me know if you need revisions. Stay awesome! Remember, Studypool can also help with Business research, Translation and HTML/CSS!

1 day ago

acheamax (hidden)

Am wandering how to let you respond to someone’s discussion without loosing these information.

12 mins ago

seen

Microtutor_Burchu

paste them here buddy

10 mins ago

acheamax (hidden)

Katelynn Akers

Principles of Community Health

Nurses have the opportunity to work in many different types of setting. In this discussion board, I will discuss two different types of settings a register nurse can work in and how these two settings are similar and different in functions and services.

Two types of settings that a nurse can work in are community health and hospital base settings. Community health nursing focuses on community settings such as schools, health care centers, senior centers and homeless shelters. The nurses in community health can practice as individual nurses. These nurses are responsible for health promotion, prevention of illnesses and diseases and early detection of these diseases (Nies & McEwen, 2015). Because community nurses work independently, these nurses have more autonomy and can make clinical decision based upon their assessment (Hunt, 2013). Community health education is continuous. These nurses typically build deeper relationships with the people in the communities that they are working with. There are many differences between community health nursing and hospital base nursing.

Hospital base nursing deliver care in a hospital setting. Nurses that work in the hospital settings are taking care of individuals that are already diagnosis with an illness or a disease. Nurses do not function independently in the hospital. There is a medical team that drives patient care but, physicians typically make the final decision in medical treatments. Nurses and patients build therapeutic relationships based on the amount of time the patients are hospitalized for.

Despite the many differences in the two settings, there are some similarities as well. Community health and hospital-based nursing focus on the health promotion and treatment of patients. Nurses are responsible for assessments and education in order to care for the patients and community as best as they can. Communication is key in both settings for the nurses to build a relationship between the patients and members of the community.

Regardless of working in community health or health base setting, nurses promote and protect the patients, families and communities’ health and wellness in their time of need, while preventing pain and suffering in a healing environment (ANA, 2015).

References

American Nurses Association. (2015). Nursing: Scope and standards of practice. (3rded.). Silver spring, MD: American Nurses Association.

Hunt, R. (2013). Introduction to community-based nursing. Philadelphia: Wolters Kluwer

Health/Lippincott Williams & Wilkins.

Nies, M.A., & McEwen, M. (2015). Community/public health nursing. St Louis: Elsevier Saunders.

6 mins ago

seen

minimum of 100 words

6 mins ago

seen

Microtutor_Burchu

anything else

5 mins ago

acheamax (hidden)

reference at least one peer review and the resourses

5 mins ago

seen

How do I make the payment

4 mins ago

seen

Microtutor_Burchu

just post a question and write resposne discussion post and invite me for that

2 mins ago

acheamax (hidden)

Your working on an assignment for me, I can also add it to it

1 min ago

seen

Microtutor_Burchu

I think its not that possible its quite a fast thing , just post it up if you dont mind

few seconds ago

acheamax (hidden)

ok

few seconds ago

seen

MSN-FP6105 Assessment 4: Assessment Strategies and Complete Course Plan

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Question Description

Create a 12–15-page complete teaching plan, synthesizing previous work with an assessment plan for the course to create a cohesive whole.

Note: Assessments in this course build on each other and must be completed in sequential order.

Assessment is a key to teaching and learning. In this assessment, you will select meaningful ways to assess the teaching and learning in the course you have been designing, and will tie together each of the parts of your course design.

The Assessment 4 Context document contains important information about the following topics:

  • Teaching and Technology.
  • Assessment Practices.
  • Evidence-based Teaching.
  • Best Practices in Nursing Education.

Assessment Instructions

Note: Assessments in this course build on each other and must be completed in sequential order.

For this assessment, you will build an assessment plan of your own that fits with your course plan. Your assessment plan should blend seamlessly into the course components that you have already designed. To that end, you will consolidate the work you have already completed in earlier assessments with the assessment plan here in order to create a clear, concise, focused teaching plan that meets the needs of the content, learner population, and environment.

Preparation

Take time to reflect on the following questions as you craft your assessment plan for your course, conducting additional research as necessary.

What types of assessment do you believe are most appropriate for your educational topic and intended audience?

  • How will you evaluate whether or not learning outcomes were accomplished?
  • Do the assessments you selected support cultural competence?
  • How will the assessments demonstrate that learning has occurred?
  • As you select the assessments that you will use, what is your rationale for the type of assessments you will use? Explain how these assessments support differences in learning styles (visual, auditory, kinesthetic)?

Also, before completing your final, complete course plan, be sure to make any necessary changes or improvements based on what you have learned over the course overall.

(Optional) Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

Instructions

Create a complete teaching plan for your course that fuses together all previous course components and includes the addition of a detailed assessment plan.

Your complete teaching plan should provide:

  • An overview of the course topic, environment, and learner population.
  • An explanation of the learner outcomes for the course as well as the learning theory or theories that are the foundation of the course.
  • An incorporation of evidence-based best practices to enhance learner motivation in your selected learning environment and format.
  • An integration of appropriate teaching strategies, techniques, and learner outcomes for nursing and healthcare education for use in specific situations and populations and of evidence-based best practices for classroom and learner management.
  • A consideration of barriers to learning when designing and developing educational programs and an integration of cultural competence in nursing and healthcare educational offerings.
  • A logical, well-designed assessment plan that addresses these points:
    • A selection of assessment types that are most appropriate for the content, environment, and learner population.
    • An explanation of how you will evaluate whether or not learning outcomes were accomplished in the course, and how assessments will demonstrate that learners have learned as intended.
    • An analysis of how your selected assessment types support cultural competence as well as fit for learners with varied learning styles.

Organize your plan as follows:

  • Title page.
  • Table of Contents.
  • An overview of your course (topic, setting audience, and so on).
  • Learning Theories and Diversity (Assessment 1).
  • Teaching Strategies (Assessment 2).
  • Management and Motivation (Assessment 3).
  • Assessment Strategies (designed in this Assessment).
  • Summary.
  • References.
  • Appendices.

Your completed plan should be clear and flow together well. It should show cohesion, understanding, and the application of best practices, and all writing should be professional and free of errors.

Additional Requirements

  • Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
  • Length: 12–15 pages, plus a title page and a references page.
  • Use correct APA format, including running head, page numbers, and a title page.
  • Use and cite at least 10 references, and at least five of them from peer-reviewed journals that are not required for this course.
  • Writing should be free of grammar and spelling errors that distract from content.

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Preparation for Assessment

You are invited to practice in the Vila Health challenge simulation setting before beginning this assessment.

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Classroom Techniques and Strategies

Article Review and Critique Assignment

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Question Description

Purpose of the critiques: The purpose of research article critiques is to help you develop your ability to critically evaluate strengths and weaknesses of scientific research, specifically original research articles that are related to your area of interest (hopefully, they relate to your research proposal). An original research article is a data-based report of a research project in a scientific journal and typically includes the following sections: introduction with a statement of purpose and/or hypotheses, methods, results, and discussion. Review articles are not appropriate for this assignment.The article critiques give you an opportunity to select research papers of interest to you and explore these papers in depth.

Format for the written critique:Maximum length: 3 pages, excluding any pages devoted to relevant references, graphics, figures, tables, etc. Page 1 should serve as a cover page that shall include the full reference information for your target article (i.e., authors, year of publication, article title, journal, and pages) and your name. Pages 2-3 shall be dedicated to your review and critical analysis. Subsequent pages are reserved for a reference list that includes citations for any papers other than the target article that you cite in your narrative and any graphics, figures, tables, etc. that you want to include (there is no need to include content from the target article since you will submit a copy of the article with your critique).

Your review and critical analysis (pages 2-3) should be single-spaced (1-inch margins, font size not smaller than 10 point and not greater than 12 point) and should include two distinct sections (I suggest using subheadings that clearly identify these two sections):

  • Article Summary:You are to provide a briefsummary of the project (approximately 0.5 pages). Your summary should include an indication why there was a need for the study, the question being answered by the project, general procedures used, summary of findings and conclusions. This summary should resemble an abstract of a published research paper. Please do not copy or paraphrase the abstract from the paper you have chosen to critique (this will be considered plagiarism); rather, after reading the paper, develop your own summary/abstract.
  • Article Critique:Your critical analysis of the research (approximately 1.5 pages) must go beyond a summary of the research. In this section you should indicate what you feel are the strengths and/or weaknesses of the research. You should include an assessment of the practical utility and implications of the research outcomes for our understanding of some aspect of human health and wellbeing, physical activity, nutrition, etc. You are also encouraged but not required to incorporate related literature into your assessment. Related literature can help you put the target article and its findings into perspective. As you read the article and prepare your review and critical analysis, keep in mind a variety of questions including:
  • Did the authors convince you there was a need for the study? Was the research focus/purpose well justified?
  • Is the research question or purpose of significance, i.e., is it meaningful?
  • If it is significant, to whom is it significant and why?
  • Is the study designed effectively to fulfill the purpose and/or test hypotheses? If so, have the authors clearly stated reasonable hypotheses? If not, should they have presented hypotheses?
  • Was the research study effective in addressing the authors’ purpose and hypotheses? Were the methods used appropriate for answering the question?
  • Are there notable strengths, weaknesses, and/or limitations in the experimental design?
  • Related to b and c above, did the authors present the results clearly and are the results meaningful? If so, to whom and why?
  • Does the discussion provide a fair and effective interpretation of the results? Did the authors use existing literature effectively to help put the results in perspective?
  • Have the authors provided conclusions, and if so, are they appropriate conclusions based on the study’s methods and results?
  • Overall, does the study provide useful information? Does the study advance our knowledge?

As you consider the above questions, please do notfeel as if you need to systematically respond to each and every one of the questions. I present these questions in an effort to stimulate your critical thinking as you read published articles.

The following may be a helpful resource as you complete your article critiques:

Benos, D.J., Kirk, K.L., and Hall, J.E. (2003). How to review a paper. Advances in Physiology Education 27, 47-52. Available on Blackboard in the “Resources for Students Folder”

Some other suggestions:Before starting your critique, read the article more than once. Make notes regarding possible strengths, weaknesses, and areas of confusion as you read the article. Prior to writing your critique, organize your thoughts; consider developing an outline for your critique. Carefully edit your written work. Consider having someone else read your critique and provide you with feedback. Avoid wordiness. Be clear. Be concise, but be thorough in your discussion of strengths and weaknesses.

  • A copy of the research article you are critiquing; the article should be in PDF format
  • Your article critique in Word format

(file name format: author’s last name and first initial_journal title abbreviation_year of publication, e.g., SmithJ_MSSE_2007.pdf)

(file name format: your last name, first initial_artcritn_journal abbreviation_year of publication, e.g., EllingsonL_artcrit1_MSSE_2007.doc)

**Following these file-naming guidelines helps me keep your various documents organized.

Suggested questions to drive your critique:

  • Did the authors convince you there was a need for the study? Was the research focus/purpose well justified?
  • Is the research question or purpose of significance, i.e., is it meaningful?
  • If it is significant, to whom is it significant and why?
  • Is the study designed effectively to fulfill the purpose and/or test hypotheses? If so, have the authors clearly stated reasonable hypotheses? If not, should they have presented hypotheses?
  • Was the research study effective in addressing the authors’ purpose and hypotheses? Were the methods used appropriate for answering the question?
  • Are there notable strengths, weaknesses, and/or limitations in the experimental design?
  • Related to b and c above, did the authors present the results clearly and are the results meaningful? If so, to whom and why?
  • Does the discussion provide a fair and effective interpretation of the results? Did the authors use existing literature effectively to help put the results in perspective?
  • Have the authors provided conclusions, and if so, are they appropriate conclusions based on the study’s methods and results?

* Overall, does the study provide useful information? Does the study advance our knowledge

Find research articles (10 minimum)

reply to classmate

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add comment or opinion to these post with reference;

Q; There are a number of diseases that are consistently seen in displaced populations. Please explain potential causes for these outbreaks.

What are potential solutions for addressing these disease outbreaks?

1] Displaced populations are susceptible to communicable diseases such as vaccine-preventable diseases (VPD) due to the breakdown of regular health services, overcrowded camps, poor living conditions, the lack of safe water, the exacerbation of pre-existing health conditions, and the lack of medical resources (Lam, McCarthy, & Brennan, 2015). Millions of people are displaced as a result of war, violence, and weather-related disasters (Lam et al., 2015). Poor living and health conditions in addition to gaps in immunity allowed for communicable diseases to spread within the refugee camps and to host communities. In the case of the polio outbreak in Luanga province of Angola, political instability also aided the transmission of the virus through inadequate sanitation and failing infrastructure (Lam et al., 2015). The disruption of health services, or the lack thereof, plays a major role in the spread of diseases with displaced populations as these people are unable to receive the care they need and health conditions are further exacerbated by risk factors. As displaced populations move to a new place, they are capable of introducing diseases to a new place and coming into contact with new diseases along the way or in the new place (Lam et al., 2015).

To potentially address the disease outbreaks, it would be beneficial to increase vaccination efforts at refugee camps. To prevent the spread of diseases, incoming displaced populations should be screened to ensure that they have the proper immunizations or are able to receive vaccinations. Ideally, anyone capable of receiving their vaccinations would get vaccinated and anyone already showing signs and symptoms of any disease would be treated immediately. However, cultural and personal beliefs must be taken into consideration otherwise it becomes an ethical issue as to whether host countries can require vaccinations upon entry. Another issue with the method of required vaccination is the manpower that is required to screen and vaccinate everyone. Lam et al. (2015) reported that approximately 11,000 Sundanese refugees in Northern Uganda in 1994 were not screened or vaccinated upon arrival due to a lack of manpower and this may have led to a meningitis outbreak. The utilization of immunization programs would also be beneficial however it is not always a resource that is utilized as reported by Lam et al. (2015) with the Tibetan refugees in India.

Overcrowded camps with poor sanitation and the lack of safe resources are all risk factors that contribute to the spread of communicable diseases (Lam et al., 2015). If it was possible to address all these risk factors, it would be possible to reduce the infection and mortality rate caused by diseases such as VPDs. However, with the number of people being displaced, it becomes practically impossible to address all these risk factors. Even if everyone was vaccinated, the poor camp conditions can still lead to the spread of diseases. A balance between healthcare, sanitation, and safe resources would potentially be a more manageable method to prevent the spread of diseases.

Lam, E., Mccarthy, A., & Brennan, M. (2015). Vaccine-preventable diseases in humanitarian emergencies among refugee and internally-displaced populations. Human Vaccines & Immunotherapeutics, 11(11), 2627–2636. doi: 10.1080/21645515.2015.1096457

2] Displaced Populations

In cases of emergencies, displaced people leave their homes because of deliberate event, technological, and natural activities. In many places across the world, political turbulence in many regions across the world is the cause of the increased number of displaced people who flee disasters and emergencies to look for secure places. Many diseases are associated with people who have been displaced from their original residences. Some of the diseases that are common with displaced people include measles, diarrhea, malaria, and acute respiratory infections (Slama et al., 2017). These infections usually contribute to excess levels of CMR experienced among developed countries.

Causes of Diseases in Displaced People

Displaced people are vulnerable to infectious diseases. They are usually in areas where the emergency period is sort after. The life experienced in camps usually generates many other health problems. Some of the common causes linked to life in camps include psychiatric disorders, nutritional deficiencies, injuries due to violence, and psychological disorders. Due to the high levels of these diseases within the camps, search for other alternatives in done in camps. The spread of diseases will be reduced by the return of various refugees to their own areas of origin to ensure that the spread of these diseases is prevented as fast as possible.

Solutions to Diseases among Displaced Population

The control of infectious diseases amongst refugees is based on the regulation of vital needs such as shelter, food, and water. It also involves the use of simple forms of public health practices, which may include basic curative care, vaccination, and environmental sanitation. Children should also be immunized against measles (Escobio, Echevarria, Rubaki, & Viniczai, 2015). Diarrhea should be well monitored where early management and prevention are organized for the population. There should be malaria and acute respiratory infections programs in the camps. These are some of the main activities that are supposed to be opened in the refugee camp to ensure that the diseases do not spread to people in the refugee camp. The prevention programs will be supported with the use of a simple epidemiological system of surveillance. In this case, the community network consisting of home visitors and policy standardization groups will be given the work of coordinating with the management of the displaced people to ensure health amongst the displaced people.

References
Slama, S., Kim, H. J., Roglic, G., Boulle, P., Hering, H., Varghese, C., … & Tonelli, M. (2017). Care of non-communicable diseases in emergencies. The Lancet, 389(10066), 326-330.
Escobio, F., Echevarria, J., Rubaki, S., & Viniczai, V. (2015). Health assistance of displaced people along the Balkan route. The Lancet, 386(10012), 2475.

2 responses to discussion posts 200-300 words

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  • 1.0
  • Please discuss the difference between prospective and retrospective payment system.
    1. Prospective payments allow a payer to pay providers a pre-determined price at the time of service (Ross, n.d.) It is a type of reimbursement from Medicare payment that is based on a fixed price. The intention of this payment is to motivate providers to provide a quality care for their patients. Moreover, Medicare prospective payment system (PPS) has been changed, and instead of family receiving monthly premium to cover the whole family, the health care facilities receive a single payment for the single beneficiary to cover a specific period or the entire hospital stay (American Speech-Language-Hearing Association, n.d.)
      1. Retrospective payment allows a payer to adjust payment to meet a bundled rate for the related procedures. This gives health care providers influence over payment rates rather than having a fixed amount. The provider will send the bill to the insurance company based on the services provided.

    Please identify and describe three payment reform initiatives in the Patient Protection and Affordable Care Act.

    1. The three-payment reform initiative in PPACA are:
      1. -Patient-Centered medical homes – this initiative use multidisciplinary teams and advanced tools to provide centered care for the patient. This is often organized by the health plans, and medical groups to create an environment for primary care services to transform themselves into patient-centered (Edwards, Bitton, and et al, 2009).
      2. Accountable Care Organizations (ACOs) – This is a group of doctors, hospitals and other providers who team up to give coordinated high-quality care for Medicare patients. This prioritizes patients by providing right care at the right time and avoid unnecessary duplication of services to prevent medical errors (Center for Medicare and Medicaid Services, n.d)
      3. Bundled Payments – a single payment to providers or health care facilities for all services to treat patient’s conditions. The payments are made to the provider depending on the expected costs for each episode (Delbanco, 2014).

    Will there ever be (in your opinion) an acceptable solution for providing Health-Care Insurance to all?

    1. In my opinion, I could see a possibility that health care should be accessible by all Americans for free. I mean, other countries can do so, why can’t America? Of course, there will be challenges and changes if that is to happen. The government spending will increase, which also means that everyone could be paying more than they should.

    Do you feel it is acceptable to expect “the haves” to provide Health care Benefits for the “have nots” through the expansion plans for Medicaid?

    1. Medicaid program has helped millions of Americans to afford health care at lower cost or for free. Health care is very important in everyone life, and they should be given an opportunity to get health coverage.

    Is there a necessity for patient education with respect to insurance, both for private and government coverage? How should a patient education program be structured and delivered?

    1. Everyone should be educated on how private and government insurance works. The community should provide this education, because not many have access to internet, or some people cannot read. They should be guided by the community on what resources are available for the community.

    American Speech-Language-Hearing Association. (n.d.). Medicare Prospective Payment Systems (PPS) a Summary.

  • 2.

    the difference between prospective and retrospective payment systems are:Prospective payments- The prospective payment system is a method of reimbursement in whichMedicare payment is made based on a predetermined, fixed amount (CMS, 2019). The paymentamount for a service is derived based on classification system of that services (CMS, 2019). It isa 468-diagnosis related group.Retrospective payment system- is the traditional reimbursement method, whereby fees for thedelivery of health care services is delivered organizations (Stanhope & Lancaster, 2016).Organizations are reimbursed by changes and services.Affordable Care Act & Payment ReformThe Affordable Care Act was passed to improve quality and lower health care costs, provideaccess to care and provide for consumer protection.Bundled PaymentsProviders and/or healthcare facilities are paid a single payment for all services performed to treata patient undergoing specific episode of care (Adams, 2015).Global PaymentsGlobal payments are usually paid to a single health care organization, and cover a wider array ofservices for a larger population of patients over a longer period (Adams, 2015).Accountable Care OrganizationThis was formed by health care providers. These health care providers agree to takeresponsibility for the quality and total cost of care for a population of patients (Adams, 2015).Health Care for AllIn my opinion, there are already acceptable solutions. Medicaid and Medicare could work foreveryone. I think most providers do not prefer this because it would lessen the money in theirpockets being that the rules of Medicare are rigid. However, the laws that govern Medicare andMedicaid can change at any time. It could be made into an actual policy for working Americans,and they can pay a monthly or biweekly premium to help aid the funding.Have and Have NotsI believe that health care should be a right. I do believe the “haves” should contribute in someway to help provide insurance for all. Without optimal care, some are enduring long sufferingand turn to other habits to try to manage failing health. I think it’s important to recognize howpeople without health care are affected.Patient EducationPatient education about insurance is of the utmost importance. I can tell you that I was able toteach my mother things about Medicare since taking this course. A lot of patients do not have theunderstanding when it comes to their insurance and prices of health care. It should be structed toexplain to individuals how to use insurance and what services are covered. First start by givingan introduction and letting people know what the benefits are. They will need to be taught aboutdeductibles, meeting them, and how prices will change after doing so.

  • Payment Mechanisms

week 306 memo

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Question Description

Unit 3 Assignment 1 – Budget Proposal Memo

Submit Assignment

  • Due Sunday by 11:59pm
  • Points 50
  • Submitting a text entry box or a file upload

Estimated time to complete: 3 hours

Instructions

You are the financial manager for a small outpatient clinic. Due to the passage of the Affordable Care Act, your organization was required to change insurance companies to meet the guidelines and expectations within the ACA. Salaries increased in FY 2017 due to hiring new personnel. Utilizing the attached balance sheet, create a memo to the Board of Directors regarding the budget proposal for next fiscal year.

  • Using the provided balance sheet, identify three areas of budgetary concern.
  • Create a memo that identifies the three major areas of concern over the past year. For each of the three areas of concern:
    • Use the memo template in Microsoft Word (or another template) to format the memo.
    • Summarize the current status in 75 words or less.
    • Recommend one possible solution for improvement or sustainability for the Board to consider when voting to approve next year’s budget.

Please review the rubric to ensure that your assignment meets criteria.

Submit:

  • Budget Proposal Memo

Assignment File(s)

Rubric

HC306 Unit 3 Assignment 1 – Budget Proposal Memo

HC306 Unit 3 Assignment 1 – Budget Proposal Memo
Criteria Ratings Pts

This criterion is linked to a Learning OutcomeContent
15.0 pts

5

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

 14.0 pts

4

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

 12.0 pts

3

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

 11.0 pts

2

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

 9.0 pts

1

Demonstrates the ability to explain contextual facts but does not provide a defined statement.

 0.0 pts

0

There is no evidence of a defined statement.

15.0 pts

This criterion is linked to a Learning OutcomeAnalysisPRICE-P
25.0 pts

5

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

 23.0 pts

4

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.

 20.0 pts

3

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

 18.0 pts

2

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

 15.0 pts

1

Describes evidence, but it is not organized and/ or is unrelated to focus.

 0.0 pts

0

Lists evidence, but it is not organized and/ or is unrelated to focus.

25.0 pts

This criterion is linked to a Learning OutcomeWriting
5.0 pts

5

The paper exhibits a excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

 4.5 pts

4

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics, or spelling with minor grammatical errors that impair the flow of communication.

 4.0 pts

3

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

 3.5 pts

2

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

 3.0 pts

1

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

 0.0 pts

0

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.

5.0 pts

This criterion is linked to a Learning OutcomeAPAPRICE-I
5.0 pts

5

The required APA elements are all included with correct formatting, including in-text citations and references.

 4.5 pts

4

The required APA elements are all included with minor formatting errors, including in-text citations and references.

 4.0 pts

3

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

 3.5 pts

2

The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references.

 3.0 pts

1

Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.

 0.0 pts

0

There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references.

5.0 pts

Total Points: 50.0

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