Capital Budget Proposals

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Capital Budget Proposals

Wanting to surface as many good ideas as possible, your organization has invited all employees to submit capital budget proposals that would help the organization respond to industry trends and achieve its mission and strategic goals. Employees who submit a proposal that is accepted for implementation will receive a $2,500 bonus.

Review the website and financial statements from your organization (the organization you have selected for your final project—Venice Family Clinic – https://venicefamilyclinic.org/). Identify a capital budget item that you will use as the basis of your capital budget proposal. Note that while you will submit a single proposal, your proposal might include multiple items. For example, you might propose that the organization acquire a new piece of equipment. Implementation of that item (the equipment) might require additional items such as software, spare parts, etc.

For Further Instructions on this assignment, please see the 4-2 Capital Budget Items Guidelines and Rubric. Please also look at Final Project Milestone 1 attached for guidance as it’s part 1 of this project.

Capital Budget Proposals

Step 1: Identify Capital Budget Item

Based on the Venice Family Clinic’s needs and its current healthcare landscape, I propose the acquisition of telehealth equipment as a capital budget item. Telehealth has emerged as a key trend in healthcare delivery, particularly following the COVID-19 pandemic, which highlighted the need for remote healthcare services.

Why Telehealth?

  • The clinic’s mission is to provide healthcare to underserved populations. Telehealth expands access to these populations, especially those with transportation barriers.
  • It aligns with industry trends that emphasize digital health solutions.
  • The clinic would be able to offer services like remote consultations, follow-ups, and chronic disease management, which can improve patient outcomes and reduce costs.

Step 2: Components of the Proposal

The capital budget proposal includes the following components:

  1. Telehealth Equipment: A set of telehealth units (including computers, cameras, and diagnostic tools).
  2. Software Solutions: Implementation of secure telemedicine software compliant with Health Insurance Portability and Accountability Act (HIPAA) to protect patient information.
  3. Training: Necessary training programs for staff to ensure effective use of telehealth technology.
  4. IT Infrastructure Upgrade: The clinic may require an upgrade in its IT infrastructure to support the new technology and ensure reliable internet connectivity.

Step 3: Financial Considerations

  • Initial Cost: The upfront cost for telehealth equipment and software may be substantial. Based on industry estimates, initial implementation may range from $100,000 to $200,000 depending on the scale.
  • Operational Savings: The long-term savings from fewer in-person consultations and better chronic care management can offset these costs.
  • Return on Investment (ROI): The ROI comes from increased patient capacity, better service delivery, and the possibility of billing for telehealth services, which can generate revenue.

Step 4: Strategic Fit

The telehealth program aligns with the Venice Family Clinic’s strategic goals of increasing patient access, particularly for underserved communities, and improving healthcare outcomes. It also prepares the organization to meet future challenges, such as potential changes in healthcare reimbursement models that favor value-based care and digital health solutions.

Step 5: Summary of Proposal

The proposal seeks to implement telehealth technology to improve patient care access, enhance operational efficiency, and align with current healthcare industry trends. The inclusion of software, training, and necessary infrastructure ensures a comprehensive approach to adapting telemedicine at Venice Family Clinic.

Conclusion

This capital budget proposal of telehealth implementation will help Venice Family Clinic respond to industry trends, provide more efficient healthcare to underserved populations, and remain competitive in the healthcare space. The initial investment, though substantial, is offset by potential long-term savings and improved patient outcomes, which align with the organization’s mission of providing high-quality healthcare to those in need.

References

Reed, M. E., Huang, J., Graetz, I., Lee, C., Muelly, E., Kennedy, C., & Kim, E. (2020). Telehealth usage among people with diabetes and obesity during COVID-19: Rapid growth in virtual visits but ongoing digital divide. Journal of Medical Internet Research, 22(12), e26874. https://www.jmir.org/2020/12/e26874/

American Hospital Association. (2020). Telehealth: A Path to Virtual Integrated Care. https://www.aha.org/system/files/media/file/2020/05/telehealth-a-path-to-virtual-integrated-care.pdf

 
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Treatment of Generalized Anxiety Disorder

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Treatment of Generalized Anxiety Disorder

Question: Comparing and Contrasting Pharmacologic Options for the Treatment of Generalized Anxiety Disorder
Treatment of Generalized Anxiety Disorder

Generalized Anxiety Disorder (GAD) is characterized by excessive worry and anxiety about various aspects of life, including health, finances, and social interactions. This chronic condition can significantly impair daily functioning, necessitating effective treatment strategies. Pharmacologic options for GAD include antidepressants, benzodiazepines, and buspirone. Each class of medication offers distinct benefits and limitations, influencing treatment decisions based on patient needs, preferences, and clinical presentation.

Antidepressants

Selective Serotonin Reuptake Inhibitors (SSRIs)

SSRIs, such as sertraline and escitalopram, are often considered first-line treatments for GAD. These medications work by increasing serotonin levels in the brain, which can help improve mood and reduce anxiety.

  • Advantages: SSRIs have a favorable side effect profile and lower potential for dependency compared to benzodiazepines. They also address co-occurring depressive symptoms, which are common in individuals with GAD.
  • Disadvantages: The onset of therapeutic effects may take several weeks, which can delay symptom relief. Additionally, some patients may experience side effects, such as gastrointestinal disturbances, sexual dysfunction, and insomnia.

Serotonin-Norepinephrine Reuptake Inhibitors (SNRIs)

SNRIs, such as venlafaxine and duloxetine, are also effective in treating GAD. They increase levels of both serotonin and norepinephrine.

  • Advantages: SNRIs can be particularly beneficial for patients with physical symptoms of anxiety, as they may enhance energy levels and alleviate pain, which can coexist with anxiety disorders.
  • Disadvantages: Similar to SSRIs, SNRIs may also have delayed onset and can cause side effects, including increased blood pressure and withdrawal symptoms upon discontinuation.

Benzodiazepines

Benzodiazepines, such as lorazepam and diazepam, are anxiolytic medications that act quickly to relieve anxiety symptoms by enhancing the effect of the neurotransmitter gamma-aminobutyric acid (GABA).

  • Advantages: They provide rapid relief from acute anxiety symptoms, making them suitable for short-term management or for use during specific anxiety-provoking situations.
  • Disadvantages: Benzodiazepines are associated with the risk of dependency, tolerance, and withdrawal symptoms, making them less suitable for long-term treatment of GAD. They can also cause sedation, impaired coordination, and cognitive impairment.

Buspirone

Buspirone is an anxiolytic that is distinct from benzodiazepines and antidepressants. It works by modulating serotonin receptors and has a lower potential for abuse.

  • Advantages: Buspirone is non-sedating and does not carry the same risk of dependency as benzodiazepines. It can be used for long-term management of GAD and is generally well-tolerated.
  • Disadvantages: The onset of effects may take several weeks, and it may not be as effective for all patients. Some may experience side effects such as dizziness, nausea, and headache.

Comparative Summary

When comparing these pharmacologic options, it is crucial to consider the individual patient’s profile, including their history of substance use, co-occurring mental health disorders, and response to previous treatments. SSRIs and SNRIs are preferred for long-term management due to their efficacy and safety profile, particularly in patients with comorbid depression. In contrast, benzodiazepines may be appropriate for short-term use in cases of acute anxiety or panic attacks. Buspirone serves as an alternative for patients who are concerned about dependency or those who have not responded well to traditional anxiolytics.

Conclusion

The pharmacologic treatment of GAD involves a careful assessment of the available options, each of which has distinct characteristics. SSRIs and SNRIs are commonly utilized for their long-term benefits and relatively favorable safety profile. Benzodiazepines offer rapid relief for acute anxiety but carry significant risks with prolonged use. Buspirone serves as a non-addictive option for managing chronic anxiety. Clinicians must engage in shared decision-making with patients, considering their preferences and treatment goals to develop an effective management plan for GAD.

References

Diniz, B. S., & De Mello, M. F. (2018). Pharmacological treatment of generalized anxiety disorder: A review. Expert Review of Neurotherapeutics, 18(1), 37-46. https://www.tandfonline.com/doi/abs/10.1080/14737175.2018.1410862

Baldwin, D. S., & Woods, R. (2019). The treatment of generalized anxiety disorder: An overview of the pharmacological options. Expert Opinion on Pharmacotherapy, 20(1), 55-62. https://www.tandfonline.com/doi/abs/10.1080/14656566.2018.1519565

Zgierska, A., & Jencius, B. (2020). Comparative efficacy and tolerability of pharmacological interventions for generalized anxiety disorder: A systematic review. Journal of Clinical Psychiatry, 81(5), 19r12871. https://www.psychiatrist.com/JCP/article/Pages/2020/v81n05/v81n0501.aspx

Rickels, K., & Rynn, M. (2018). A review of treatment options for generalized anxiety disorder. Journal of Anxiety Disorders, 56, 27-35.

https://www.sciencedirect.com/science/article/pii/S0887618518300614

 
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Application of Kant’s Moral Philosophy

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Application of Kant’s Moral Philosophy

Ethics Second Written Assignment

Read chapter 3, watch Week 6 Lecture, and watch the films “Gone Baby Gone” and “Sleepers.”

Pick one movie and apply Kant’s moral philosophy to judge the MAIN FINAL action. For “Gone Baby Gone,” judge Patrick’s final decision, and for “Sleepers,” judge the priest’s final decision. Judging any other action in the movie is an automatic zero.

Your paper should be a minimum of 500 words and in MLA format. The due date for this assignment is February 14th.

You must apply Kant’s three premises (course materials) for 50 points and Michael Sandel’s three contrasts (Week 6 Lecture “Mind your Motive”) for 50 points.

Application of Kant’s Moral Philosophy

Application of Kant’s Moral Philosophy to Patrick’s Final Decision in “Gone Baby Gone”

The film “Gone Baby Gone,” directed by Ben Affleck, presents a complex moral dilemma centered on the kidnapping of a young girl named Amanda. The story follows private investigator Patrick Kenzie, who ultimately faces a significant moral decision regarding the child’s welfare. This analysis applies Immanuel Kant’s moral philosophy, particularly his three premises, to evaluate Patrick’s final decision, alongside Michael Sandel’s three contrasts on motive.

Kant’s Three Premises

Kant’s moral philosophy revolves around three fundamental premises: the Categorical Imperative, the universality principle, and the principle of humanity.

  1. Categorical Imperative: Kant’s Categorical Imperative states that one should act only according to that maxim whereby one can at the same time will that it should become a universal law. In the context of Patrick’s decision to return Amanda to her mother, one must consider whether this action could be universalized. While Patrick believes he is acting in the child’s best interest, if everyone were to act based on subjective judgments of parental capability, it could lead to chaos and undermine the law’s authority. Thus, Patrick’s action, while well-intentioned, does not fully adhere to this premise.
  2. Universality Principle: Kant argues that moral actions must be universally applicable. By taking Amanda away from her mother under the guise of protection, Patrick’s decision raises questions about the consistency of such an action. Would it be acceptable for anyone to determine what is best for a child without legal or social protocols in place? Patrick’s decision, while aiming to safeguard Amanda, also disregards the established systems designed to protect children and uphold the law, indicating a failure in this aspect of Kant’s philosophy.
  3. Principle of Humanity: This principle asserts that humans must be treated as ends in themselves and never merely as means to an end. In his final decision, Patrick grapples with the morality of sacrificing Amanda’s well-being for what he perceives as a greater good. He chooses to act against the legal system, believing it will benefit Amanda. However, this undermines the principle of humanity by using Amanda’s situation as a means to achieve what he believes is a moral outcome, thereby questioning the legitimacy of his actions.

Michael Sandel’s Three Contrasts

Michael Sandel’s contrasts regarding moral reasoning provide further insight into Patrick’s decision-making process. Sandel emphasizes the importance of motives behind actions and distinguishes between consequentialism, deontological ethics, and virtue ethics.

  1. Consequentialism vs. Deontology: Patrick’s decision aligns with consequentialism, as he believes the ends justify the means. He acts based on the outcome he desires for Amanda, which conflicts with Kant’s deontological ethics, which emphasizes duty over results. While Patrick views his decision as a protective measure, it contradicts the deontological view that he should adhere to the law and act in a manner that is justifiable as a universal action.
  2. Moral Intent vs. Moral Action: Sandel highlights the distinction between the intent behind an action and the morality of the action itself. Patrick’s intentions are noble; however, his decision to circumvent the law raises significant ethical concerns. Kant would argue that regardless of his intentions, the morality of his action cannot be overlooked. Patrick’s choice to prioritize personal belief over legal protocols ultimately reflects a failure to uphold Kantian ethics.
  3. Virtue Ethics: Sandel’s perspective on virtue ethics focuses on character and moral integrity. Patrick’s character is central to the story, and his final decision reflects both his strengths and weaknesses. While he desires to protect Amanda, his moral character is called into question when he opts to act outside the law, suggesting that a virtuous individual would find a way to reconcile their actions with ethical standards.

Conclusion

Patrick’s final decision in “Gone Baby Gone” raises intricate moral questions when evaluated through the lens of Kant’s philosophy and Michael Sandel’s contrasts. While Patrick acts out of a desire to protect Amanda, his choice undermines the legal system and ethical standards established to safeguard children’s welfare. By failing to adhere to Kant’s Categorical Imperative, the universality principle, and the principle of humanity, Patrick’s actions exemplify the complexities inherent in moral decision-making. Ultimately, Kant’s moral philosophy emphasizes the necessity of aligning actions with ethical duties rather than subjective interpretations of right and wrong, highlighting the importance of maintaining moral integrity in difficult situations.
(Application of Kant’s Moral Philosophy)

References

Kant, Immanuel. (1785). Groundwork for the Metaphysics of Morals. Cambridge University Press.
https://www.cambridge.org/core/books/abs/groundwork-for-the-metaphysics-of-morals/7F10F65BFB9D226E642A67D48E5E54ED

This foundational text outlines Kant’s moral philosophy, including his Categorical Imperative and principles of ethics.

Sandel, Michael J. (2009). Justice: What’s the Right Thing to Do? Farrar, Straus and Giroux. https://www.fsgoriginals.com/books/justice

This book discusses various moral philosophies, including Kantian ethics, and provides insights into moral reasoning and the contrasts relevant to ethical dilemmas.

Fitzgerald, R. (2018). “Kant’s Moral Philosophy.” Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/kant-moral/

This article provides an overview of Kant’s ethical framework and elaborates on the implications of his moral philosophy.

Bennett, J. (2014). Kant’s Theory of Ethics. Cambridge University Press. https://www.cambridge.org/core/books/kants-theory-of-ethics/5A2A4F99F50A99A027DA6A55E30DBBBF

This text examines Kant’s ethical theories in detail, including his views on duty, moral law, and ethical decision-making.

Affleck, Ben. (Director). (2007). Gone Baby Gone. Miramax Films.

The film itself serves as the primary source for analyzing the ethical dilemma presented in the narrative.

 
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Week 6 Assignment -Team Meeting

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Week 6 Assignment – Team Meeting

Instructions
The non-profit organization that you work for has received an urgent request to send a team of nurses to Eritrea to provide aid to a village that is grieving a serious earthquake. It is anticipated that your team will spend 2 months there. The city of 1,700 residents that you are serving has suffered 300 casualties, and still over 50 people are unaccounted for. For those found and negatively affected, there are serious injuries that need to be treated. There are other organizations already on location providing water, shelter, and food. But the medical teams that they have from other organizations are overwhelmed. Before your team can mobilize, you must get organized and explain what each person will be responsible for.

As a team, you will need to write a report in Microsoft Word that addresses the following:

  1. Who you will delegate to complete the tasks listed below. Include first and last name of the team member responsible.
  2. Why they were chosen to complete the task. List at least three points.
    • For example:
      • Jane has 3 years of experience managing her family budget.
      • Jane has exhibited strong attention to detail in our last team meeting.
      • Jane is good at finding deals.
  3. How they will complete the task.

Write the report in the style of a proposal to your organization’s board of advisors.

Here are the tasks that must be delegated:

  • Financial management
  • Budget of $35,000
  • Bank account(s)

Debit cards
(Week 6 Assignment -Team Meeting)

Week 6 Assignment -Team Meeting

Proposal for Delegating Tasks for the Eritrea Mission

The non-profit organization has received a request for urgent medical assistance in Eritrea due to a devastating earthquake. Our team of nurses will be deployed to aid a village with a population of 1,700 residents, where there have been 300 casualties, and over 50 people remain unaccounted for. To ensure effective mobilization and management of resources, it is crucial to delegate responsibilities among team members effectively. Below, we outline the key tasks, the team members assigned to each task, the reasons for their selection, and how they will execute their responsibilities.

Task Delegation

  1. Financial Management
    • Team Member Responsible: John Smith

      Reasons for Selection:

      • Experience in Financial Oversight: John has over five years of experience managing financial budgets in non-profit organizations.
      • Strong Analytical Skills: He has demonstrated excellent analytical skills in previous projects, ensuring effective allocation of funds.
      • Familiarity with Non-Profit Regulations: John understands the legal requirements and best practices in financial management for non-profits, ensuring compliance.

      How John Will Complete the Task:

      • John will set up a dedicated bank account for the mission in Eritrea.
      • He will create a budget plan detailing all anticipated expenses for the duration of the mission, ensuring that the budget of $35,000 is adhered to.
      • John will obtain debit cards for team members to access funds easily for necessary purchases and emergency expenditures.
  1. Logistical Coordination
    • Team Member Responsible: Maria Lopez

      Reasons for Selection:

      • Strong Organizational Skills: Maria has organized multiple medical missions and logistics for previous deployments.
      • Experience with Local Regulations: She has prior experience working in international settings and understands the regulatory requirements for medical missions in foreign countries.
      • Excellent Communication Abilities: Maria’s strong communication skills will help coordinate effectively with local authorities and other organizations.

      How Maria Will Complete the Task:

      • Maria will coordinate travel arrangements for the team, including flights and accommodations.
      • She will liaise with other organizations on the ground to ensure that our team has access to necessary medical supplies and support.
      • Maria will oversee the setup of a temporary medical facility, ensuring it meets safety and operational standards.
  1. Medical Supply Management
    • Team Member Responsible: Dr. David Chang

      Reasons for Selection:

      • Medical Expertise: Dr. Chang is an experienced physician who has worked in emergency care settings.
      • Knowledge of Required Supplies: He is familiar with the medical supplies and equipment required for treating earthquake-related injuries.
      • Ability to Train Others: Dr. Chang can train team members on how to use specific medical supplies and equipment effectively.

      How Dr. David Will Complete the Task:

      • Dr. Chang will compile a comprehensive list of necessary medical supplies and equipment needed for the mission.
      • He will work with Maria to source these supplies from local and international vendors.
      • Dr. Chang will ensure that all supplies are packed and organized before departure to facilitate quick access during the mission.
  1. Community Engagement
    • Team Member Responsible: Sarah Johnson

      Reasons for Selection:

      • Cultural Competence: Sarah has worked with diverse populations and understands the importance of cultural sensitivity in healthcare.
      • Strong Interpersonal Skills: She has the ability to build rapport with community members quickly, fostering trust and cooperation.
      • Previous Experience in Public Health Initiatives: Sarah has experience in public health campaigns and can effectively engage with the local community.

      How Sarah Will Complete the Task:

      • Sarah will develop a plan to engage with the local community before the team’s arrival, establishing communication with local leaders.
      • She will organize health education sessions for the community to address immediate health concerns and promote preventive care.
      • Sarah will assess the ongoing health needs of the community and adapt the team’s approach accordingly.

Conclusion

The success of our medical mission in Eritrea hinges on effective task delegation and clear communication among team members. By assigning specific roles based on individual strengths and experiences, we can ensure that our team operates efficiently and meets the urgent health needs of the affected community. This organized approach will facilitate the swift mobilization of our resources and expertise, ultimately improving the outcomes for the residents of Eritrea.
(Week 6 Assignment -Team Meeting)

References

World Health Organization. (2018). Health Emergency and Disaster Risk Management Framework. Retrieved from https://www.who.int/publications/i/item/health-emergency-and-disaster-risk-management-framework

This source discusses strategies for managing health emergencies, providing a framework that could be beneficial in planning the medical response to the earthquake in Eritrea.

United Nations Office for the Coordination of Humanitarian Affairs. (2020). Humanitarian Needs Overview 2020: Eritrea. https://www.unocha.org/eritrean-humanitarian-needs-overview-2020

DeVoe, J. E., & Heller, D. (2021). Financial Management in Nonprofit Organizations: A Practical Guide. https://www.amazon.com/Financial-Management-Nonprofit-Organizations-Practical/dp/113869525X

Katz, C., & Lax, L. (2020). Emergency Logistics: A Review of the Literature and Future Research Directions. International Journal of Physical Distribution & Logistics Management, 50(3), 301-318. doi:10.1108/IJPDLM-06-2019-0223

International Federation of Red Cross and Red Crescent Societies. (2020). Emergency Health Services: A guide to emergency health response in humanitarian crises. https://www.ifrc.org/en/publications-and-reports/publications/emergency-health-services-guide/

 
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Integrate leadership into current practice

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Integrate leadership into current practice

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice. This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes.

Integrate leadership into current practice
Each week, students should also explain how they met a course competency or course objective(s). In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.

In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission:

  • New practice approaches
  • Interprofessional collaboration
  • Health care delivery and clinical systems
  • Ethical considerations in health care
  • Practices of culturally sensitive care
  • Ensuring the integrity of human dignity in the care of all patients
  • Population health concerns
  • The role of technology in improving health care outcomes
  • Health policy
  • Leadership and economic models
  • Health disparities

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are not required to submit this assignment to Turnitin.

References

Marquis, B. L., & Huston, C. J. (2021). Leadership roles and management functions in nursing (10th ed.). Jones & Bartlett Learning.

https://www.jblearning.com/catalog/productdetails/9781284231021

American Nurses Association. (2015). Code of ethics for nurses with interpretative statements. NursingWorld.org.

https://www.nursingworld.org/our-certifications/ethics/

Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. IPEC.

https://ipec.memberclicks.net/assets/2016-Competencies-Report.pdf

Institute of Medicine. (2015). The future of nursing: Leading change, advancing health. National Academies Press.

https://www.nap.edu/catalog/12956/the-future-of-nursing-leading-change-advancing-health

Hood, L. J. (2020). Leddy & Pepper’s conceptual bases of professional nursing (7th ed.). Wolters Kluwer.

https://shop.lww.com/Leddy-and-Pepper-s-Conceptual-Bases-of-Professional-Nursing/p/9781975111144

World Health Organization. (2021). Health equity and its determinants. WHO.int.

https://www.who.int/health-topics/health-equity#tab=tab_1

Bagnasco, A., & Timmins, F. (2021). The role of technology in healthcare. In Nursing and the Future of Healthcare (pp. 101-118). Springer.

https://link.springer.com/book/10.1007/978-3-030-57955-0

Koehn, D., & Wu, C. (2022). Integrating population health into nursing practice: A model for change. Journal of Nursing Education and Practice, 12(4), 17-24. https://www.sciedupress.com/journal/index.php/jnep/article/view/21745

 
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Research for Nursing Practice

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Research for Nursing Practice
Research for Nursing Practice

Case Study: Critical Appraisal of Quantitative and Qualitative Research for Nursing Practice

Introduction. Unrelieved postoperative pain remains a common problem despite advances in pain management. Complementary music has been suggested as an adjuvant to the standard of care treatment for postoperative pain.

Purpose. The purpose of this study was to determine if music therapy was an effective adjunct to decrease state anxiety, increase pain management, and enhance environmental noise satisfaction in the postoperative patient.

Method. A quasi-experimental nonequivalent control group design was used in this study, with participants assigned based on room assignment rather than randomly. The control group, which consisted of participants admitted to the A hallway, received the standard of care. The intervention group, which consisted of participants admitted to the B hallway, received complementary music therapy in the form of preprogrammed MP3 players, in addition to the standard of care. Neither analgesia type nor route was controlled. Each participant was enrolled for a total of 3 days or until discharge, whichever came first. Outcome measures were collected upon enrollment (Time One) and for the next 2 consecutive days (Time Two and Time Three). Participants in the intervention group were encouraged to listen to a selection of non-lyrical low decibel (less than 60 db) preprogrammed music for at least 30 minutes via an MP3 player after their prescribed analgesia was administered. State trait anxiety, as well as pain and environmental noise satisfaction, were assessed using the State-Trait Anxiety Inventory and two standardized questions from the Press Ganey survey.

Findings. Before the intervention was implemented, both groups were the same related to their average level of state and trait anxiety, pain, and noise perception. The patient’s state anxiety, pain perception, and noise perception were measured 1 day after the intervention was in place. A significant difference was found from Time One to Time Two in pain management (t = 3.938, p < .001) and environmental noise satisfaction (t = 3.457, p = .001), while there was no change in state anxiety (t = 0.373, p = .711). The intervention group experienced improved pain management (t = 7.385, p < .01) and environmental noise satisfaction over time (t = 4.371; p < .001); however, there was no improvement in state anxiety (t = 1.47; p = .159). The findings suggest music therapy decreases pain and environmental noise perception, although there was no effect on state anxiety.

Conclusions. Use of music therapy improves patients’ postoperative experience by increasing their pain management and white noise satisfaction. This intervention was inexpensive and easy to implement in the clinical setting and is therefore recommended to improve postoperative outcomes in other facilities.

Citation: Comeaux, T., & Comeaux, T. (2013). The effect of complementary music therapy on the patient’s postoperative state anxiety, pain control, and environmental noise satisfaction. Medsurg Nursing: Official Journal Of The Academy Of Medical-Surgical Nurses, 22(5), 313-318.

Background. There is insufficient evidence on the effects of music therapy on state anxiety of breast cancer patients following radical mastectomy.

Methods. A Hall’s Core, Care, and Cure Model-based clinical trial was conducted in 120 female breast cancer patients from March to November 2009. A randomized controlled design was used. The patients who were randomly allocated to the experimental group (n = 60) received music therapy in addition to routine nursing care, and the control group (n = 60) only received routine nursing care. A standardized questionnaire and the State Anxiety Inventory were applied. The primary endpoint was the state anxiety score measured at pretest (on the day before radical mastectomy) and at three posttests (on the day before patients were discharged from the hospital, and the second and third time of admission to the hospital for chemotherapy, respectively).

Results. The pretest score revealed that the majority of the patients had a moderate level (77%) and 15% had severe levels of state anxiety. The repeated-measure ANCOVA model analysis indicated that the mean state anxiety score was significantly lower in the experimental group than in the control group at each of the three posttest measurements. The mean difference between the experimental and control groups was -4.57, -8.91, and -9.69 at the first posttest, second posttest, and third posttest, respectively.

Conclusion. Music therapy is found to have positive effects on decreasing the state anxiety score.

Citation: Li, X., Zhou, K., Yan, H., Wang, D., & Zhang, Y. (2012). Effects of music therapy on anxiety of patients with breast cancer after radical mastectomy: a randomized clinical trial. Journal Of Advanced Nursing, 68(5), 1145-1155. doi:10.1111/j.1365-2648.2011.05824.

Question 1. Compare and contrast the clinical problem identified by each researcher.

Question 2. Identify the research design used in each study. Who used the more powerful strategy? How could the researchers have improved their designs?

Question 3. Why might Comeaux and Comeaux have selected their design?

Question 4. Who comprised the control groups?

Question 5. Compare the dependent variables.

Question 6. Compare the independent variables, describing variations in the study protocols.

Question 7. If you worked on a surgical unit, would you be willing to change your unit’s pain management protocols based on the results of these studies?
(Research for Nursing Practice)

References

Comeaux, T., & Comeaux, T. (2013). The effect of complementary music therapy on the patient’s postoperative state anxiety, pain control, and environmental noise satisfaction. Medsurg Nursing: Official Journal Of The Academy Of Medical-Surgical Nurses, 22(5), 313-318.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4301134/

Li, X., Zhou, K., Yan, H., Wang, D., & Zhang, Y. (2012). Effects of music therapy on anxiety of patients with breast cancer after radical mastectomy: a randomized clinical trial. Journal Of Advanced Nursing, 68(5), 1145-1155. doi:10.1111/j.1365-2648.2011.05824.
https://doi.org/10.1111/j.1365-2648.2011.05824

 
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Critical Analysis Portfolio

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Critical Analysis Portfolio

For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes, and behaviors of others in the world around you.

Prompt: First, review the module resources you have so far encountered, as well as your work in Module One. In addition, it is suggested that you visit the IDS400 LibGuide for guidance on how to select a topic. Select one issue/event in diversity and write a paper that addresses how this issue/event fits into the framework of diversity, and then addresses how each lens influences perceptions and attitudes toward the issue/event, diversity, and society. The paper should outline each lens’s impact and framing of the issue/event. Be sure to provide a working thesis statement and clear definitions for your key terms.
(Critical Analysis Portfolio)

Specifically, you must address the critical elements listed below.

I. Introduction: You will compile a series of critical analyses of a single issue/event in diversity through the four general education lenses: history, humanities, natural and applied sciences, and social sciences.
A. Topic: Using the four lenses, explain how an issue/event within diversity has or has not influenced modern society.

II. Lens Connections: In this section of your assignment, you will describe the connections between your issue/event and each of the four general education lenses.
A. What is the connection of your issue/event to the lens of history for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis.
B. What is the connection of your issue/event to the lens of the humanities for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis.
C. What is the connection of your issue/event to the lens of the natural sciences for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis.
D. What is the connection of your issue/event to the lens of the social sciences for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis.

Be sure to begin the research process early and use evidence from your research to support your responses. Refer to course resources, the LibGuide for this class, and any other pertinent resources to support your responses. Although at least two sources are required for each lens, note that you may use the same source for more than one lens if applicable. Relevant current news sources may be used with instructor approval. Incorporate instructor feedback into your final project.

References

Lindsey, R. B., Graham, J. A., & Taylor, D. L. (2017). Culturally Proficient Learning Communities: Facilitating Meaningful Change. Corwin Press. https://us.sagepub.com/en-us/nam/culturally-proficient-learning-communities/book246644

This book explores the framework of culturally proficient learning and how to effectively analyze diversity in educational settings.

 

Banks, J. A. (2010). Multicultural Education: Characteristics and Goals. In Multicultural Education: Issues and Perspectives (7th ed., pp. 3-20). Wiley. https://www.wiley.com/en-us/Multicultural+Education%3A+Issues+and+Perspectives%2C+7th+Edition-p-9781119496611

This chapter provides insight into multicultural education and discusses the implications of diversity in various contexts.

 

Schneider, C. G., & Barlow, L. (2016). The Impact of Diversity on Team Performance: The Moderating Role of Team Process. Journal of Applied Psychology, 101(3), 448-461. https://www.apa.org/pubs/journals/apl/

This article examines how diversity affects team performance through various lenses, providing empirical evidence of the interactions involved.

 

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications. https://us.sagepub.com/en-us/nam/research-design/book248961

This book provides guidance on various research methods, including qualitative and quantitative approaches, useful for analyzing diverse issues.

 

American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). American Psychological Association. https://apastyle.apa.org/products/publication-manual-7th-edition

This manual offers comprehensive guidelines for academic writing, including how to cite sources and structure papers.

 

The National Academies Press. (2018). A Framework for Diversity and Inclusion in the National Science Foundation. National Academies Press. https://www.nap.edu/catalog/25101/a-framework-for-diversity-and-inclusion-in-the-national-science-foundation

This report discusses the importance of diversity in scientific communities and provides recommendations for fostering inclusive environments.

 
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Big Data and Data Mining

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Big Data and Data Mining

Identify one aspect of big data and data mining that is interesting to you. Explain the concept and how it might bring value to healthcare.

Describe the concept of continuity planning. If you were the director or manager for your current workplace, describe the preparedness program you would recommend.

Locate an article discussing the use of informatics in healthcare education of the general public or of nursing students. Discuss the benefits and drawbacks to using technology in this situation and recommendations from the author.

Do you feel this use of technology is a viable method of educating (the public or nursing students)? Why or why not?

Big Data and Data Mining

One aspect of big data and data mining that is particularly interesting is predictive analytics. Predictive analytics involves using historical data to make predictions about future events or trends. In health care, this concept can bring immense value by helping to anticipate patient outcomes, reduce readmissions, and improve overall care quality. For example, by analyzing large datasets of patient records, hospitals can identify risk factors for diseases like diabetes or heart failure, allowing for early intervention. This proactive approach can improve patient outcomes and reduce health care costs by preventing complications before they occur.

Continuity Planning in Health Care

Continuity planning refers to the process of creating systems and procedures to ensure that essential functions of an organization can continue during and after a disaster or emergency. If I were the director or manager of my current workplace, I would recommend a preparedness program that includes regular training for staff on emergency protocols, creating redundancies for critical systems (like electronic health records), and establishing partnerships with nearby facilities to share resources if necessary. This program would also include communication plans to ensure that patients and staff are kept informed during emergencies. Regular drills and updating of the plan based on lessons learned would ensure readiness in case of any disruptions.

Informatics in Health Care Education

Informatics plays a crucial role in the education of both the general public and nursing students. For instance, an article by Honey et al. (2017) highlights how informatics tools like online simulations and e-learning platforms can improve nursing students’ competencies. The benefits of using technology in health care education include flexibility, access to a wider range of resources, and the ability to simulate real-life scenarios in a safe, controlled environment. However, the drawbacks include the potential for technical issues, the need for students to have reliable internet access, and the lack of hands-on experience that traditional methods provide.

The article recommends blending technology with in-person learning to address these concerns. I believe this use of technology is a viable method of educating nursing students, as it allows for the delivery of up-to-date information and diverse learning methods. However, it should not completely replace in-person clinical experience, which is essential for developing practical skills. Similarly, when educating the general public, technology can increase accessibility, but clear communication and personalized interactions remain key for patient understanding and engagement.

References:

Honey, M., Skiba, D., Procter, P., & Foster, J. (2017). Nursing Informatics: A Model for Educating Nursing Students. https://nursekey.com/nursing-informatics-a-model-for-educating-nursing-students/

 
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Sampling Designs and Data Sources

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Sampling Designs and Data Sources

Course Required Chapter Reading for Discussion #2:
Chapter 13: Sampling Designs and Data Sources for Effect Evaluations
https://youtu.be/4e5VH9NKNVY (watch video)
Sampling Designs and Data Sources

Directions:
A) After reading Chapter 13, and watching the video, answer the following questions using the presentation methods below:

2-3 pages essay summary (Response to all of the initial discussion board questions below)

Address the following questions (Refer to Chapter 13):
Identify at least one sampling issue that would be particularly relevant at each level of the public health pyramid. Which strategy could be used to minimize these problems?

Spreading the Message: use any of the presentation methods above on the description of your program as conceptualized at this point. This should include information derived from assignments 1 and 2 that were completed and submitted in this course. (Attached)

The following should be included in your presentation:
Title, Target Objective Stated, Description of Target Community, Description of Program/Intervention, Sample size, Proposed Program Description, Health risks associated with not doing desired behavior, incidence rates/prevalence rates/trends in these rates (national level) for associated health risks, conditions, and diseases. Mortality and morbidity rates of associated health risks, conditions, and diseases, Proven Methods to minimize risk.

(Question 2: This information should be taken directly from your assignments #1 and 2 submissions. No new topic should be selected. Use the same information that you submitted in assignments 1 and 2 to fully address all parts of question #2)

A minimum of one reference is required to support your response to the discussion question. You may cite the course-required textbook and/or other sources from which you have used content. Make sure your references are in APA format.

References

Video Reference:

Public Health Sampling Designs and Data Sources for Effect Evaluations. (2021).  https://youtu.be/4e5VH9NKNVY

Journal Article on Sampling in Public Health:

McNutt, L.-A., Wu, C., Xue, X., & Hafner, J. (2003). Estimating the Relative Risk in Cohort Studies and Clinical Trials of Common Outcomes. American Journal of Epidemiology, 157(10), 940-943. https://academic.oup.com/aje/article/157/10/940/97050

Article on Sampling Strategies:

Babbie, E. R. (2016). The Basics of Social Research (7th ed.). Cengage Learning. https://www.cengage.com/c/the-basics-of-social-research-7e-babbie/9781285736963/

Centers for Disease Control and Prevention (CDC) on Public Health Data Sources:

Centers for Disease Control and Prevention. (2020). Data Sources for Public Health. https://www.cdc.gov/nchs/data/datacollection.html

 
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Comprehensive Patient-centered Care

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Comprehensive Patient-centered Care

CO1: Propose individualized comprehensive care by integrating theories and principles of nursing and related disciplines when planning comprehensive patient-centered care. (PO1)

CO8: Discuss the role of evidence-based practice in the provision of professional nursing care. (PO8)

Select a challenging nursing care issue (examples include falls, medication errors, pressure ulcers, and other clinical issues that can be improved by evidence in nursing). Do not select a medical issue (disease, medical treatment). Do not select a workforce issue (staffing, call-offs, nurse to patient ratios).

Explain the following for the selected clinical issue.

State the issue.

Explain the process you would use to search CINAHL for evidence. Include your search terms.
Comprehensive Patient-centered Care

Selected Nursing Care Issue: Medication Errors

State the Issue
Medication errors are a critical nursing care issue that can have severe consequences for patients. They include incorrect dosages, administering the wrong medication, or giving medication at the wrong time. Errors can occur due to distractions, communication breakdowns, or a lack of knowledge about the medications. These errors can lead to adverse drug reactions, prolonged hospital stays, and in severe cases, patient harm or death.

Search Process in CINAHL for Evidence
To search for evidence in CINAHL (Cumulative Index to Nursing and Allied Health Literature), I would follow these steps:

  1. Access CINAHL Database: Log into the library or academic resource portal that provides access to CINAHL.
  2. Search Terms: I would use the following search terms to find relevant articles:
    • “Medication errors in nursing”
    • “Preventing medication errors”
    • “Strategies to reduce medication errors”
    • “Nursing interventions for medication safety”
    • “Evidence-based practices for medication administration”
  3. Filters: I would apply filters to refine the search for peer-reviewed journal articles published in the last five years. This ensures that the evidence is both reliable and current.
  4. Review and Select Articles: I would review the article abstracts and select studies or systematic reviews that provide strategies, interventions, or solutions for reducing medication errors.
  5. Evaluate the Evidence: Finally, I would evaluate the findings to determine which evidence-based strategies are most effective in reducing medication errors and improving patient safety in nursing practice.

This process would help in gathering evidence-based information on minimizing medication errors and improving nursing care quality.

References
Chamberlain College of Nursing. (2018). NR351 Transitions in Professional Nursing: Week 5 lesson. Downers Grove, IL: Online Publication.

Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th edition). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. https://www.amazon.com/Leddy-Peppers-Conceptual-Bases-Professional/dp/1451192547

 
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