Regional diet

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Regional diet

Research a diet currently being used by the public. It can be a commercial diet such as Atkins, Weight Watchers; a regional diet such as Mediterranean; or one that focuses on types of food such as vegan.

Identify the name of the diet and its purpose (weight maintenance, long term health, etc.). Explain its key points in terms of nutrition (focus on protein, carbohydrates, etc.). Also discuss the diet plan and the diet’s strengths and weaknesses.

Summarize your paper by evaluating whether you believe the diet is one that is healthy as compared to dietary guidelines.

The writing assignment should be no more than 2-3 pages and APA Editorial Format must be used for citations and references used.

Regional diet

The Mediterranean Diet: A Nutritional Approach for Long-Term Health

The Mediterranean diet is a widely recognized eating plan inspired by the traditional diets of countries bordering the Mediterranean Sea, such as Greece, Italy, and Spain. This diet is primarily focused on promoting long-term health and preventing chronic diseases like heart disease, diabetes, and obesity. It is also effective for weight management when combined with regular physical activity. (Regional diet)

Purpose of the Mediterranean Diet
The primary goal of the Mediterranean diet is to improve overall health rather than solely focusing on weight loss. However, many people experience weight management benefits as a result of following this diet. The Mediterranean diet aims to enhance cardiovascular health, reduce inflammation, and support longevity through a balanced and sustainable approach to nutrition.

Key Nutritional Points
The Mediterranean diet emphasizes whole, unprocessed foods, particularly plant-based ingredients. Key components of this diet include:

  • Proteins:
    The diet encourages moderate consumption of plant-based proteins, such as legumes, nuts, and seeds. Fish and seafood, particularly rich in omega-3 fatty acids, are also important. Poultry and dairy products are included in moderation, while red meat is consumed sparingly.
  • Carbohydrates:
    Whole grains are a staple of the Mediterranean diet. Foods like whole wheat, barley, brown rice, and oats provide complex carbohydrates that are high in fiber and essential for sustained energy levels. Processed and refined carbohydrates, such as white bread and pastries, are limited.
  • Fats:
    Healthy fats are a cornerstone of the Mediterranean diet. Olive oil, particularly extra virgin olive oil, is the primary source of fat. Other sources of healthy fats include avocados, nuts, and fatty fish. Saturated fats and trans fats, found in butter, processed foods, and red meat, are minimized.
  • Fruits and Vegetables:
    A variety of colorful fruits and vegetables are consumed daily in large quantities. These foods provide essential vitamins, minerals, antioxidants, and fiber, contributing to overall health and reducing the risk of chronic disease.
  • Alcohol:
    Moderate consumption of alcohol, particularly red wine, is sometimes included in the Mediterranean diet. However, it is generally recommended to consume alcohol in moderation, typically one glass of wine with meals.

Diet Plan and Structure
The Mediterranean diet does not involve strict calorie counting or portion control but rather focuses on eating natural, nutrient-dense foods. Meals are built around vegetables, legumes, whole grains, healthy fats, and lean proteins. Typical daily meals include a breakfast of whole grains, fruits, and yogurt, a lunch featuring fresh vegetables, olive oil, whole grains, and fish or poultry for dinner. Snacks might include nuts, fresh fruit, or olives.

Strengths of the Mediterranean Diet

  1. Heart Health Benefits:
    Numerous studies have shown that following the Mediterranean diet reduces the risk of heart disease by improving cholesterol levels and reducing inflammation. The emphasis on healthy fats, like those found in olive oil and fish, supports cardiovascular health.
  2. Sustainability:
    Unlike restrictive diets that eliminate entire food groups, the Mediterranean diet offers a wide variety of foods, making it easier to sustain long-term.
  3. Balanced Nutrition:
    This diet provides a balanced intake of essential nutrients, ensuring that individuals receive adequate vitamins, minerals, fiber, and protein.
  4. Promotes Longevity:
    The Mediterranean diet has been linked to increased life expectancy, particularly due to its protective effects against chronic diseases like diabetes, hypertension, and certain cancers. (Regional diet)

Weaknesses of the Mediterranean Diet

  1. Cost:
    Some of the recommended foods, such as olive oil, nuts, and fresh fish, can be expensive, making it difficult for some people to afford the diet consistently.
  2. Potential Overconsumption of Calories:
    Since there is no strict emphasis on portion control, it is possible to overeat certain calorie-dense foods, such as olive oil, nuts, and avocados, which could lead to weight gain if not monitored.
  3. Cultural and Dietary Adaptation:
    People who are used to processed foods or diets rich in red meat and refined carbohydrates may find it challenging to adopt the Mediterranean diet fully.

Evaluation: Is the Mediterranean Diet Healthy?
In comparison to dietary guidelines recommended by organizations like the World Health Organization (WHO) and the U.S. Department of Agriculture (USDA), the Mediterranean diet aligns closely with advice for healthy eating. Its focus on fruits, vegetables, whole grains, healthy fats, and lean proteins makes it a well-rounded and sustainable option for long-term health. Additionally, the diet’s emphasis on reducing saturated fats and processed foods is consistent with guidelines for preventing heart disease and other chronic conditions.

The Mediterranean diet is widely regarded as one of the healthiest eating plans available today. It promotes a balanced approach to nutrition, prioritizes natural, whole foods, and has proven benefits for heart health and longevity. Overall, it is a healthy diet when compared to standard dietary guidelines and can serve as a model for long-term, sustainable eating habits.

References

U.S. Department of Agriculture. (2020). Dietary guidelines for Americans, 2020-2025.
https://www.dietaryguidelines.gov/sites/default/files/2020-12/Dietary_Guidelines_for_Americans_2020-2025.pdf

Trichopoulou, A., & Lagiou, P. (2004). Mediterranean diet and cardiovascular epidemiology. European Journal of Epidemiology, 19(1), 7-12.
https://doi.org/10.1023/B:EJEP.0000013351.60227.7b

 
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Politics and the Patient Protection and Affordable Care Act

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Politics and the Patient Protection and Affordable Care Act

(Politics and the Patient Protection and Affordable Care Act) Discussion Post.. 350 words.. APA format..3 reference that are scholar writers. I Due by 12/10/19 by 7pm

Politics and the Patient Protection and Affordable Care Act

Discussion: Politics and the Patient Protection and Affordable Care Act

Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. The realm of healthcare is no different. Some people feel that local, state, and federal policies and legislation can be either helped or hindered by interests other than the benefit to society.

Consider for example that the number one job of a legislator is to be reelected. Cost can be measured in votes as well as dollars. Thus, it is important to consider the legislator’s perspective on either promoting or not promoting a certain initiative in the political landscape.

To Prepare:

  • Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).
  • Consider who benefits the most when policy is developed and in the context of policy implementation.

By Day 3 of Week 3

Post an explanation for how you think the cost-benefit analysis in the statement from page 27 of Feldstein (2006) affected efforts to repeal/replace the ACA. Then, explain how analyses such as the one portrayed by the Feldstein statement may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid).

Resources

Please Ask a Librarian if you have any questions about the links.

Bosse, J., Simmonds, K., Hanson, C., Pulcini, J., Dunphy, L., Vanhook, P., & Poghosyan, L. (2017). Position statement: Full practice authority for advanced practice registered nurses is necessary to transform primary care. Nursing Outlook, 65(6), 761–765. https://doi.org/10.1016/j.outlook.2017.10.002.

Corless, I. B., Nardi, D., Milstead, J. A., Larson, E., Nokes, K. M., Orsega, S., Kurth, A. E., … Woith, W. (2018). Expanding nursing’s role in responding to global pandemics. Nursing Outlook, 66(4), 412–415. https://doi.org/10.1016/j.outlook.2018.06.003.

DeMarco, R., & Tufts, K. A. (2014). The mechanics of writing a policy brief. Nursing Outlook, 62(3), 219–224. https://doi.org/10.1016/j.outlook.2014.04.002.

Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2017). Global action on the social determinants of health. BMJ Global Health, 3(1). https://doi.org/10.1136/bmjgh-2017-000603.

Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93(8), 1261–1267.

Institute of Medicine (US) Committee on Enhancing Environmental Health Content in Nursing Practice, Pope, A. M., Snyder, M. A., & Mood, L. H. (Eds.). (n.d.). Nursing health, & environment: Strengthening the relationship to improve the public’s health.

Kingdon, J. W. (2001). A model of agenda-setting with applications. Law Review M.S.U.-D.C.L., 2(331).

Klein, K. J., & Sorra, J. S. (1996). The challenge of innovation implementation. Academy of Management Review, 21(4), 1055–1080. https://doi.org/10.5465/AMR.1996.9704071863.

Neff, D. F., Yoon, S. H., Steiner, R. L., Bumbach, M. D., Everhart, D., & Harman, J. S. (2018). The impact of nurse practitioner regulations on population access to care. Nursing Outlook, 66(4), 379–385. https://doi.org/10.1016/j.outlook.2018.03.001.

O’Rourke, N. C., Crawford, S. L., Morris, N. S., & Pulcini, J. (2017). Political efficacy and participation of nurse practitioners. Policy, Politics, and Nursing Practice, 18(3), 135–148. https://doi.org/10.1177/1527154417728514.

Peterson, C., Adams, S. A., & DeMuro, P. R. (2015). mHealth: Don’t forget all the stakeholders in the business case. Medicine 2.0, 4(2), e4. https://doi.org/10.2196/med20.4349.

Sacristán, J., & Dilla, T. D. (2015). No big data without small data: Learning health care systems begin and end with the individual patient. Journal of Evaluation in Clinical Practice, 21(6), 1014–1017.https://doi.org/10.1111/jep.12350.

Sandoval-Almazana, R., & Gil-Garcia, J. R. (2011). Are government internet portals evolving towards more interaction, participation, and collaboration? Revisiting the rhetoric of e-government among municipalities. Government Information Quarterly, 29(Suppl. 1), S72–S81. https://doi.org/10.1016/j.giq.2011.09.004

Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., & Hedges, J. R. (2016). Leading by success: Impact of a clinical and translational research infrastructure program to address health inequities. Journal of Racial and Ethnic Health Disparities, 4(5), 983–991. https://doi.org/10.1007/s40615-016-0302-4.

Taylor, D., Olshansky, E., Fugate-Woods, N., Johnson-Mallard, V., Safriet, B. J., & Hagan, T. (2017). Corrigendum to position statement: Political interference in sexual and reproductive health research and health professional education. Nursing Outlook, 65(2), 346–350. https://doi.org/10.1016/j.outlook.2017.05.003.

Tummers, L., & Bekkers, V. (2014). Policy implementation, street level bureaucracy, and the importance of discretion. Public Management Review, 16(4), 527–547. https://doi.org/10.1080/14719037.2013.841978.

Williams, J. K., & Anderson, C. M. (2018). Omics research ethics considerations. Nursing Outlook, 66(4), 386–393. https://doi.org/10.1016/j.outlook.2018.05.003.

 
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Family Assessment and Care Plan

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Family Assessment and Care Plan

Today the assignment will be a PowerPoint presentation on Family Assessment and Care Plan.

You will discuss the steps of assessing a family and also write the different types of dynamics.

For example, single parent, blended family (where an adult remarries and becomes a stepdad or stepmom with kids from a previous marriage).

15 slides are due today at 6 PM.
Family Assessment and Care Plan

Introduction to Family Assessment

Family assessment is a comprehensive process that aims to understand the dynamics, strengths, and needs of a family unit. It involves gathering information about family members, their interactions, and the overall environment in which they live. A well-conducted family assessment can guide the development of a tailored care plan that addresses the unique challenges faced by the family.

Steps in Assessing a Family

  1. Engagement: Building rapport with family members is crucial. Establishing trust encourages open communication and sharing of information.
  2. Gathering Information: This involves collecting data on family structure, history, and dynamics. Tools such as interviews, questionnaires, and observations can be utilized.
  3. Identifying Strengths and Weaknesses: It is important to recognize the family’s strengths, resources, and areas needing improvement. This can help in creating an effective care plan.
  4. Analyzing Family Dynamics: Understanding the relationships and interactions among family members is essential. Factors such as communication patterns, roles, and decision-making processes should be explored.
  5. Developing a Care Plan: Based on the assessment, a care plan should be formulated that addresses the identified needs and leverages the family’s strengths.
  6. Implementation: This involves putting the care plan into action. Family members may need support, education, or resources to help them achieve their goals.
  7. Evaluation: Regularly reviewing the care plan’s effectiveness is important. Adjustments may be needed based on the family’s changing circumstances or progress.

Types of Family Dynamics

  1. Nuclear Family: This consists of two parents and their biological or adopted children. The dynamics often center around parental roles and responsibilities.
  2. Single-Parent Family: This family type is led by one parent, which can result from divorce, separation, or the choice to raise children independently. The dynamics may involve shared responsibilities and external support systems.
  3. Blended Family: This occurs when one or both partners in a relationship have children from previous relationships. Dynamics include managing relationships between stepparents and stepchildren, which can be complex.
  4. Extended Family: This includes relatives beyond the nuclear family, such as grandparents, aunts, uncles, and cousins. The dynamics can involve shared caregiving and support.
  5. Cohabiting Family: Unmarried couples living together with or without children. The dynamics often revolve around shared responsibilities and partnership roles.
  6. Childless Family: Couples who choose not to have children. Their dynamics may focus on career, leisure, and personal interests.
  7. Same-Sex Family: Families led by same-sex partners, which may include children from previous relationships or those conceived through alternative methods. The dynamics may involve navigating societal perceptions and parenting roles.

Conclusion

Assessing a family’s needs and dynamics is essential in developing an effective care plan. By understanding the various family types and their unique characteristics, healthcare professionals can tailor interventions that promote the well-being of all family members.

 

References

Friedman, M. M., Bowden, V. R., & Jones, E. G. (2017). Family nursing: Research, theory, and practice. Pearson.
https://www.pearson.com/store/p/family-nursing-research-theory-and-practice/P100000712360

Wright, L. M., & Leahey, M. (2013). Nurses and families: A guide to family assessment and intervention. Jones & Bartlett Learning.
https://www.jblearning.com/catalog/productdetails/9781284032918

McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms in family assessment. Norton & Company.
https://wwnorton.com/books/Genograms-in-Family-Assessment/

Rogers, C. (2016). The importance of family dynamics in health care. Journal of Family Nursing, 22(4), 482-487.
https://journals.sagepub.com/doi/abs/10.1177/1074840716668687

Kurtz, S. P., & Surratt, H. L. (2017). Understanding family dynamics in health care settings: An overview. American Journal of Family Therapy, 45(3), 183-193.
https://www.tandfonline.com/doi/abs/10.1080/01926187.2017.1300940

 
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PICOT

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PICOT

The focus of this assignment is for you to write a PICOT using the PICOT template. You will also identify articles that relate to your PICOT. Further, you will have an opportunity to do a basic critique of one of the quantitative articles that is included in your identified articles.

PICOT

By now you should realize that research is ongoing and there is often new or more information available. We realize you developed a PICOT question in MSN 600 and did part of this assignment. Now it is time to take it to another step and look at your subject deeper. If you liked your question, you may use it again here. It is now time to improve your question, do so now.

If you do not like your question, start afresh. Researchers typically modify their research question many times before they finalize it. Choose a problem or issue that you anticipate within your future advanced nursing role. Describe this problem in 5 sentences or less. You will be able to use it in the next assignment and in future courses.

Formulate your question using the PICOT format. For those of you in clinical concentrations (NPs), your question needs to be a clinical question. The NEL and NED students may develop a question within their concentration’s focus. This question will drive the literature search for your issue.

To support and assist in choosing and writing your PICOT in question 1 of this discussion board, you should have reviewed a minimum of 6-10 articles with at least one being a quantitative design. List the 6-10 articles here as a response to this #3 question. The articles should be in alphabetical order and each article should be listed as a full citation using the APA format.

Choose one of those articles cited in #3 above that is a quantitative article and use Polit and Beck (2020), Box 4.3 – Guidelines for Critically Appraising Research Problems, Research Questions, and Hypotheses on page 65. Answer each of the 8 questions and discuss the relationship of this article to your PICOT.

References

Polit, D. F., & Beck, C. T. (2020). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Lippincott Williams & Wilkins.
https://www.amazon.com/Nursing-Research-Generating-Assessing-Evidence/dp/1496326175

 
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CASE STUDY DISCUSSION

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CASE STUDY DISCUSSION

(CASE STUDY DISCUSSION) BK is a 16-year-old Caucasian female who comes in with her grandmother for an annual exam. The grandmother reports BK has been “acting strange, staying in her room all the time and refusing to do all the things she used to enjoy like singing in the youth choir”.

Grandmother shares that BK’s mother is a drug addict and is currently incarcerated, so she is worried BK is using drugs and wants her tested for drugs. BK is not on any medications. She is obese and does not make eye contact when you enter the room.

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why.

Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
CASE STUDY DISCUSSION

Socioeconomic, Spiritual, Lifestyle, and Cultural Factors

In assessing BK, several socioeconomic factors may contribute to her current situation. Being a 16-year-old female with a mother in prison indicates potential financial instability and lack of parental support. Such an environment can lead to feelings of abandonment, insecurity, and emotional distress. This may explain her withdrawal from activities she previously enjoyed, like singing in the youth choir. Furthermore, obesity could be linked to limited access to nutritious food and opportunities for physical activity, common in lower socioeconomic neighborhoods.

Spiritual Factors:
Spirituality can play a significant role in BK’s life, especially considering her background. Participation in the youth choir suggests some level of engagement with a religious or spiritual community, which may provide emotional support. Understanding her beliefs could help healthcare providers support her mental and emotional well-being. (CASE STUDY DISCUSSION)

Lifestyle Factors:
BK’s lifestyle choices, particularly her current isolation and lack of engagement in previous activities, are concerning. This behavior may reflect underlying issues such as depression or anxiety. Additionally, the potential for substance use, given her mother’s addiction, should be addressed. It is crucial to approach these topics sensitively, as they can evoke feelings of shame or defensiveness.

Cultural Factors:
Cultural influences, including family dynamics and societal expectations, may impact BK’s perceptions of health and well-being. The stigma surrounding drug use and incarceration may also affect her willingness to engage openly during the assessment. Recognizing these cultural factors is essential to building rapport and trust with BK.

Sensitivity Issues

When interacting with BK, healthcare providers must be sensitive to the following issues:

  1. Family Dynamics: BK’s family situation is complex, and she may have feelings of resentment or sadness regarding her mother’s incarceration. Understanding this background is vital for compassionate communication.
  2. Emotional State: Given her withdrawal from activities and lack of eye contact, BK may be experiencing depression or anxiety. It is important to approach her gently and avoid pressuring her to share more than she is comfortable with.
  3. Stigma of Drug Use: BK may feel judged due to her mother’s drug addiction, making it crucial to approach questions about substance use with care to avoid increasing her discomfort.
  4. Cultural Sensitivity: Acknowledging BK’s cultural background and personal beliefs will help tailor the conversation in a way that respects her identity and values.
  5. Physical Health Concerns: Given her obesity, it is important to discuss lifestyle choices in a non-judgmental way, focusing on health rather than appearance. (CASE STUDY DISCUSSION)

Targeted Questions

To build BK’s health history and assess her health risks, the following targeted questions could be asked:

  1. “Can you tell me about your typical day, including meals and activities you enjoy?”
    This question helps to understand her lifestyle and eating habits, which may contribute to her obesity.
  2. “How have you been feeling lately, both physically and emotionally?”
    This encourages BK to express any emotional distress or health concerns she may be experiencing.
  3. “What are your thoughts about drug use, given your family background?”
    This question addresses potential substance use and allows her to share her perspective in a non-confrontational manner.
  4. “Have you experienced any changes in your sleep patterns or energy levels?”
    Understanding her sleep and energy levels can provide insight into her mental health status.
  5. “Is there someone you can talk to about how you’re feeling, like friends or family?”
    This question assesses her support system and whether she has someone to turn to in difficult times.

These questions can facilitate an open dialogue, allowing BK to share her experiences and health risks while fostering a supportive environment for her assessment.

 

References

American Academy of Pediatrics. (2018). Adolescent health care: A resource for clinicians.
https://pediatrics.aappublications.org/content/142/6/e20183417

U.S. Department of Health and Human Services. (2017). Substance use and mental health issues among youth.
https://www.samhsa.gov/youth-substance-use

 
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The Affordable Care Act (ACA)

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The Affordable Care Act (ACA)

(The Affordable Care Act (ACA)) Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. The realm of healthcare is no different. Some people feel that local, state, and federal policies and legislation can be either helped or hindered by interests other than the benefit to society.

The Affordable Care Act (ACA)

Consider for example that the number one job of a legislator is to be reelected. Cost can be measured in votes as well as dollars. Thus, it is important to consider the legislator’s perspective on either promoting or not promoting a certain initiative in the political landscape.

To Prepare: Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA). Consider who benefits the most when policy is developed and in the context of policy implementation.

By Day 3 of Week 3 Post an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters’ views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected.

Please check your discussion grading rubric to ensure your responses meet the criteria.

Main Posting–45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.

0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.

Feedback: Main Post: Timeliness–10 (10%) – 10 (10%) Posts main post by day 3. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not post by day 3.

Feedback: First Response–17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Response is effectively written in standard, edited English.

15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Feedback: Second Response–16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Response is effectively written in standard, edited English.

14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Feedback: Participation–5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.

Feedback: Total Points: 100

References

Lichtenstein, R. L., & Whelan, E. (2019). The impact of public policy on health care access and outcomes. American Journal of Public Health, 109(7), 935-940.
https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2019.305016

Karpman, M., & Zuckerman, S. (2019). The effects of the Affordable Care Act on health care access and coverage. Health Affairs, 38(1), 104-110.
https://www.healthaffairs.org/doi/10.1377/hlthaff.2018.04893

 
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Interaction Between Nurse Informaticists and Other Specialists

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Interaction Between Nurse Informaticists and Other Specialists

(Interaction Between Nurse Informaticists and Other Specialists)

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. Healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists regularly to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

To Prepare: Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty. Consider your experiences with nurse informaticists or technology specialists within your healthcare organization.

Describe how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples.

Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

Interaction Between Nurse Informaticists and Other Specialists

Collaboration of Nurse Informaticists with Other Professionals in Healthcare

In healthcare organizations, nurse informaticists play a critical role by interacting with various professionals, including physicians, nurses, pharmacists, and administrative staff. These specialists ensure that health data is effectively collected, accessed, and utilized for better decision-making. For instance, a nurse informaticist might work closely with a physician to design an electronic health record (EHR) system that streamlines patient documentation. Similarly, they collaborate with nurses by training them on new health technologies or troubleshooting data entry issues. Their technical expertise is crucial in bridging the gap between clinical workflows and technology systems, ensuring that health IT aligns with clinical needs.

Strategies for Improvement in Interactions

Although nurse informaticists are already integral to healthcare collaboration, one key strategy for improving interactions would be to foster more interdisciplinary training and workshops. For example, creating regular cross-departmental workshops where healthcare providers and nurse informaticists can co-learn about emerging technologies could enhance understanding between teams. Such training would also provide nurse informaticists with deeper insights into the clinical challenges that practitioners face, enabling them to tailor data solutions more effectively. Another strategy is implementing regular feedback loops where clinicians can provide input on the user experience of technology systems. This can foster an environment where nurse informaticists can continuously refine their solutions based on real-time feedback from users.

Impact of the Evolution of Nursing Informatics

The continued evolution of nursing informatics as a specialty will likely have a profound impact on professional interactions in healthcare. As nurse informaticists become more specialized in data analytics, health information exchange, and systems integration, their role in facilitating better communication among professionals will grow. For example, the introduction of predictive analytics tools, managed by nurse informaticists, could enhance collaboration between clinicians and IT staff, allowing more informed, data-driven decision-making for patient care. The emergence of new technologies like artificial intelligence (AI) and telehealth platforms will also make nurse informaticists even more pivotal in helping healthcare teams navigate these innovations.

With the rise of AI, nurse informaticists could serve as key players in training clinicians on how to effectively use AI-driven diagnostic tools while ensuring the ethical use of data. This evolution will likely strengthen interdisciplinary teamwork, as nurse informaticists will bridge the technological and clinical aspects of care more seamlessly. The increasing integration of health technologies will necessitate even more robust collaboration, making the role of nurse informaticists indispensable in healthcare settings.

References

(5th ed.). Jones & Bartlett Learning.
https://www.jblearning.com/catalog/productdetails/9781284220469

Sipes, C. (2016). Project management for the advanced practice nurse. The Journal for Nurse Practitioners, 12(2), e35-e40.
https://www.sciencedirect.com/science/article/abs/pii/S1555415515006254

 
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520 Module 3 Case – HEALTH POLICY

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520 Module 3 Case – HEALTH POLICY

520 Module 3 Case - HEALTH POLICY

READING REQUIREMENTS

(520 Module 3 Case – HEALTH POLICY ) American College of Healthcare Executives. (2018). Healthcare executives’ role in emergency preparedness. Retrieved from Link: https://www.ache.org/about-ache/our-story/our-commitments/policy-statements/healthcare-executives-role-in-emergency-management

Boccuti, C. & Casillas, G. (2017, March). Aiming for fewer hospital u-turns: The Medicare Hospital Readmission Reduction Program. Kaiser Family Foundation Issue Brief. Retrieved from Link: http://files.kff.org/attachment/Issue-Brief-Fewer-Hospital-U-turns-The-Medicare-Hospital-Readmission-Reduction-Program

Cascardo, D. (2017). Preparing to meet the CMS Emergency Preparedness Rule. The Journal of Medical Practice Management, 32(5), 301-303. Available in the Trident Online Library.

Ellison, A. (2019, October 1). CMS penalizes 2,583 hospitals for high readmission: 5 things to know. Becker Hospital Review. Retrieved from Link: https://www.beckershospitalreview.com/finance/cms-penalizes-2-583-hospitals-for-high-readmissions-5-things-to-know.html

Finklestein, M. M. (2017). Redefining the “Legal medical record” and how to be prepared to respond to legal requests for a patient’s medical record. The Journal of Medical Practice Management, 33(1), 11-14. Available in the Trident Online Library.

Lye, C. T., Forman, H. P., Gao, R., Daniel, J. G., Hsiao, A. L., Mann, M. K., … Krumholz, H. M. (2018). Assessment of US hospitals’ compliance with regulations for patients’ requests for medical records. JAMA Network Open, 1(6). Retrieved from Link: https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2705850

Sorenson, R., Paull, G., Magann, L., & Davis, J. (2013). Managing between the agendas: Implementing health care reform in an acute care hospital. Journal of Health Organization and Management, 27(6), 698-713. Available in the Trident Online Library.

HOMEWORK ASSIGNMENT

IMPLEMENTING HEALTH POLICY WITHIN HEALTHCARE ORGANIZATIONS

Assignment Overview

As a healthcare administrator, one of the challenges can be ensuring that federal, state, and local policies are effectively implemented within one’s healthcare organization, and they become part of internal policy. The background readings have highlighted three such policies:

  • The requirement of certain healthcare facilities who participate in Medicare and Medicaid to strengthen their emergency preparedness.
  • The requirement to reduce hospital readmissions.
  • The requirement that hospitals comply with regulations surrounding the release of patients’ healthcare records.

 

Case Assignment

You are an assistant administrator in a nonprofit hospital that receives Medicare and Medicaid funding. Your boss has asked you to make a presentation to other leadership about one of the above policies. She would like for you to provide an overview of the policy, the implications for your organization for non-compliance, as well as recommendations about what you should be doing to ensure compliance.

After reviewing the background readings and doing additional necessary research, choose one of the regulations above. You must locate and review the legislation in question as part of your research and include the correct citation to the federal legislation in your reference list. This must be for the actual legislation and not for a secondary source.

Create a 10- to 15-slide PowerPoint presentation that covers all of the expectations of your boss. Be sure to provide speaker’s notes that extrapolate on the information within your slides and cite your sources in your slides and speaker’s notes. You should also include a reference slide.

 

Assignment Expectations

Conduct additional research to gather sufficient information to justify/support your analysis.

Support your paper with peer-reviewed articles, with at least 3 references. Use the following link for additional information on how to recognize peer-reviewed journals:

Angelo State University Library. (n.d.). Library guides: How to recognize peer-reviewed (refereed) journals. Retrieved from https://www.angelo.edu/services/library/handouts/peerrev.php

You may use the following source to assist in formatting your assignment:
Purdue Online Writing Lab. (n.d.). General APA guidelines. Retrieved from https://owl.english.purdue.edu/owl/resource/560/01/

For additional information on reliability of sources, review the following source:
Georgetown University Library. (n.d.). Evaluating internet resources. Retrieved from https://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content

This assignment will be graded based on the content in the rubric.

 
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Impairment in Vulnerable Populations

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Impairment in Vulnerable Populations

(Impairment in Vulnerable Populations) Describe an example of impairment in the vulnerable population? 500 WORDS

Impairment in Vulnerable Populations

Impairment in Vulnerable Populations: An Example

Impairment in vulnerable populations refers to any condition that limits an individual’s physical, mental, or social functioning, making it difficult for them to live independently or access basic needs and healthcare. Vulnerable populations, such as the elderly, people living in poverty, individuals with disabilities, and racial or ethnic minorities, are often at a higher risk of impairment due to various socioeconomic, environmental, and biological factors. One example of impairment within a vulnerable population is the cognitive decline and memory impairment commonly seen in older adults, particularly those with limited access to healthcare and social support.

Cognitive Impairment in the Elderly Population

Cognitive impairment in the elderly, especially those from low-income communities, is a growing concern. Cognitive impairment includes conditions such as mild cognitive impairment, dementia, and Alzheimer’s disease, all of which affect memory, thinking, and the ability to perform everyday tasks. Older adults who live in poverty or marginalized communities may not have the financial means or access to healthcare to receive early diagnoses and treatment, leading to a rapid progression of cognitive decline.

This impairment makes them particularly vulnerable because it affects their ability to manage daily activities such as cooking, bathing, managing finances, and taking medication. In communities with limited resources, these individuals may not have adequate support systems in place, leading to social isolation, neglect, and deteriorating health. Additionally, elderly individuals with cognitive impairments are more susceptible to accidents, such as falls, because of poor judgment, memory lapses, and a reduced ability to perform physical tasks safely.

Socioeconomic Factors Contributing to Vulnerability

Elderly individuals from low-income or rural areas are less likely to have access to healthcare services such as routine medical check-ups, screenings for cognitive decline, and specialized treatments. Financial constraints also limit their ability to access nutritious food, contributing to malnutrition, which can exacerbate cognitive decline. Social factors, such as isolation due to the absence of family support or living in underserved areas, compound their vulnerability. These individuals are often overlooked by healthcare systems that do not prioritize preventive care or social interventions for cognitive health.

Healthcare systems that are inaccessible due to financial, geographical, or systemic barriers often leave these elderly individuals without the care they need. For example, early signs of cognitive decline, such as forgetfulness or confusion, may be dismissed by the individual or their family as a normal part of aging. Without routine screenings or medical intervention, cognitive impairment worsens over time, leading to significant impairments in functioning.

Impact of Impairment on Health and Well-being

The consequences of cognitive impairment in the elderly extend beyond the individual’s ability to care for themselves. Family members or caregivers may become overwhelmed with the responsibility of caring for an elderly relative with cognitive impairment, especially in low-income households where resources are already scarce. In many cases, family caregivers lack the training or knowledge to provide the necessary care, and they may experience burnout, which further limits the support available to the impaired individual.

Cognitive impairment also increases the risk of institutionalization. Older adults with severe cognitive decline often require 24-hour care in nursing homes or assisted living facilities, but these options may be financially inaccessible to low-income families. Additionally, older adults with cognitive impairment are at a higher risk of being victims of abuse or neglect, either in their homes or in care facilities, due to their inability to communicate effectively or understand what is happening around them.

Conclusion

Cognitive impairment in the elderly, particularly in underserved or low-income communities, is a significant example of impairment in a vulnerable population. The combination of limited access to healthcare, financial constraints, social isolation, and the progressive nature of cognitive decline contributes to the vulnerability of these individuals. Addressing these challenges requires a multi-faceted approach that includes improving access to healthcare, social services, and caregiver support, ensuring that elderly individuals receive timely diagnosis and appropriate care to manage their cognitive health.

References

World Health Organization. (2022). Vulnerable populations in healthcare. World Health Organization. Retrieved from
https://www.who.int/news-room/fact-sheets/detail/vulnerable-populations

 
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Barriers to Health Care

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Barriers to Health Care

Week 6: Assignment

(Barriers to Health Care) Points: 45 | Due Date: Week 6, Day 7 | CLO: 4 | Grade Category: Assignments

Assignment Prompt

Respond to the following questions concerning the identified disparities to health within the Healthy People 2020:

Are there tools to help identify these gaps in care?

If you could develop a screening tool to address a barrier to healthcare, what would it look like?

Who would administer this and what resources would you need to coordinate with to solve this problem?

Is this feasible for a clinic setting? Why or why not?

Expectations

Due: Monday, 11:59 pm PT

Length: 1500 words

Format: APA

Research: At least two high-level scholarly references in APA from within the last 5 years.

Barriers to Health Care

Barriers to Health Care: Addressing Disparities

Healthcare disparities refer to the differences in access, quality, and outcomes of healthcare across different population groups. In the context of Healthy People 2020, addressing these disparities is essential to achieving health equity. By identifying tools that help detect these gaps and developing innovative screening methods, we can take steps toward providing more inclusive and accessible healthcare. Below is an analysis of the questions provided concerning the barriers to healthcare.

Tools to Identify Gaps in Care

Several tools exist to identify gaps in care, particularly for underserved populations. These tools are designed to collect and analyze data on healthcare disparities, ensuring a clearer understanding of the barriers faced by certain groups. For example, the Healthcare Disparities and Cultural Competency module from the Agency for Healthcare Research and Quality (AHRQ) is a tool used to highlight disparities by measuring health outcomes in various demographic groups. This module identifies disparities based on race, ethnicity, socioeconomic status, and geographic location. Additionally, the Health Disparities Calculator (HDCalc) by the National Cancer Institute is an analytical tool designed to generate multiple measures of disparity.

Health Information Technology (HIT) also plays an essential role. Electronic Health Records (EHRs), when integrated with demographic data, can identify groups of patients who consistently experience poor outcomes. By highlighting these patterns, healthcare providers can focus on developing intervention programs targeted at reducing these disparities.

Developing a Screening Tool to Address a Barrier to Healthcare

If I were to develop a screening tool to address a healthcare barrier, it would focus on identifying patients at risk of poor healthcare access due to social determinants. The tool would be an SDOH (Social Determinants of Health) Risk Assessment Questionnaire. This screening tool would contain sections that assess factors such as housing stability, food security, access to transportation, language barriers, and insurance coverage. By evaluating these social determinants, healthcare providers could proactively address the challenges patients face outside the healthcare system that affect their ability to access care.

The questionnaire would include both closed-ended and open-ended questions, such as:

  1. Do you have reliable transportation to medical appointments? (Yes/No)
  2. How many times in the past 12 months have you skipped medication because you could not afford it? (Never/Once/Multiple times)
  3. How safe do you feel in your home and community? (Not safe/Somewhat safe/Very safe)

The data gathered would help prioritize patients needing extra resources or referrals to support services such as food banks, housing assistance, and transportation services.

Administration and Coordination

The screening tool would be administered by healthcare professionals such as nurses or social workers during initial patient intake and periodically at follow-up appointments. The tool could also be integrated into the Electronic Health Records (EHR) system, allowing clinicians to access and update the data regularly.

Resources needed to implement this tool include the development of referral systems that connect patients to community resources. For example, partnerships with local non-profit organizations that provide transportation, housing support, and financial assistance for medical bills would be essential.

Healthcare staff would also need training to understand the significance of social determinants of health and the role they play in patient outcomes. This requires collaboration between hospitals, community organizations, and government programs, ensuring patients receive comprehensive care addressing both medical and social needs.

Feasibility in a Clinical Setting

Implementing this screening tool in a clinical setting is feasible. Many healthcare facilities, especially those serving underserved populations, have already begun using screening tools to address social determinants. For example, community health centers across the U.S. have integrated similar tools to assess non-medical patient needs and coordinate social services.

However, one challenge could be ensuring that all staff members are trained adequately to administer the tool. Another challenge may be the time required to implement the screening, particularly in high-volume clinics where patient encounters need to be quick. To mitigate this, the tool could be implemented in phases, starting with patients identified as high-risk based on previous health disparities data.

Additionally, technological integration with the EHR could automate parts of the process, allowing staff to focus on care coordination rather than data entry. For clinics serving diverse populations, the tool could be made available in multiple languages, further reducing barriers to understanding and engagement.

Conclusion

Addressing disparities in healthcare requires a multifaceted approach. Existing tools like AHRQ’s disparities module and health data analytics can identify gaps in care, while screening tools focused on social determinants of health can provide individualized insights into barriers faced by patients. The proposed SDOH Risk Assessment Questionnaire can be an effective tool for identifying vulnerable populations and linking them to necessary support services. With appropriate administration, resource coordination, and thoughtful implementation, this tool is not only feasible but could significantly improve healthcare access and outcomes in clinical settings.

Reference

Agency for Healthcare Research and Quality (AHRQ). (n.d.). Healthcare disparities and cultural competency. Retrieved from https://www.ahrq.gov/research/findings/nhqrdr/nhqdr17/measures.html

 
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