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  • Standardized Procedure Pediatrics Essay Assignment Example

    Standardized Procedure Pediatrics Essay Assignment Example

    Standardized Procedure Pediatrics

    Access CA BRN Website: 
    NP standardized Procedures

    Choose an Acute Health Problem for Pediatrics and write a complete SP. Follow guidelines per CA BRN examples.

    I attached example to write same way.

    Primary Health of Acute Clients/Families Across the Lifespan Standardized Procedure Pediatrics Essay Assignment Example

    Running head: STANDARDIZED PROCEDURE PEDIATRICS 1

    Standardized Procedure for Nurse Practitioners: General Policy

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    I Purpose

    A. To establish a standardized procedure, in compliance with the California Board of Registered Nursing (BRN) and the 11 components of the BRN’s guidelines for Nurse Practitioners (NPs) to perform specified functions without the immediate supervision of a Physician. Standardized Procedure Pediatrics Essay Assignment Example.

    II Development and Review

    A. All standardized procedures are developed through the collaborative efforts of the members of the organization’s established interdisciplinary committee (IDC). The IDC will consist of physicians, nurse practitioners, registered nurses and administrative representatives of the organization.

    B. All standardized procedures will be approved through the IDC made readily available and contain signed and dated approval sheets of all professionals covered by the procedures. Standardized Procedure Pediatrics Essay Assignment Example.

    C. All standardized procedures will be reviewed every 3 years or more often as necessary by the IDC.

    D. All NPs and their supervising physicians will signify agreement to the standardized procedures upon hire, annually and with changes as needed as evidenced by a signed and dated approval sheet.

    E. Signature on the statement of approval and agreement implies the following: Approval of all procedures in the document, intent to abide by the procedures and willingness to maintain a collegial and collaborative relationship with all parties. The signed statement of approval and agreement form will serve as the record of those NPs who have been authorized to perform the procedures Standardized Procedure Pediatrics Essay Assignment Example. The signature page will be kept on file and readily available together with Standardized Procedures.

    III Scope and Setting

    A NPs may manage those functions outlined in the standardized procedures, within their trained area of specialty and consistent with their experience and credentialing. Such functions include assessment, management and treatment of acute and chronic illness, contraception, health promotion and overall evaluation of health status. Additional functions include the ordering of diagnostic procedures, physical, occupational, speech therapies, diet and referral to specialty care as needed.

    B NPs are authorized to practice standardized procedures in the organization’s Outpatient Clinics.

    IV Education and Training/Qualifications

    A NPs must have the following

    1 Current California registered nurse (RN) license

    2 Certification by the State of California, BRN as an NP

    3 Board certification from the American Nurses Credentialing Center

    4 NP furnishing number

    5 DEA registration number

    6 Current Health Care Provider Card from the American Heart Association

    7 Credentialed by the organization’s medical staff

    B In addition to the required education and training all NPs will be required to complete competency validation upon hire and annually. The supervising physician is charged with observing the NP and documenting competency validation. The competency validation checklist is managed, maintained and made available by the Office of Medical Staff as a component of the privilege process. Checklist will be reviewed and updated annually by the IDC.

    V Supervision and Evaluation

    A NP is authorized to implement the approved standardized procedures without the direct or immediate observation or supervision of a physician unless otherwise specified within a particular procedure.

    B Supervising physicians will conduct a weekly case review of a minimum of 10% of each NPs cases for the week. The review will be documented within the electronic medical record and must be completed within 30 days of the visit selected for review. Cases will be selected randomly unless a request for review is received by a medical professional.

    C No single physician will supervise more than 4 NPs at any one time.

    VI Consultations

    A Physician consultation is to be obtained as specified in individual procedures or when deemed appropriate.

    VII Patient Records

    A NPs will be responsible for the documentation of a complete electronic medical record for each patient contact/encounter in accordance with existing clinic and medical staff policies.

    Protocol:

    Croup initial visit in the outpatient clinic setting

    I Rationale

    To assist Nurse Practitioners in the outpatient clinic setting in the differentiation between

    croup and other upper airway conditions and to establish guidelines for the management of croup in this setting.

    II Definition

    Swelling and erythema of the upper airway resulting in narrowing of these airways, usually as a result of viral infection and in some instances bacterial. Most cases are usually mild and self-limiting however, children can be seriously ill or at risk for rapid progression of disease leading to further narrowing of the airways and respiratory compromise.

    III Epidemiology – Standardized Procedure Pediatrics

    A Typically occurs in children between the ages of 6 months to 6 years, with a peak

    incidence between 6 and 36 months.

    B Most often occurs in the fall and is usually but not limited to parainfluenza type 1 viral infection.

    C Cases occurring in winter are usually but not limited to influenza A and B viruses

    D Risk factors include familiar history, parental smoking and male gender.

    IV History

    A Symptoms of upper respiratory infection for several days.

    B Rhinorrhea

    C Cough

    D Low grade fever

    E Symptoms occurring most often at night

    F Sore throat

    G Stridor

    H Intermittent barking, seal like cough

    V Physical Exam

    A Barking seal like cough, stridor

    B Tachypnea

    C Use of accessory muscles for respiration

    D Tachycardia

    E Wheezing

    F Low grade fever however, can be elevated to 104F

    G Visualization of mouth and epiglottis normal

    VI Diagnostic tests

    A Diagnosis typically made based on clinical presentation

    B Plain imaging of soft tissue of the neck may display classic pattern of subglottic narrowing (steeple sign) on posteroanterior view. Standardized Procedure Pediatrics Essay Assignment Example.

    C Pulse oximetry

    D Laboratory tests are not necessary for the diagnosis of croup however, may be used to assist with differential diagnosis.

    1 CBC

    2 Viral Serology

    3 Tissue culture

    VII Differential Diagnosis

    A Epiglottitis

    B Foreign body aspiration

    C Retropharyngeal or peritonsillar abscess

    D Compression due to tumors, trauma or congenital malformations

    E Angioedema

    F Asthma exacerbation

    G Bacterial traceitis

    VIII Management – According to severity of disease by means of the Westley Croup Score based on the presence or absence of stridor at rest, degree of chest wall retractions, air entry, the presence or absence of pallor or cyanosis and the mental status. Standardized Procedure Pediatrics Essay Assignment Example.

    A Mild croup (Westley croup score of ≤2)

    No stridor at rest (although stridor may be present when upset or crying), a barking cough, hoarse cry, and either no, or only mild, chest wall/subcostal retractions.

    B Moderate croup (Westley croup score of 3 to 7)

    Stridor at rest, has at least mild retractions, and may have other symptoms or signs of respiratory distress, but little or no agitation.

    C Severe croup (Westley croup score of ≥8)

    Significant stridor at rest, although the loudness of the stridor may decrease with worsening upper airway obstruction and decreased air entry. Retractions are severe (including indrawing of the sternum) and the child may appear anxious, agitated, or pale and fatigued Standardized Procedure Pediatrics Essay Assignment Example.

    D Impending respiratory failure (Westley croup score of ≥12)

    Fatigue and listlessness- Standardized Procedure Pediatrics

    Marked retractions (although retractions may decrease with increased obstruction and decreased air entry)

    Decreased or absent breath sounds

    Depressed level of consciousness

    Tachycardia out of proportion to fever

    Cyanosis or pallor

    E Treatment

    Mild Croup:

    1 Single dose of dexamethasone 0.15 to 0.6 mg/kg orally or parentally to a max dose of 10mg.

    2 Disposition home with the following instructions:

    a Fever management with acetaminophen 15mg/kg po every 4-6hrs as needed not to exceed 75mg/kg/day.

    b Anticipatory guidance of potential worsening and instructions on when to seek care. Standardized Procedure Pediatrics Essay Assignment Example.

    c Use of humidified air, cool mist or hot stream

    d Return for follow-up next day.

    Moderate Croup

    1 Follow mild croup guidelines

    2 Observe patient for up to 4 hours

    If improved

    3 Disposition home following instructions for mild croup

    If no improvement

    a Consult with supervising physician and prepare to administer

    b Inhaled racemic epinephrine 0.05 ml/kg per dose (maximum of 0.5 ml) of a 2.25% solution diluted with normal saline for a 3ml total volume via nebulizer.

    c If pulse oximetry is <92% provide supplemental oxygen at a rate to maintain 02 Sat < 92% d Refer or disposition child via emergency transport to emergency department Severe croup and impending respiratory failure a Activate 911 and provide the following until emergency transport arrives: b Ensure open airway c Administer supplemental 02 to maintain 0s sat 92% d Single dose of dexamethasone 0.15 to 0.6 mg/kg parentally. e Inhaled racemic epinephrine 0.05 ml/kg per dose (maximum of 0.5 ml) of a 2.25% solution diluted with normal saline for a 3ml total volume via nebulizer. Standardized Procedure Pediatrics Essay Assignment Example. f Notify supervising physician of need for emergency transport IX Development and Approval of the Standardized Procedure This standardized procedure was developed and approved through the organization’s Interdisciplinary Committee and will be reviewed and approved every 3 years or more often as needed. Revision Date_____________ Review Date______________ X Standardized procedure was approved by the following members of the Interdisciplinary Committee. _______________________________ Date_______________________ Pediatric Department Chair _______________________________ Date_______________________ Supervising Physician _______________________________ Date_______________________ Director of Nursing Practice _______________________________ Date_______________________ Administration XI Practitioners authorized to function under this standardized procedure: This list of Nurse Practitioners will be maintained on file in the department in which Nurse Practitioners practice and hospital administration. Standardized Procedure Pediatrics Essay Assignment Example. References An explanation of standardized procedure requirements for nurse practitioner practice. (1998). Retrieved from http://www.rn.ca.gov/pdfs/regulations/npr-b-20.pdf Standardized Procedure Pediatrics Bjornson, C., & Johnson, D. (2015). Croup. Retrieved from https://online.epocrates.com/diseases/68111/Croup/Key-Highlights Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric Primary Care (5th ed.). Philadelphia, PA: Elsevier. Ferri, F. F. (2016). Ferri’s Clinical Advisor. Philadelphia, PA: Elsevier. Woods, C. R. (2015). Croup. Retrieved from https://www.uptodate.com/contents/croup-approach-to-management?source=see_link&sectionName=Respiratory+care&anchor=H91700#H1 Zoorob, R., Sidani, M., & Murray, J. (2011). Croup: An overview. Retrieved from http://www.aafp.org/afp/2011/0501/p1067.html. Standardized Procedure Pediatrics Standardized Procedure Pediatrics Essay Assignment Example

  • NURS 6052 Identifying a Researchable Problem

    NURS 6052 Identifying a Researchable Problem

    NURS 6052 PROJECT 1

    Course Project: Part 1—Identifying a Researchable Problem

    One of the most challenging aspects of EBP is to actually identify the answerable question.

    —Karen Sue Davies

    Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

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    In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions NURS 6052 Identifying a Researchable Problem.

    To prepare:

    Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.

    Review the section beginning on page 71 of the course text Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

    titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem. NURS 6052 Identifying a Researchable Problem.

    Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.

    Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.

    Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?

    Note:
    Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question. NURS 6052 Identifying a Researchable Problem.

    Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

    To complete Course Project: Part 1—Identifying a Researchable Problem:

    Write a 3- to 4-page paper that includes the following:

    A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice

    The 5 questions you have generated and a description of how you analyzed them for feasibility

    Your preliminary PICOT question and a description of each PICOT variable relevant to your question

    At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

    This paper should be written in APA format

    This paper should have a purpose statement and a conclusion

    Paper should be written in basic vocabularies

    NURS 6052 Identifying a Researchable Problem

    Paper should cite at least 5 resources, 3 from the resources listed below and 2 scholarly sources from writer

    All the articles will be uploaded

    Resources

    Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

    Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

    Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195. NURS 6052 Identifying a Researchable Problem.

    Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

    Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/vie wFile/9741/8144 NURS 6052 Identifying a Researchable Problem

  • Differential Diagnosis Essay Assignment Example

    Differential Diagnosis Essay Assignment Example

    Differential Diagnosis Response 1

    This assignment is designed to expose you to the process of determining a diagnosis according to DSM-5 criteria. Many disorders share similarities or even co-occur, making it difficult to arrive at a diagnosis. Differential Diagnosis Essay Assignment Example. Clinicians have to identify the behaviors and thoughts that fit the established diagnosis criteria, ruling out alternative diagnoses.

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    For this exercise, you will read the clinical case excerpt presented below and assign a primary diagnosis based on the available evidence. Differential Diagnosis Essay Assignment Example.  Evidence from the passage that you may cite to support your diagnosis includes specific behaviors, patterns of thinking, and symptom duration. Cite at least 4 examples from the excerpt that align with the specific DSM criteria for your primary diagnosis. Each criteria should be supported with a specific behavior/cognition displayed by the individual. Please also identify distress and impairment to daily living. Then, you will engage in a process of eliminating
    two
     
    alternative diagnoses. You will offer two diagnoses that a clinician may consider based on the presented case and then use evidence from the case to state why these alternative diagnoses are 
    not
     correct. For example, later in the semester we will learn that Post-traumatic Stress Disorder (PTSD) requires symptoms to be present for longer than one month. Differential Diagnosis Essay Assignment Example. A similar diagnosis known as Acute Stress Disorder presents with similar features (e.g., distressing and intrusive thoughts about the trauma, flashbacks, inability to experience positive emotions, hypervigilance), but it has a duration of 3 days to 1 month. A clinician may consider an alternative diagnosis of PTSD but ultimately rule that the primary diagnosis should be Acute Stress Disorder if the client has only experienced symptoms
    for 2 weeks
    . Another clinician may be seeing a client who is in a current depressive episode. If this same client has experienced an episode of mania in the past, however, they would not meet criteria for Major Depressive Disorder (MDD). The clinician may consider MDD as an alternative diagnosis but ultimately, bipolar disorder would be the appropriate primary diagnosis. For each alternative diagnosis, please provide 
    one reason for and one reason against
    that diagnosis based on DSM criteria. Differential Diagnosis Essay Assignment Example.

    Now, please read the case below and write your response, providing a primary diagnosis and two alternative diagnoses, in paragraph form.

    Grading Rubric:

    15 points:

    correct diagnosis (5 points)

    at least 4 criteria from the DSM supported with evidence from the passage (8 points)

    identify distress and impairment in functioning (2 points)

    Differential Diagnosis Essay Assignment Example

    10 points:

    Alternative diagnosis #1 (1 point)

    Reason for and reason against Alternative #1 (4 points)

    Alternative diagnosis #2 (1 point)

    Reason for and reason against Alternative #2 (4 points)

    Differential Diagnosis Essay Assignment Example

    10 points:

    Times New Roman 12-point font

    1” margins

    Spelling

    Grammar

    Structural organization and clarity

    Full sentences

    Clinical Case Excerpt:

    Henry is a 23-year-old male attending New York University. He finally decided to seek psychological services at the suggestion of his friends and family who were worried about him because he rarely left his apartment. In discussing his symptoms and lifestyle with his therapist, he reported that he experienced intense anxiety at the thought of leaving his apartment and interacting with a large number of people. Being in crowds caused Henry to sweat profusely, his hands to shake, his stomach to feel nauseous, and his chest to pound. He reported that experiencing this intense anxiety made him feel like the world was not real or like he was dying. The first time Henry experienced this intense reaction to a crowd was at a concert when he was 20 where he felt panicked and was overcome with fear that he could not receive help if he needed it. Differential Diagnosis Essay Assignment Example. Since that time, he experienced similar feelings at sporting events. The intense anxiety about being in crowds now prevented him from attending class lectures, and his grades were suffering tremendously. Differential Diagnosis Essay Assignment Example. Additionally, Henry used to go out in NYC with all of his friends during his first two years at school, but now he could no longer bring himself to board the subway and only shopped at the nearby grocery store late at night when the fewest number of people were present. He also feared having a panic attack while on the subway and not being able to escape and get help. Because of his fear of public transportation, he did not apply for internships on the opposite side of the city. His relationship with his girlfriend from freshman year also ended because he could no longer tolerate participating in activities where they would be in a large groups. Henry was worried about his grades, future job prospects, and his social life. This constant worry was also causing problems with sleep. Differential Diagnosis Essay Assignment Example.

  • Learning Theories Comparison Essay Example

    Learning Theories Comparison Essay Example

    Compare Two Learning Theories 
    Instructions

    GENERAL

    You will research two learning theories of your choice and write a paper, in which you compare the two theories — based on five factors. These five key points are: 
    how learning takes place, what influences learning, the role of the brain in learning, how the learner applies new knowledge, and how instruction is designed to guide learning 
    (Schunk, 1991).

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    SPECIFICS

    Briefly present the theories (no more than one and a half pages total).

    The paper is supported by at least three primary sources. 
    The text is
    not a primary resource. 
    Primary resources are essentially scholarly sources that discuss the theory and or the theorist. They can be written by the theorist or other scholars. Sources like Wikipedia or personal blogs, etc. would not be considered as primary sources. Learning Theories Comparison Essay Example Please consider publications that have gone through peer-review processes (e.g. journal articles, books, etc.)

    Identify ONE researcher (per theory), who is well-known for research in the theory. Give an approximate timeframe of when the works were published and how the theorist was able to substantiate the claims.

    Address the five key factors (approximately one full page per factor).

    Compare the theories side by side, within the paper.

    Stay organized and consistent.

    Include a brief introduction and conclusion. The brief conclusion can include your opinion and reflection Learning Theories Comparison Essay Example.

    SUGGESTIONS – Compare Two Learning Theories

    Include a subheading for each key factor in the paper.

    Under each subheading, address aspects of each theory which apply.

    Provide learning task examples (if it helps to make the point).

    Learning Theories Comparison Essay Example

    FORMAT – Compare Two Learning Theories

    Title page

    Body: Theories Description and Comparison by key factor (minimal 7 pages)

    References page

    Two sources minimum (at least one per theory)

    The text may be used as a tool to spark research, but not as a reference.

    Use APA style and cite references.

    Paraphrase wherever possible to demonstrate synthesis of the theories and critical analysis of the information.

    Adhere to rules of grammar Learning Theories Comparison Essay Example

    SIMPLE RUBRIC (50 Points) – Compare Two Learning Theories

    LEARNING THEORIES (up to 10 points)
    : Overview of the two theories

    SCHUNK’S FIVE KEY POINTS (up to 30 points)
    : Compare the theories by key factor i.e. cover all 2 theories and all 5 key factors

    RESOURCES AND MECHANICS (up to 10 points):
     Well researched and clearly written used two primary sources – not the text (up to 3 points); adhered to rules of grammar (up to 3.5 points); and adhered to APA format (up to 3.5 points).

    LEARNING THEORIES:
     An overview of Two theories 
    (up to 10 points)

    Each theory is clearly explained by these elements: Who is the theorist(s)?  When was the theory developed Learning Theories Comparison Essay Example?  By what processes do learners learn, as described by the theory? How does the evaluator determine learning occurs? (No more than one and a half pages for Section I)

    Theory Comparison: Cognitive Information Processing vs. Cognitive and Knowledge Development

    Introduction

                
    Within the field of cognitive psychology, there are numerous learning theories that have developed and become widely accepted across many disciplines. These theories vary greatly and can be compared and contrasted in order to come to a greater understanding of how individuals learn and develop. Namely, although both are focused on cognitive processes, Cognitive Information Processing and Cognitive and Knowledge Development are not as similar as one may assume. Learning Theories Comparison Essay Example. Through a comparison study, various similarities and differences will be revealed in order to come to a greater understanding of these learning theories.

    Cognitive Information Processing

    Although created collectively over time by many prominent developmental psychologists, this theory owes its credit to specific theorists. Atkinson and Shiffrin (1968) designed the memory duration model, composed of sensory, short-term, and long-term memory. They describe various properties, including the capacity, code, permanence, source, and memory loss during each stage, as well. They also developed the concept of parallel distributed processing, that information is processed simultaneously by several different parts of the memory system, not sequentially. In addition, Rumelhart and McClelland (1986) extended on this concept with the connectionist model, that memory is stored through a series of connections Learning Theories Comparison Essay Example. In addition, Craik and Lockhart (1972) were also prominent cognitive theorists. They developed three levels at which information was processed: Structural processing, phonetic processing, and semantic processing. Since these major accomplishments, many have elaborated on the Cognitive Information Processing theory. For instance, Sternberg (1998) argued for multiple intelligences. He believed that development is skills-based and continuous, not stages of discontinuous, and argued there were three types of intelligences: componential, experiential, and contextual (Sternberg, 1998) Learning Theories Comparison Essay Example.

    Cognitive Knowledge Development

    Cognitive Knowledge Development discusses how human cognition is developed from birth based on a series of stages Learning Theories Comparison Essay Example. This theory of development derives mainly from the psychologist, Jean Piaget (1936). He has been characterized as a biologist, philosopher, and child psychologist (Driscoll, 2015). Piaget believed knowledge is invented and reinvented as the child develops and interacts with the world surrounding them. He was able to distinguish among three types of knowledge that children acquire, which are physical, logical-mathematical, and social knowledge (Driscoll, 2015). Within those three types of knowledge on how we gain information to be processed, there are four stages to cognitive development: sensorimotor stage, pre-operational stage, concrete operational stage, and the formal operational stage. Learning Theories Comparison Essay Example Piaget took a step further with only the sensorimotor stage, which was categorized into six sub stages for the first two years of a child’s life. These sub stages consist of reflexes, primary circular reactions, secondary circular reactions, coordination of reactions, tertiary circular reactions, and early representational thought. Not only does Piaget distinguish on how we learn and the stages we reach to the appropriate developed levels, but he categorizes the process of how we learn into assimilation, accommodation, and equilibration. In order to determine whether learning occurs, Piaget believes that children must experience these processes in order to build and continue to build upon our existing schemas.

    Schunk’s Five Key Factors

                
    According to Dale Schunk (1991), there are five key factors that help explain each learning theory. These five key points are: how learning takes place, what influences learning, the role of the brain in learning, how the learner applies new knowledge, and how instruction is designed to guide learning (Schunk, 1991) Learning Theories Comparison Essay Example.

    Factor One: How learning takes place

    Cognitive Information Processing Theory argues that learning occurs through the progression of three stages: sensory memory, short-term memory, and long-term memory (Atkinson & Shiffron, 1968). Sensory memory represents the first stage of information processing and is associated with the five senses, hearing, seeing, smelling, tasting, and touching. It functions to hold information within one’s memory quite briefly, just long enough for the information to be processed further (Driscoll, 2015). Through selective attention, when one chooses to concentrate on one task or piece of information, the data moves towards long-term, or working, memory. At this stage, the information is selected for further processing and will allow the individual to study and focus on the data (Driscoll, 2015). Specifically, through rehearsal and encoding, the information will likely progress towards the long-term memory, is the storage of information over a long period of time. This type of memory is divided into two categories, episodic memory and semantic memory. The former refers to remembering details related to specific events, while the latter is signifies knowing general information. Through retrieval, recall, and recognition strategies, the goal is that this information stays in the long-term memory, otherwise it will be forgotten Learning Theories Comparison Essay Example.

    Through the cognitive knowledge development process, learning takes place by experiencing the processes of assimilation, accommodation, and equilibration through the three types of knowledge as stated previously. Learners, specifically young children, are able to manipulate and determine new information in order to build upon their existing schemas. As these learners begin to use types of knowledge and use processes of development, they experience the stages that Piaget had laid out for the psychological world. While the theory of cognitive information processing argues that learning occurs through specific memory processes, the cognitive knowledge development theory states that learning happens by the learner acquiring knowledge through experience. Piaget’s theory includes two major parts, an “ages and stages” component that predicts what children can and cannot understand at different ages, and a” theory of development” that describes how children develop cognitive abilities (Amineh & Asl, 2015). In addition, learning through experience tracks back to the idea of constructivism, which was considered one of Piaget’s strongest belief.

    Factor Two: What influences learning

    According to Cognitive Information Processing theory, learning is influenced by elaboration. When an individual deems information significant enough to elaborate on it, they should practice using various strategies to process and memorize the information. Learning Theories Comparison Essay Example. According to Lutz and Huitt (2003),  “As proposed by Hummel and Huitt (1994) if students are not required to demonstrate the results of elaboration on meaningful tasks such as examinations or projects, they are not likely to adequately develop the skills required for higher-level thinking” (Lutz and Huitt, 2003, pg. 15).”In other words, in order to use critical thinking skills, individuals must first have the opportunity to practice the material. Elaboration can occur through practice and review activities that require individuals to rehearse and encode the information. Of course, time also influences learning. It takes time to retain knowledge and over time, individuals are more likely to forget the information if it is not elaborated on or retrieved Learning Theories Comparison Essay Example.

    Learning is influenced by a variety of factors that Jean Piaget suggests, which are a human’s physical knowledge, logical-mathematical knowledge, and social knowledge. Each type of knowledge contributes to how the child learns based on their interactions with the world surrounding them. Physical knowledge focuses on the objects in the world, which can be gained through their perceptual properties (Driscoll, 2015). For example, a child experiencing the interaction with toy blocks will influence how that child categorizes information to develop at an increasingly deeper level. Logical-mathematical knowledge is abstract and must be invented, but through actions on objects that are fundamentally different from those actions enabling physical knowledge (Driscoll, 2015). For example, observing two different glass shapes full of water will appear to look as if they have different volumes, but in reality they have the same amount of water in each glass. Learning Theories Comparison Essay Example. Piaget suggests that children need to develop and acquire the logical-mathematical knowledge by experiencing the transition between one glass to the other to show that in fact it’s the same amount of water. The third type of knowledge that influences learners is social knowledge. Social knowledge is culture-specific and can be learned only from other people within one’s cultural group (Driscoll, 2015). Physical and logical-mathematical can only be influenced by other objects, but social knowledge is solely influenced by people and the interactions that the learner has with people. Examples of how a learner can develop through social knowledge is through language, moral rules (norms), values, culture, history, symbol systems, etc. While it’s argued that the cognitive information process learns through memorization, Piaget’s cognitive knowledge development theory states that learners learn through the experience of objects and interactions with people Learning Theories Comparison Essay Example..

    Factor Three: The role of the brain in learning

    Cognitive Information Processing theory argues that the brain is responsible for each of the three stages. Although the individual has control over how the material is accessed, encoded, and stored, much of the process is dictated by the brain, especially during the first stage. Sensory information is processed through the brain and there it is decided whether or not to be selected for attention. Then, the data is stored briefly in the working memory. The amount of cognitive attention one gives towards these processes, such as encoding, storing, and retrieving information, the more success they will have retaining that information for a great length of time. The individual can take measures to manage and retain the information but, ultimately, the brain controls the properties of each stage, namely the capacity, code, permanence, source, and loss (Driscoll, 2005). Learning Theories Comparison Essay Example. These characteristics are dictated by the brain and out of control of the individual.

    Based on the cognitive information process, the brain’s focus is to filter and store pertinent information that the human brain feels is worthy of knowing. On the other side, Piaget’s cognitive knowledge development theory suggests that the brain goes through a series of stages in order to help the cognitive mind of the learner. Recent research and theory in cognitive neuroscience have produced insights into how the development of the brain, especially the cerebral cortex, relates to thinking and learning (Boddington, 2009). During the cognitive development process, the brain experiences the four stages of development: sensorimotor, pre-operational, concrete operational, and formal operational. Each stage proceeds in a consecutive order and cannot be attained without the prior stage being achieved. For example, a child cannot develop to the pre-operational stage without their brain being developed enough from the sensorimotor stage. Each stage must represent a qualitative change in children’s cognition (Driscoll, 2015). This also relates to the learner’s schema, meaning their current knowledge based on the interactions and experiences the child has learned thus far. Through the cognitive development, Piaget reinforces that the mind continues to add more information and skills to the learner’s schemata, much like files being added to the filing cabinet Learning Theories Comparison Essay Example.

    Factor Four: How the learner applies new knowledge

    Within the Cognitive Information Processing theory, it is believed that the learner must apply the knowledge in order to store the information for any length of time. Specifically, during the working memory stage, individuals can use various strategies to practice and apply the new material. For instance, one should practice and elaborate on the information through various activities, such as chunking. By categorizing the data, one is more likely to remember it. Similarly, during the long term stage, one should use the information in a meaningful way and continuously assess the knowledge in order to achieve permanence. For example, individuals could apply their long term knowledge on a final exam. It is through this process that learning is occuring.

    As the cognitive information processing theory enforces the application of stored information to new skills, the cognitive knowledge development stage works similarly. As stated previously, Piaget believed that children use their schema to build upon current skills as well as apply their schema to learn new skills. Learners access prior knowledge in order to generate new information. Learners also use the three processes of development to apply new knowledge. Learning Theories Comparison Essay Example. Assimilation will occur when a child perceives new objects or events in terms of existing schemas or operations (Driscoll, 2015). Essentially, the child or learner will fit in new information into their filing cabinet. In addition, the accommodation process is when existing schemes or operations must be modified to account for a new experience (Driscoll, 2015). In order to develop new skills or variations of certain skills, the brain must modify current schemas to continue to apply new knowledge. The brain will eventually come to a hiccup in the learning process, which causes the brain to feel confused or disconnected. When the learner has overcome the disconnect and has made sense of the new knowledge presented to them, the learner will achieve equilibration Learning Theories Comparison Essay Example. Piaget emphasizes these processes of development are critical to the brain of human development.

    Factor Five: How instruction is designed to guide learning

    Cognitive Information Processing theory argues that proper instruction should guide this process and prompt students to apply new knowledge. One way for teachers to facilitate the learning process is to implement  Bloom’s Taxonomy, a system that encourages different levels of analytical and cognitive application (Bloom et al, 2003). For each daily assessment, students should be using increasing more challenging activities in order to eventually demonstrate mastery and critical thinking skills. Learning Theories Comparison Essay Example. It is only through application and practice that this new knowledge will can significance and become permanently storage. Another way for teachers to guide learning is to make thematic connections to previous material. This will make the information more meaningful and encourage elaboration ( Bloom et al, 2003) Learning Theories Comparison Essay Example.

    As cognitive information processing focuses on the traditional instructional methods such as memorizing, demonstrating, and imitating, are considered incompatible (). This refers back to Piaget’s view on constructivism. He believes that learners need to develop new skills and learn new knowledge based on experience. Learning Theories Comparison Essay Example. Children must participate in hands-on activities in the classroom in order to gain meaningful learning. Strategies that guide learning consist of emphasis on learning rather than teaching, emphasis on active learning, use of discovery learning approaches, use of cooperative or collaborative learning activities, use of purposeful or authentic learning activities, support learner reflection, and support learner ownership of activities (Alessi & Trollip, 2000). These are few among the many strategies that Piaget enforces to his cognitive knowledge development theory Learning Theories Comparison Essay Example.

    Conclusion

    Based on various psychologists and their interpretation of learning theories, this paper compared and contrasted cognitive information processing and cognitive knowledge development. Through Schunk’s five key factors, each theory was explored and analyzed to determine what and how learning takes places. Even though each theory is based on cognition, they are separately known for their differences and how they have contributed to the magnitude of cognitive psychology Learning Theories Comparison Essay Example.

    Compare Two Learning Theories
     Rubric

    Unacceptable(0-1 points)

    Attempted(2-3 points)

    Adequate(4-5 points)

    Average to Above Average(6-8 points)

    Exemplary(9-10 points)

    The section does not describe all required elements.

    The paper has some or all required elements, but does not adequately describe them.

    The paper has all required elements, but does not completely describe them.

    The paper has presented all required elements with some analysis and synthesis of the theories/research.

    The paper has presented all required elements with a critical analysis and synthesis of the theories/research.

    SCHUNK’S FIVE KEY FACTORS
    : Comparison of the theories by key factors (
    up to 30 points
    ) Learning Theories Comparison Essay Example

    Factor One:
     how learning takes place

    Compares 0-1 theories (0-2 points)

    Compares theories poorly (3-4 points)

    Compares theories well (5-6 points)

    Factor Two :
     what influences learning

    Compares 0-1 theories (0-2 points)

    Compares theories poorly (3-4 points)

    Compares theories well (5-6 points)

    Learning Theories Comparison Essay Example

    Factor Three :
     the role of the brain in learning

    Compares 0-1 theories (0-2 points)

    Compares theories poorly (3-4 points)

    Compares theories well (5-6 points)

    Factor Four:
     how the learner applies new knowledge

    Compares 0-1 theories (0-2 points)

    Compares theories poorly (3-4 points)

    Compares theories well (5-6 points)

    Factor  Five :
     how instruction is designed to guide learning

    Compares 0-1 theories (0-2 points)

    Compares theories poorly (3-4 points)

    Compares theories well (5-6 points)

     

     

    III.            RESOURCES
    : The paper is supported by at least two primary resources – i.e.  One per theory. The text book is not a primary source.

    MECHANICS: 
    Well researched and clearly written 
    (up to 10 points)

     

    RESOURCES
    : The paper is supported by at least two primary resources (no text)

    Unacceptable (0 points)

    Acceptable (1-2 points)

    Exemplary (3 points)

    Fewer than 2 primary resources. No evidence the sources were used in the paper.

    Two  primary resources. Resources were used adequately.

    Two  or more primary resources. Resources are integrated and utilized well.

     

    GRAMMAR:
     The Learning Theories Comparison Essay Example paper is written with clarity and attention to the rules of grammar

    Unacceptable (0 points)

    Acceptable (1-2 points)

    Exemplary (3 – 3.5 points)

    The paper is unclear.  Student did not adhere to the rules of grammar.

    The paper is unclear in spots and or has “broken” several rules of grammar.

    The paper is written with clarity and with attention to the rules of grammar.

     

    APA:
     The paper is written in APA format.  The paper is submitted in Microsoft format.

    Unacceptable (0 points)

    Acceptable (1-2 points)

    Exemplary (3 – 3.5 points)

    Student did not adhere to APA format.

    The paper has a few APA format errors.

    Paper is written well with APA format.

    Learning Theories Comparison Essay Example

  • Improvement Project Charter Essay Assignment Paper

    Improvement Project Charter Essay Assignment Paper

    Improvement Project Charter Assignment Paper Details  

    If you could download the ihi.org Improvement Project Charter form the information can be written in.

    I also need an 10 slide power point presentation that supports the Improvement Project Charter based upon current research data, benchmarks, evidence based practices. APA format, APA References

    My Charter is based upon Palliative care nurses knowledge .

    Project Title: What is your understanding about Palliative care? Improvement Project Charter Essay Assignment Paper.

    Team member:

    University: Farmingdale State College

    What are you trying to accomplish?

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    Problem:

    Describe in 2-3 sentences the existing conditions you hope to improve ( I.e., the gap in quality)

    I want to increase the understanding of the nurses in knowing the difference between Palliative care ,Comfort care and Hospice care. In this section “what are we trying to accomplish ” a project Charter is the statement of a scope or objectives and nures,patient, and other participants in the project

    It begins the process of defining roles and and responsibility of participants. Stakeholders are identified and the project sponsors are defined.

    Rationale: This section requires literature .This section should provide facts ,evidence based practices, research as to why this improvement Project Charter is important. **Supportive research needed to prove that without Charter Project: there would be decreased patient satisfaction, decreased Registered nurses satisfaction, lack of nurses knowledge of Palliative care practices, decreased patient outcomes , and decreased understanding of the nurses knowledge about the differences between Palliative care, Comfort care, and Hospice care Improvement Project Charter Essay Assignment Paper.

    AIM STATEMENT: By May 19, 2019 I aim to increase the Registered nurses knowledge of Palliative care and how it relates to their practice by 20%. I hope to achieve this by re-education the nurses on the inpatient Palliative Care Referral Assessment Tool, and provide a power point presentation that clearly states my Aim STATEMENT, that describes what Palliative Care Practices, define what comfort care measures represent, and state what Hospice Care represents. The power point will discuss barriers of the nurses in their knowledge of Palliative Care practices. The power point presentation will provide strategies for improving the implementation of obtaining inpatient Palliative care referrals. The power point presentation will also provide best practices, evidence based practices, and relevant literature to support the Improvement Project Charter. Improvement Project Charter Essay Assignment Paper.

    AIM STATEMENT: what outcome, in a measurable terms, what are you hoping to accomplish?Specify how good,for whom by when.

    I found 2 articles:

    1. Generalist plus Specialist Palliative Care-Creating a More Sustainable Model. Authors; Timothy E. Quill, MA, and Any P. Abernethy., New ENGL J MED 368.13 NEJM.org March 28, 2013

    2. AJN, American Journal of Nursing, April 2015, Volume 115 Issue 4- p13., doi: 10. 1097/01. NAJ 00046307

    Expectations: you need to authorize your Project, it serves as a primary sales documents. This is a document that stays with you throughout the life cycle of the project.** why have you chosen this AIM you’ve set forth? Explain, in specific terms, what you believe will be the beneficial outcomes of this Project? Provide supportive details of increased benefits for nurses gaining increased knowledge, patient increased satisfaction ,increased rates of referrals and improve patient outcomes. Improvement Project Charter Essay Assignment Paper.

    Improvement Project Charter Assignment

    HOW WILL WE KNOW A CHANGE IS AN IMPROVEMENT?**outcomes or Project measures. List measures that you ultimately want to affect? 1 increased knowledge base after educating, 2 increased RN satisfaction 3 Increased patient and family satisfaction and experience, 4 improve the application and use of the Palliative care referrals assessment tool.

    Process Measures: list the measures that will tell you if the parts or steps in the system are performing as planned to affect the outcome measures ( what is the goal of the project, how do you plan to reach these goals and objectives)**initial steps include: assess and interview with the staff nurses on their knowledge of Palliative care practices. 2 Create a questionnaire ( what is your understanding of Palliative care? What is your understanding of Hospice care? What does Comfort Care mean to you?)3 Education of the nurses

    Balancing Mesasures: list the measures you will track to determine whether you are introducing problems in other parts of the system. 1 re-education emphasize that you are not adding on any extra workload to the RN duties. 2. By reinforcing the use of the Inpatient Palliative Care assessment tool, you are not taking away from patient outcomes, safety measures, patients or families satisfaction. Stress that the RN workload will not increase.

    What Changes Can We Make to Improve? Key Stakeholders: whose input and support will this Project require? How will you engage these Stakeholders? (Stakeholders: are students, RN’s, health care providers, Leadership teams, Patient, and families )

    Change Ideas: Improvement Project Charter Essay Assignment Paper. how will you learn more about the process or system you’re trying to improve? ( e.g. interview with people who are within the process, cause and effect or ** driver diagrams, etc). Improvement Project Charter Assignment

    **What ideas do you have for the initial test of change (PDSA CYCLES)?

    Barriers: What are the barriers to the success of your Project? How will you overcome the barriers you have listed?

    1. Staff resistance

    2. Nurses noncompliant in completing the inpatient Palliative Care referrals tool

    3. Barriers related to ineffective communication among the health care team members.

    4. Staff reluctance to obtain Palliative Care referrals based upon their own fears and misconceptions. Improvement Project Charter Improvement Project Charter Essay Assignment Paper

  • Pediculus humanus (Head lice) Essay Assignment Paper

    Pediculus humanus (Head lice) Essay Assignment Paper

    Pediculus humanus (Head lice) Assignment

    1. Description of the Microorganism:

    a. Write a paragraph describing your organism. Please be sure to include the type of organism (bacterial, viral, fungal, protozoa, helminth, etc), morphology (shape, arrangement, colony morphology if applicable), description of structure (gram result, type of nucleic acid or virion structure, spore type, etc if applicable) and also the type of microscope and/or stain you would use to view the organism Pediculus humanus (Head lice) Essay Assignment Paper. Please use proper scientific terminology and good grammar and sentence structure throughout this project.

    2. Virulence Factors:

    a. Include a paragraph on the virulence factors the pathogen has and how they affect the host. Please enhance this with detailed explanations of the virulence factors and how they affect the host as you gain a better understanding of them throughout the semester.

    3. Immunity:

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    a. Which defenses protect us from infection by this bacterium?

    b. Does this pathogen induce a specific type of immune response (example: delayed-type hypersensitivity)? If so, which one(s)?

    4. Infectious Disease Information:

    a. What condition(s) or infectious diseases does it cause?

    b. Which tissues or organs are affected, and how are they affected (for example, chronic TB is characterized by lung tubercles)?

    c. Describe the complications that can result if the infection is left untreated. Pediculus humanus (Head lice) Essay Assignment Paper.

    d. Are these acute, chronic, or latent infections?

    e. What organ system(s) does it infect?

    f. Is it an opportunistic pathogen? If so, where is it normally found in the body?

    5. Epidemiology:

    a. Draw and label diagram on how this organism is transmitted. Make sure you include the reservoirs of infection, and vectors in involved in transmission, the type of transmission and the portals of entry and exit Pediculus humanus (Head lice) Essay Assignment Paper.

    6. Presentations:

    a. Provide a written, detailed description of a hypothetical patient. Be imaginative and create a hypothetical situation that would correspond with your microorganism. This is expected to be at least 8-10 sentences in length and is expected to be comprehensive and detailed. You are expected to include descriptions of:

    i. Signs and symptoms, using correct terminology

    ii. Patient history, including any situation that could expect how the infection was acquired (for example, if a food-borne intoxication is involved, when and how it could have been ingested?).

    iii. Any data-specific indicators that would be important in a clinical setting, for example, urea or sugar levels in the blood or urine, elevated WBC, elevated CO2 levels, etc.

    7. Prevention:

    a. Is there a childhood vaccine against this microbe? Name the vaccine

    b. If so, when is it administered (the recommended schedule, including boosters)?

    c. If the vaccine is not recommended during childhood, which at-risk group should get the vaccine, and when?

    d. Describe the type of vaccine and how it works

    e. If there is no vaccine available, list at least three measures that can be implemented to prevent transmission of this infection. Pediculus humanus (Head lice) Essay Assignment Paper.

    8. Treatment:

    a. Chemotherapeutic agents:

    b. Mechanism of action for these chemotherapeutic agents:

    c. Why this agent is efficacious against this particular organism?

    d. Additional therapeutic agents or practices:

    9. Clinical Relevance:

    a. Are there any Multi-Drug Resistant strains of this microorganism? If so, name the strain(s).

    b. Is this strain a known healthcare-associated pathogen?

    c. Which persons/procedures within a clinical or healthcare-assisted settings are particularly at risk?

    d. Which antibiotics are used against the MDR strains? Be specific Pediculus humanus (Head lice) Essay Assignment Paper.

    10. References: Include at least 4 APA style references (scientifically appropriate, credible resources) that show where you found the information in this microorganism profile.

    Pediculus humanus (Head lice) Assignment

    Criteria

    Satisfactory

    Needs Improvement

    Unsatisfactory

    Fundamentals of microbiology
    (20 points)

    Student has demonstrated comprehensive knowledge of fundamental concepts of microbiology 
    throughout
     the project(
    Up to 20 points
    )

    Student has demonstrated comprehensive knowledge of fundamental concepts of microbiology 
    through at least 50%
     of the project. (
    Up to 10 points
    )

    Student has demonstrated comprehensive knowledge of fundamental concepts of microbiology 
    through at least 25%
     of the project.(
    Up to 5 points
    )

    Interaction between
    Microbe and Host

    (up to 40 points)

    All 
    aspects concerning the interactions between the chosen microorganism and the human host were 
    fully
    addressed. (all items or terms that are listed are described or explained in a verycomplete manner) (
    Up to 40 points
    )

    Some 
    aspects concerning the interactions between the chosen microorganism and the human host were 
    mostly
     addressed. (
    Up to 20 points
    )

    Few 
    aspects concerning the interactions between the chosen microorganism and the human host were addressed. (Itemsor terms listed with very little description or explanation)

    (
    Up to 10 points
    )

    Scientific literacy 
    (up to 20 points)

    Student 
    can
     
    accurately
    interpret and communicate information using scientific vocabulary using written and/or graphical means 
    consistently
     throughout the assignment. (
    Up to 20 points
    )

    Pediculus humanus (Head lice) Essay Assignment Paper

    Student 
    can
     accurately interpret and communicate information using scientific vocabulary using written and/or graphical means 
    mostly
    throughout the assignment. (
    Up to 10 points
    )

    Student 
    did not
    accurately interpret andcommunicate information using scientific vocabulary using written and/or graphical means 
    throughout
     the assignment. (
    Up to 5 points
    )

    Overall
    Presentation

    (10 points)

    Overall presentation is 
    100% complete
    , orderly, and demonstrates scholarly achievement and utilizes appropriate grammar and sentence structure. (
    Up to 10 points
    )

    Overall presentation is 
    complete
    , orderly, and demonstrates scholarly achievement and utilizes appropriate grammar and sentence structure. (
    Up to 7 points
    )

    Overall presentation is two or more of the following: incomplete, or does not demonstrates scholarly achievement or
    utilize
     appropriate grammar and sentence structure. (
    Up to 4 points
     )

    References 
    (10 points)

    At least 
    4 
    sources have been referenced, references are from 
    reputable 
    sources, and 
    proper 
    APA format was used, both for in text citation and for the reference section, with 
    no inaccuracies 
    in APA formatting. (
    Up to 10 points
    )

    At least 
    3 
    sources have been referenced, most references are from 
    reputable
     sources, and 
    proper
     APA format was used, both for in text citation and for thereference section, with 
    few inaccuracies
     in APA formatting. (
    Up to 7 points
    )

    Insufficient
     sources were referenced, or sources were from 
    biased 
    sources, with 
    many errors
     in APA style and formatting. (
    Up to 4 points
    )

    Pediculus humanus (Head lice) Essay Assignment Paper

  • Health Promotion and Disease Prevention Essay Assignment Paper

    Health Promotion and Disease Prevention Essay Assignment Paper

    Create an educational program, event, or piece of literature (for example, a pamphlet) that incorporates best practices in health promotion and disease prevention for a diverse population. Then, explain how you developed your educational program, event, or piece of literature and address any barriers to disease prevention and health promotion for the population.

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

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    Competency 3: Nursing Research and Informatics – Incorporate evidence-based practice interventions (for example, information systems and patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan. Health Promotion and Disease Prevention Essay Assignment Paper.

    Use valid, scholarly research resources relevant to the field of nursing to support information presented.

    Competency 5: Communication – Communicate effectively with all members of the health care team, including interdepartmental and interdisciplinary collaboration for quality outcomes.

    Write coherently to support a central idea in appropriate APA format, with correct grammar, usage, and mechanics as expected of a nursing professional.

    Competency 7: Health Promotion and Disease Prevention – Apply and incorporate a basic understanding of the concepts of health promotion and disease prevention as a means of improving health at the individual, population, and community level. Health Promotion and Disease Prevention Essay Assignment Paper.

    (IMPORTANT) -Develop an educational program, event, or piece of literature to address health concerns of a diverse population.

    (IMPORTANT) -Explain how a specific educational approach to a health concern can overcome barriers to health promotion and disease prevention for a diverse population.

    Competency 8: Diversity – Incorporate a holistic, caring, culturally appropriate nursing approach that contributes to the wellness and the health of individuals, groups, and vulnerable populations.

    (IMPORTANT) -Describe barriers to health promotion and disease prevention for a diverse population. Health Promotion and Disease Prevention Essay Assignment Paper.

    Assessment Instructions

    Health Promotion and Disease Prevention Part I

    To prepare for the first part of the assessment, complete the following:

    Review the literature or use health assessments to determine health care needs of a diverse population in your community.

    Explore things that could influence success, such as cultural attitudes toward alternative forms of healing, religious beliefs, or other individuals.

    Examine the impact of current health promotion and wellness initiatives on health outcomes and health disparities.

    Review the literature to identify best practices.

    Once you have identified a diverse population, develop an educational program, event, or piece of literature that promotes wellness and disease prevention. Health Promotion and Disease Prevention Essay Assignment Paper. If you choose an educational program or event, be sure you outline the basic content of the program or event, as well as how you would structure it. If you choose a piece of literature, be deliberate in the points you highlight. Be sure that your choice is appropriate for the population.

    For an educational program or event, prepare and submit an outline of the content and structure.

    For a brochure or pamphlet, prepare and submit the brochure or pamphlet using a simple Word document or a Microsoft Publisher document, if you have that software available.

    Health Promotion and Disease Prevention Part II

    Explain how you developed your educational program, event, or piece of literature and address any barriers to disease prevention and health promotion for the population. Health Promotion and Disease Prevention Essay Assignment Paper.

    Complete the following:

    Explain why you chose the particular educational strategy. Why is it an effective strategy for the population?

    Describe cultural barriers to disease prevention and health promotion in the population. This might include things such as CAM, language, religious beliefs, and so on.

    Explain how your educational strategy can help overcome some of the barriers you described.

    Support your work with valid scholarly resources.

    Additional Requirements (Part II only)

    Format: Include a title page and reference page. Use APA format.

    References: Cite at least three current scholarly or professional resources.

    Font: Use double-spaced, 12-point, Times New Roman font.

    THIS IS HOS FEEDBACK FOR PREVIOUS WORK SUBMITTED ADDRESSING THE TOPICS THAT I MISSED AND NEED TO BE COVERED:

    COMPETENCY:Nursing Research and Informatics: Incorporate evidence-based practice interventions (e.g., information systems, patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan. Health Promotion and Disease Prevention Essay Assignment Paper.

    -Basic

    Uses research resources that are not valid, scholarly, or relevant to the field of nursing, such as Wikipedia or About.com.

    Faculty Comments:“

    Resources provided in this assessment were not scholarly, valid references that pertain to the nursing profession. Please visit the Research Resources page under the Course Tools located in the course room. If you need further help, please reach out to the course tutor or utilizing the

    ”

    COMPETENCY:Communication: Communicate effectively with all members of the healthcare team, including interdepartmental and interdisciplinary collaboration for quality outcomes.

    -Distinguished

    Writing is coherent, using evidence to support a central idea in a consistently appropriate APA format, with correct grammar, usage, and mechanics as expected of a nursing professional Health Promotion and Disease Prevention Essay Assignment Paper.

    Faculty Comments:“

    Very nice use of citations of relevant evidence to support central ideas. I like that your writing is clear and has good grammar, and punctuation. APA format has no errors.

    ”

    COMPETENCY:Health Promotion and Disease Prevention: Apply and incorporate a basic understanding of the concepts of health promotion and disease prevention as a means of improving health at the individual, population, and community level.

    CRITERION:Develop an educational program, event, or piece of literature to address health concerns of a diverse population.

    —-Non-Performance—-

    Does not develop an educational program, event, or piece of literature to address health concerns of a diverse population.

    Faculty Comments:“

    I could not locate an educational program, event, or piece of literature to address health concerns of a diverse population. Locate some scholarly resources to support your choice of population and their primary health concern and develop your content around those valid, scholarly resources.

    ”

    COMPETENCY:Diversity: Incorporate a holistic, caring, culturally appropriate nursing approach that contributes to the wellness and the health of individuals, groups, and vulnerable populations.

    CRITERION:Explain how a specific educational approach to a health concern can overcome identified barriers to health promotion and disease prevention for a diverse population.

    —Non-Performance—

    Does not explain how a specific educational approach to a health concern can overcome identified barriers to health promotion and disease prevention for a diverse population Health Promotion and Disease Prevention Essay Assignment Paper.

    Faculty Comments:“

    I could not locate a discussion on how a specific education approach can overcome barriers to health promotion and disease prevention efforts in a diverse population. Locate some scholarly resources to support your choice of population and what educational approach will be effective for them. Then develop your content around those valid, scholarly resources.

    ”

    CRITERION:Describe barriers to health promotion and disease prevention for a diverse population.

    —Non-Performance—

    Does not describe barriers to health promotion and disease prevention for a diverse population.

    Faculty Comments:“

    I could not locate a description on the barriers to health promotion and disease prevention for the specific population. Locate some scholarly resources, and see what the evidence suggests as barriers in this population, and develop your description from there Health Promotion and Disease Prevention Essay Assignment Paper.

  • Chronic cardiovascular disease Case Study

    Chronic cardiovascular disease Case Study

    CASE STUDY 3
     – Reflecting on 
    week 4’s lessons in the syllabus
    ,
     select a patient population (pediatric, young adult, adult or geriatric), and briefly analyze a 
    chronic cardiovascular disease
     (HTN, Heart failure, Dyslipidemia, Heart murmur etc.…), that  may affect this population. Briefly tell how it impacts the patient’s  quality of life and analyze the current research evidence on this topic  and gold standard of care if any for your chosen population. (You may  use an example from your clinical rotation (past or present) that you  have encountered).

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    Describe how you, the FNP, can/or have made a  difference in the care of patients with this specific disease and tell  of one specific patient care teaching that he/she may do to help  minimize disease symptoms. Please post your  CS directly in the thread so that your colleagues can see it and be sure  to read and respond/comment on one of your colleagues posting. CASE STUDY 3 – Reflecting on week 4’s lessons in the syllabus. Chronic cardiovascular disease Case Study.

  • SAFETY, QUALITY AND INFORMATICS ESSAY ASSIGNMENT

    SAFETY, QUALITY AND INFORMATICS ESSAY ASSIGNMENT: Write 8-10 pages in which you identify a major patient-safety issue within your own organization and use evidence-based best practices and technology to develop a plan to improve the safety issue.

    Quality improvement and patient safety are central to the nursing leadership role.

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

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    Competency 2: Safety and Quality Practices – Incorporate concepts of patient safety, clinical management, and quality improvement to improve patient outcomes. SAFETY, QUALITY AND INFORMATICS ESSAY ASSIGNMENT.

    Describe a patient safety issue and compare currently used organizational processes for handling this issue with concepts, principles, and practices that contribute to quality improvement and patient safety.

    Competency 3: Nursing Research and Informatics – Incorporate evidence-based practice interventions (for example, information systems and patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan.

    Recommend evidence-based interventions, including technology, to address specific patient-safety issues.

    Competency 4: Policy, Finance, and Regulations – Understand the scope and role of policy, finance, and regulatory environments in relationship to individual and population outcomes.

    Analyze the legal and ethical consequences of not addressing patient-safety issues. SAFETY, QUALITY AND INFORMATICS ESSAY ASSIGNMENT.

    Competency 5: Communication – Communicate effectively with all members of the health care team, including interdepartmental and interdisciplinary collaboration for quality outcomes.

    Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and mechanics as expected of a nursing professional.

    Competency 6: Organizational and Systems Management – Apply knowledge of organizational behavior, nursing theory, and systems (micro- and macro-) as appropriate for the scope and role of one’s own practice.

    Describe strategies to overcome specific organizational barriers to change.

    Assessment Instructions: SAFETY, QUALITY AND INFORMATICS ESSAY ASSIGNMENT

    Preparation

    As you prepare for this assessment, complete the following:

    Before you begin, examine your organization’s history of safety in a specific area and how your organization addresses patient safety issues. If possible, consult with a key stakeholder in the organization (such as an administrator) to better understand specific patient-safety concerns and how the organization is working to resolve the concerns. This person should also be able to discuss some of the organizational barriers impacting the patient safety issue.

    Next, look at the basic concepts, principles, and practices that contribute to organizational quality improvement and patient safety. Review the literature for best practices and how technology might be used to improve the issue.

    Finally, be sure to consider the legal and ethical implications associated with the safety issue, as well as possible organizational barriers to change.

    SAFETY, QUALITY AND INFORMATICS ESSAY ASSIGNMENT Directions

    As you construct this assessment, address each point as completely as possible:

    Describe a patient-safety issue within your organization, comparing the way your organization addresses the issue with the concepts, principles, and practices that contribute to quality improvement and patient safety.

    Analyze the legal and ethical consequences of not addressing the issue.

    Recommend evidence-based interventions, including technology, to address the patient-safety issue.

    Describe strategies to overcome specific organizational barriers to change, based on your knowledge of the organization.

    Additional Requirements

    Format: Include a title page and reference page. Use APA style and formatting.

    Length: Ensure your completed assessment is 8–10 pages in length, not including the title page and reference page.

    References: Cite at least five current scholarly or professional resources. SAFETY, QUALITY AND INFORMATICS ESSAY ASSIGNMENT.

    Font: Use double-spaced, 12-point, Times New Roman font.

    Discussion Question: Formulating the Research Question, Problem Statement, Research Purpose

    In the Week 1 discussion forum you had an opportunity to present a potential problem and an innovative solution specific to your role specialization. In addition, you have reviewed the literature to identify qualitative and quantitative research articles and submitted annotated bibliographies to provide evidence supporting the problem.

    Considering the feedback provided to you by the faculty member it is now time to prepare your problem statement, research purpose, and research question.

    First share your refined problem and proposed solution (given your review of literature this may have changed depending on the evidence you were able to provide). Next, follow the steps to help define your research question.

    Craft the problem statement and research purpose.

    Design your research question aimed at solving (a part of) the problem and include the following components which will focus the literature review. SAFETY, QUALITY AND INFORMATICS ESSAY ASSIGNMENT.

    PICOT Question:

    Patient, Population or Problem

    What are the characteristics of the patient or population?

    What is the condition or disease you are interested in?

    Intervention or exposure

    What do you want to do with this patient (e.g. treat, diagnose, observe)?

    Comparison

    What is the alternative to the intervention (e.g. placebo, different drug, surgery)?

    Outcome

    What are the relevant outcomes (e.g. morbidity, death, complications)?

    Ensure that the research question is answerable, feasible and clinically relevant

    SAFETY, QUALITY AND INFORMATICS ESSAY ASSIGNMENT

  • Eleven Blue Men: MHA 601 Essay Assignment

    Eleven Blue Men: MHA 601 Essay Assignment

    MHA 601 Week 1 A
    ss
    ignment

    Eleven Blue Men Assignment

    Eleven Blue Men
    . 
    Due by Day 7
    . The true story of the eleven blue men by Berton Roueché is one of the staple readings for many who study public health and epidemiology. The story takes place in late 1944 and centers upon eleven men who, aside from their breakfast location, have little to do with one another. However, what makes this story unique and of interest today is that it highlights the speed and importance of a proper epidemiologic investigation.

    Read “
    Eleven Blue Men.”

    ORDER A PLAGIARISM-FREE PAPER HERE

    Eleven Blue Men (Berton Roueché)

    At about eight o’clock on Monday morning, September 25, 1944, a ragged, aimless old man of eighty-two collapsed on the sidewalk on Dey Street, near the Hudson Terminal. Innumerable people must have noticed him, but he lay there alone for several minutes, dazed, doubled up with abdominal cramps, and in an agony of retching. Then a policeman came along. Until the policeman bent over the old man, he may have supposed that he had just a sick drunk on his hands; wanderers dropped by drink are common in that part of town in the early morning. It was not an opinion that he could have held for long. Eleven Blue Men: MHA 601 Essay Assignment. The old man’s nose, lips, ears, and fingers were sky-blue. The policeman went to a telephone and put in an ambulance call to Beekman-Downtown Hospital, half a dozen blocks away. The old man was carried into the emergency room there at eight-thirty. By that time, he was unconscious and the blueness had spread over a large part of his body. The examining physician attributed the old man’s morbid color to cyanosis, a condition that usually results from an insufficient supply of oxygen in the blood, and also noted that he was diarrheic and in a severe state of shock. The course of treatment prescribed by the doctor was conventional. It included an instant gastric lavage, heart stimulants, bed rest, and oxygen therapy. Presently, the old man recovered an encouraging, if painful, consciousness and demanded, irascibly and in the name of God, to know what had happened to him. It was a question that, at the moment, nobody could answer with much confidence. Eleven Blue Men: MHA 601 Essay Assignment.

    For the immediate record, the doctor made a free-hand diagnosis of carbon-monoxide poisoning – from what source, whether an automobile or a gas pipe, it was, of course, pointless even to guess. Then, because an isolated instance of gas poisoning is something of a rarity in a section of the city as crammed with human beings as downtown Manhattan he and his colleagues in the emergency room braced themselves for at least a couple more victims. Their foresight was promptly and generously rewarded. Eleven Blue Men: MHA 601 Essay Assignment. A second man was rolled in at ten-twenty-five. Forty minutes later, an ambulance drove up with three more men. At eleven-twenty, two others were brought in. An additional two arrived during the next fifteen minutes. Around noon, still another was admitted. All of the nine men were also elderly and dilapidated, all had been misery for at least an hour, and all were rigid, cyanotic, and in a state of shock. The entire body of one, a bony, seventy-three-year-old consumptive named John Mitchell was blue. Five of the nine, including Mitchell, had been stricken in the Globe Hotel, a sunless, upstairs flophouse at 190 Park Row, and two in a similar place, called the Star Hotel, at 3 James Street. Another had been found slumped in the doorway of a condemned building on Park Row not far from City Hall Park, by a policeman. The ninth had keeled over in front of the Eclipse Cafeteria, at 6 Chatham Square. At a quarter to seven that evening, one more aged blue man was brought in. He had been lying, too sick to ask for help, on his cot in a cubicle in the Lion Hotel, another flophouse, at 26 Bowery, since ten o’clock that morning. A clerk had finally looked in and seen him. Eleven Blue Men: MHA 601 Essay Assignment.

    By the time this last blue man arrived at the hospital, an investigation of the case by the Department of Health, to which all outbreaks of an epidemiological nature must be reported, had been under way for five hours. Its findings thus far had not been illuminating. The ‘investigation was conducted by two men. One was the Health Department’s chief epidemiologist, Dr. Morris Greenberg, a small, fragile, reflective man of fifty-seven, who is now acting director of the Bureau of Preventable Diseases; the other was Dr. Ottavio Pellitteri, a field epidemiologist, who, since 1946, has been administrative medical inspector for the Bureau. He is thirty- six years old, pale, and stocky, and has a bristling black mustache. One day, when I was in Dr. Greenberg’s office, he and Dr. Pellitteri told me about the case. Eleven Blue Men: MHA 601 Essay Assignment. Their recollection of it is, understandably, vivid. The derelicts were the victims of a type of poisoning so rare that only ten previous outbreaks of it had been recorded in medical literature. Of these, two were in the United States and two in Germany; the others had been reported in France, England, Switzerland, Algeria, Australia, and India. Up to September 25, 1944, the largest number of people stricken in a single outbreak was four. That was in Algeria, in 1926.

    The Beekman-Downtown Hospital telephoned a report of the occurrence to the Health Department just before noon. As is customary, copies of the report were sent to all the Department’s administrative officers. “Mine was on my desk when I got back from lunch,” Dr. Greenberg said to me. “It didn’t sound like much. Nine persons believed to be suffering from carbon-monoxide poisoning had been admitted during the morning, and all of them said that they had eaten breakfast at the Eclipse Cafeteria, at 6 Chatham Square. Still, it was a job for us. I checked with the clerk who handles assignments and found that Pellitteri had gone out on. It. That was all I wanted to know. Eleven Blue Men: MHA 601 Essay Assignment. If it amounted to anything, I knew he’d phone me before making a written report. That’s an arrangement we have here. Well, a couple of hours later I got a call from him. My interest perked right up.”

    “I was at the hospital,” Dr. Pellitteri told me, “and I’d talked to the staff and most of the men. There were ten of them by then, of course. They were sick as dogs, but only one was in really bad shape.”

    “That was John Mitchell,” Dr. Greenberg put in. “He died the next night. I understand his condition was hopeless from the start. The others, including the old boy who came in last, pulled through all right. Excuse me, Ottavio, but I just thought I’d get that out of the way. Go on.”

    Dr. Pellitteri nodded. “I wasn’t at all convinced that it was gas poisoning,” he continued. “The staff was beginning to doubt it, too. The symptoms weren’t quite right. There didn’t seem to be any of the headache and general dopiness that you get with gas. What really made me suspicious was this: Only two or three of the men had eaten breakfast in the cafeteria at the same time. They had straggled in all the way from seven o’clock to ten. That meant that the place would have had to be full of gas for at least three hours which is preposterous. It also indicated that we ought to have had a lot more sick people than we did. Those Chatham Square eating places have a big turnover. Well, to make sure, I checked with Bellevue, Gouverneur, St. Vincent’s, and the other downtown hospitals. None of them had seen a trace of cyanosis. Then I talked to the sick men some more. Eleven Blue Men: MHA 601 Essay Assignment.

    I learned two interesting things. One was that they had all got sick right after eating. Within thirty minutes. The other was that all but one had eaten oatmeal, rolls, and coffee. He ate just oatmeal. When ten men eat the same thing in the same place on the same day and then all come down with the same illness . . . I told Greenberg that my hunch was food poisoning.” Eleven Blue Men: MHA 601 Essay Assignment.

    “I was willing to rule out gas,” Dr. Greenberg said. A folder containing data on the case lay on the desk before him. He lifted the cover thoughtfully, then let it drop. “And I agreed that the oatmeal sounded pretty suspicious. That was as far as I was willing to go. Common, ordinary, everyday food poisoning – I gathered that was what Pellitteri had in mind – wasn’t a very satisfying answer. For one thing, cyanosis is hardly symptomatic of that. On the other hand, diarrhea and severe vomiting are, almost invariably. But they weren’t in the clinical picture, I found, except in two or three of the cases. Moreover, the incubation periods – the time lapse between eating and illness – were extremely short. As you probably know, most food poisoning is caused by eating something that has been contaminated by bacteria. The usual offenders are the staphylococci- they’re mostly responsible for boils and skin infections and so on – and the salmonella. The latter are related to the typhoid organism. In a staphylococcus case, the first symptoms rarely develop in under two hours. Often, it’s closer to five. Eleven Blue Men: MHA 601 Essay Assignment. The incubation period in the other ranges from twelve to thirty-six hours. But here we were with something that hit in thirty minutes or less. Why, one of the men had got only as far as the sidewalk in front of the cafeteria before he was knocked out. Another fact that Pellitteri had dug up struck me as very significant. All of the men told him that the illness had come on with extraordinary suddenness. One minute they were feeling fine, and the next minute they were practically helpless. That was another point against the ordinary food- poisoning theory. Its onset is never that fast. Well, that suddenness began to look like a lead. It led me to suspect that some drug might be to blame. A quick and sudden reaction is characteristic of a great many drugs. So is the combination of cyanosis and shock.” Eleven Blue Men: MHA 601 Essay Assignment.

    “None of the men were on dope,” Dr. Pellitteri said. “I told Greenberg I was sure of that. Their pleasure was booze.” “That was 
    O.K.,” 
    Dr. Greenberg said. “They could have got a toxic dose of some drug by accident. In the oatmeal, most likely. I couldn’t help thinking that the oatmeal was relevant to our problem. At any rate, the drug idea was very persuasive.”

    “So was Greenberg,” Dr. Pellitteri remarked with a smile.

    “Actually, it was the only explanation in sight that seemed to account for everything we knew about the clinical and environmental picture.” Eleven Blue Men: MHA 601 Essay Assignment.

    “All we had to do now was prove it,” Dr. Greenberg went on mildly. “I asked Pellitteri to get a blood sample from each of the men before leaving the hospital for a look at the cafeteria. We agreed he would send the specimens to the city toxicologist, Dr. Alexander O. Gettler, for an overnight analysis. I wanted to know if the blood contained methemoglobin. Methemoglobin is a compound that’s formed only when anyone of several drugs enters the blood. Gettler’s report would tell us if we were at least on the right track. That is, it would give us a yes-or-no answer on drugs. If the answer was yes, then we could go on from there to identify the particular drug. How we would go about that would depend on what Pellitteri was able to turn up at the cafeteria. In the meantime, there was nothing for me to do but wait for their reports. Eleven Blue Men: MHA 601 Essay Assignment I’d theorized myself hoarse.”

    Dr. Pellitteri, having attended to his bloodletting with reasonable dispatch, reached the Eclipse Cafeteria at around five o’clock. “It was about what I’d expected,” he told me. “Strictly a horse market, and dirtier than most. The sort of place where you can get a full meal for fifteen cents. There was a grind house on one side, a cigar store on the other, and the ‘L’ overhead. Incidentally, the Eclipse went out of business a year or so after I was there, but that had nothing to do with us. It was just a coincidence. Well, the place looked deserted and the door was locked. I knocked, and a man came out of the back and let me in. He was one of our people, a health inspector for the Bureau of Food and Drugs, named Weinberg. Eleven Blue Men: MHA 601 Essay Assignment. His bureau had stepped into the case as a matter of routine, because of the reference to a restaurant in the notification report. I was glad to see him and to have his help. For one thing, he had put a temporary embargo on everything in the cafeteria. That’s why It was closed up. His main job, though, was to check the place for violations of the sanitation code. He was finding plenty.

    “Let me read you a few of Weinberg’s findings,” Dr. Greenberg said, extracting a paper from the folder on his desk. “None of them had any direct bearing on our problem but I think they’ll give you a good idea of what the Eclipse was like – what too many restaurants are like. This copy of his report lists fifteen specific violations. Here they are: ‘Premises heavily infested with roaches. Fly infestation throughout premises. Eleven Blue Men: MHA 601 Essay Assignment. Floor defective in rear part of dining room. Kitchen walls and ceiling encrusted with grease and soot. Kitchen floor encrusted with dirt. Refuse under kItchen fixtures. Sterilizing facilities inadequate. Sink defective. Floor and walls at serving tables and coffee urns encrusted with dirt. Kitchen utensils encrusted with dirt and grease. Storage- cellar walls, ceiling, and floor encrusted with dirt. Floor and shelves in cellar covered with refuse and useless material cellar ceiling defective. Sewer pipe leaking. Open sewer line in cellar.’ Well .. .” He gave me a squeamish smile and stuck the paper back in the folder. Eleven Blue Men: MHA 601 Essay Assignment.

    “I can see it now”, Dr. Pellitteri said. “And smell it. Especially the kitchen, where I spent most of my time. Weinberg had the proprietor and the cook out there and I talked to them while he prowled around. They were very cooperative. Naturally, they were scared to death. They knew nothing about gas in the place and there was no sign of any, so I went to work on the food. None of what had been prepared for breakfast that morning was left. That, of course, would have been too much to hope for. But I was able to get together some of the kind of stuff that had gone into the men’s breakfast, so that we could make a chemical determination at the Department. What I took was ground coffee, sugar, a mixture of evaporated milk and water that passed for cream, some bakery rolls, a five-pound carton of dry oatmeal, and some salt. The salt had been used in preparing the oatmeal. That morning, like every morning, the cook told me, he had prepared six gallons of oatmeal, enough to serve around a hundred and twenty-five people. To make it he used five pounds of dry cereal, four gallons of water – regular city water – and a handful of salt. That was his term – a handful. There was an open gallon can of salt standing on the stove. He said the handful he’d put in that morning’s oatmeal had come from that. He refilled the can on the stove every morning from a big supply can. He pointed out the big can- it was up on a shelf- and as I was getting it down to take with me, I saw another can, just like it, nearby. I took that one down, too. It was also full of salt, or, rather, something that looked like salt. Eleven Blue Men: MHA 601 Essay Assignment. The proprietor said it wasn’t salt. He said it was saltpetre – sodium nitrate – that he used in corning beef and in making pastrami. Well, there isn’t any harm in saltpetre; it doesn’t even act as an anti-aphrodisiac, as a lot of people seem to think. But I wrapped it up with the other loot and took it along, just for fun. The fact is, I guess, everything in that damn place looked like poison.” Eleven Blue Men: MHA 601 Essay Assignment.

    After Dr. Pellitteri had deposited his loot with a Health Department chemist, Andrew J. Pensa, who promised to have a report ready by the following afternoon, he dined hurriedly at a restaurant in which he had confidence and returned to Chatham Square. There he spent the evening making the rounds of the lodging houses in the neighborhood. He had heard at Mr. Pensa’s office that an eleventh blue man had been admitted to the hospital, and before going home he wanted to make sure that no other victims had been overlooked. By midnight, having covered all the likely places and having rechecked the downtown hospitals, he was satisfied. He repaired to his office and composed a formal progress report for Dr. Greenberg. Then he went home and to bed.

    The next morning, Tuesday, Dr. Pellitteri dropped by the Eclipse, which was still closed but whose proprietor and staff he had told to return for questioning. Dr. Pellitteri had another talk with the proprietor and the cook. He also had a few inconclusive words with the rest of the cafeteria’s employees — two dishwashers, a busboy, and a counterman. As he was leaving, the cook, who had apparently passed an uneasy night with his conscience, remarked that it was possible that he had absent-mindedly refilled the salt can on the stove from the one that contained saltpetre. “That was interesting,” Dr. Pellitteri told me, “even though such a possibility had already occurred to me, and even though I didn’t know whether it was important or not. I assured him that he had nothing to worry about. We had been certain all along that nobody had deliberately poisoned the old men.” From the Eclipse, Dr. Pellitteri went on to Dr. Greenberg’s office, where Dr. Gettler’s report was waiting. Eleven Blue Men: MHA 601 Essay Assignment.

    “Gettler’s test for methemoglobin was positive,” Dr. Greenberg said. “It had to be a drug now. Well, so far so good. Then we heard from Pensa.”

    “Greenberg almost fell out of his chair when he read Pensa’s report,” Dr. Pellitteri observed cheerfully.

    “That’s an exaggeration,” Dr. Greenberg said. “I’m not easily dumfounded. We’re inured to the incredible around here. Why, a few years ago we had a case involving some numskull who stuck a fistful of potassium-thiocyanate crystals, a very nasty poison, in the coils of an office water cooler, just for a practical joke. However, I can’t deny that Pensa rather taxed our credulity. What he had found was that the small salt can and the one that was supposed to be full of sodium nitrate both contained sodium 
    nitrite. 
    The other food samples, incidentally, were O.K.” Eleven Blue Men: MHA 601 Essay Assignment.

    “That also taxed my credulity,” Dr. Pellitteri said.

    Dr. Greenberg smiled. “There’s a great deal of difference between nitrate and nitrite,” he continued. “Their only similarity, which is an unfortunate one, is that they both look and taste more or less like ordinary table salt. Sodium nitrite isn’t the most powerful poison in the world, but a little of it will do a lot of harm. If you remember, I said before that this case was almost without precedent – only ten outbreaks like it on record Eleven Blue Men: MHA 601 Essay Assignment. Ten is practically none. In fact, sodium- nitrite poisoning is so unusual that some of the standard texts on toxicology don’t even mention it. So Pensa’s report was pretty startling. But we accepted it, of course, without question or hesitation. Facts are facts. And we were glad to. It seemed to explain everything very nicely. What I’ve been saying about sodium-nitrite poisoning doesn’t mean that sodium nitrite itself is rare. Actually, it’s fairly common. It’s used in the manufacture of dyes and as a medical drug. We use it in treating certain heart conditions and for high blood pressure. But it also has another important use, one that made its presence at the Eclipse sound plausible. In recent years, and particularly during the war, sodium nitrite has been used as a substitute for sodium nitrate in preserving meat. The government permits it but stipulates that the finished meat must not contain more than one part of sodium nitrite per five thousand parts of meat. Cooking will safely destroy enough of that small quantity of the drug.” Dr. Greenberg shrugged. “Well, Pellitteri had had the cook pick up a handful of salt – the same amount, as nearly as possible, as went into the oatmeal- and then had taken this to his office and found that it weighed approximately a hundred grams. So we didn’t have to think twice to realize that the proportion of nitrite in that batch of cereal was considerably higher than one to five thousand. Roughly, it must have been around one to about eighty before cooking destroyed part of the nitrite. It certainly looked as though Gettler, Pensa, and the cafeteria cook between them had given us our answer. I called up Gettler and told him what Pensa had discovered and asked him to run a specific test for nitrites on his blood samples. He had, as a matter of course, held some blood back for later examination. His confirmation came through in a couple of hours. I went home that night feeling pretty good.”

    Dr. Greenberg’s serenity was a fugitive one. He awoke on Wednesday morning troubled in mind. A question had occurred to him that he was unable to ignore. “Something like a hundred and twenty-five people ate oatmeal at the Eclipse that morning,” he said to me, “but only eleven of them got sick. Why? The undeniable fact that those eleven old men were made sick by the ingestion of a toxic dose of sodium nitrite wasn’t enough to rest on Eleven Blue Men: MHA 601 Essay Assignment. I wanted to know exactly how much sodium nitrite each portion of that cooked oatmeal had contained. With Pensa’s help again, I found out. We prepared a batch just like the one the cook had made on Monday. Then Pensa measured out six ounces, the size of the average portion served at the Eclipse, and analyzed it. It contained two and a half grains of sodium nitrite. That explained why the hundred and fourteen other people did not become ill. The toxic dose of sodium nitrite is three grains. But it didn’t explain how each of our eleven old men had received an additional half grain. It seemed extremely unlikely that the extra touch of nitrite had been in the oatmeal when it was served. It had to come in later. Then I began to get a glimmer. Some people sprinkle a little salt, instead of sugar, on hot cereal. Suppose, I thought, that the busboy, or whoever had the job of keeping the table salt shakers filled, had made the same mistake that the cook had. It seemed plausible. Pellitteri was out of the office – I’ve forgotten where – so I got Food and Drugs to step over to the Eclipse, which was still under embargo, and bring back the shakers for Pensa to work on. There were seventeen of them, all good-sized, one for each table Eleven Blue Men: MHA 601 Essay Assignment. Sixteen contained either pure sodium chloride or just a few inconsequential traces of sodium nitrite mixed in with the real salt, but the other was point thirty-seven per cent nitrite. That one was enough. A spoonful of that salt contained a bit more than half a grain.”

    “I went over to the hospital Thursday morning,” Dr. Pellitteri said. “Greenberg wanted me to check the table-salt angle with the men. They could tie the case up neatly for us. I drew a blank. They’d been discharged the night before, and God only knew where they were.”

    “Naturally,” Dr. Greenberg said, “it would have been nice to know for a fact that the old boys all sat at a certain table and that all of them put about a spoonful of salt from that particular shaker on their oatmeal, but it wasn’t essential. I was morally certain that they had. There just wasn’t any other explanation. There was one other question, however. Why did they use so 
    much 
    salt? For my own peace of mind, I wanted to know. All of a sudden, I remembered Pellitteri had said they were all heavy drinkers. Well, several recent clinical studies have demonstrated that there is usually a subnormal concentration of sodium chloride in the blood of alcoholics. Either they don’t eat enough to get sufficient salt or they lose it more rapidly than other people do, or both. Whatever the reasons are, the conclusion was all I needed. Any animal, you know, whether a mouse or a man, tends to try to obtain a necessary substance that his body lacks. The final question had been answered.”

    Discussion Questions

    What did you learn about the process of medical problem solving through this piece?

    Has this piece affected how you will manage the mysterious cases you encounter in the future? v.

     

    After reading, answer the following questions:

    Describe the 10 steps of an outbreak investigation as it pertains to this particular event in 1944. That is, for each step highlight where in the event that step occurred.

    On your own, draw the epidemic curve for this incident. In your submitted assignment identify the type of curve it represents.

    Calculate and state the incubation period for the illness affecting the eleven blue men.

    Identify three questions that Dr. Greenberg asked the patients.

    Identify three questions that Dr. Pellitteri asked the patients.

    Identify three questions that the epidemiologists asked the Eclipse Cafeteria employees.

    Identify the culprit. Also, what about these men was unique when compared to the other people who ate in the cafeteria that day?

    Provide at least two additional questions you would have liked the investigators to have asked the patients or employees. Why do you feel these questions would have helped?

    The Eleven Blue Men assignment

    Must be at least two to three double-spaced pages in length (not including title and references pages) and formatted according to  
    APA style as
     outlined in the  
    Ashford Writing Center.

    Must contain responses to these questions that are placed in paragraph form, not simply listed as bullets.

    o  You need to demonstrate that you can collect, compile, and present a broad array of information in a narrative form.

    Must include a separate 
    title page w
    ith the following:

    o Title of paper

    o Student’s name

    o Course name and number

    o Instructor’s name

    o Date submitted

    Eleven Blue Men: MHA 601 Essay Assignment

    Must include  
    introduction and conclusion p
    aragraphs.

    Must document all sources in APA style as outlined  
    here a
    nd 
    here.

    Must include a separate 
    references page t
    hat is formatted according to APA style as outlined in the Ashford Writing Center.

    Required Resources- Eleven Blue Men Assignment

    Text

    McKenzie, J.F., Pinger, R.R., & Seabert, D.M.. (2017). 
    An Introduction to Community and Public Health 
    (9th edition).

    Retrieved from https://content.ashford.edu

    Chapter 1: Community and Public Health: Yesterday, Today, and Tomorrow

    Chapter 2: Organizations that Help Shape Community and Public Health

    Chapter 3: Epidemiology: The Study of Disease, Injury, and Death in the Community

    Article

    Roueché, B. (2014, October 12). 
    Eleven blue men.
     Retrieved from https://utmedhumanities.wordpress.com/2014/10/12/eleven-blue-men-berton-roueche/

    This reading is required for students to be able to complete the Week One assignment related to epidemiology. Eleven Blue Men: MHA 601 Essay Assignment.

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    ebsite

    Ashford University. (2017).  
    Career center: Self assesment.
     Retrieved from 
    http://www.ashfordcareerresources.com/self-
     assessment.html

         This link leads students to the Ashford Career Center. Not only is this a component of your introduction to the program, but it also serves as a continuous resource to help you secure a position after graduation. Accessibility Statement not available

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    Recommended Resources for Eleven Blue Men Assignment

    Article

    Thacker, S.B. (2006, December 22).  
    Epidemiology and public health at CDC. 
    M
    o
    rbidity and Mortality Weekly Report, 
    55
    (2), 3-4. Retrieved from 
    http://www.cdc.gov/mmwr/index.html

    W
    ebsite

    This article explains the history of epidemiology and its relationship with the Centers for Disease Control and Prevention (CDC). While the concept of epidemiology began with Dr. John Snow in the mid-19th century, it was not fully recognized until Dr. Alexander Langmuir was hired by the CDC in 1949. 
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    Center for Disease Control and Prevention. (2013, April 26).  
    Ten great public health achievements in the 20th century.

    Retrieved from 
    http://www.cdc.gov/about/history/tengpha.htm.
     This web page highlights all of the major events that have occurred during the development of public health as we know it today, from our discovery of immunizations to what lies ahead in the future for public health.

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    Case Study: A System Approach

    Review the case study in the article, 
    Texas Health Harris Methodist-Cleburne: A System Approach to Surgical Improvement
    .

    After reviewing the case study, construct a written paper that addresses the following:

    Explain organizational theories evidenced in this case study.

    Analyze how Texas Health Harris Methodist-Cleburne is a learning organization.

    Explain the organizational structure displayed in this case study.

    Describe the leaders involved in this case study.

    Discusses the role of the leaders in this case study.

    Including an introduction and conclusion paragraph, your paper must be three to five double-spaced pages (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center Eleven Blue Men: MHA 601 Essay Assignment.  Including the textbook, utilize a minimum of three (one of which is the case study article used for review) scholarly and/or peer-reviewed sources from the Ashford University Library that were published within the last five years.  Document all references in APA style as outlined in the Ashford Writing Center APA Checklist. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment
    Eleven Blue Men: MHA 601 Essay Assignment.