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  • 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.”

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    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.

  • SC160 Basic Biology Essay Assignment

    SC160 Basic Biology Essay Assignment.

    DNA is labeled as the genetic blueprint of life, simply because it contains the instructions that govern the development of an organism. DNA is made up of something called repetitive DNA, which is of particular use in forensic DNA analysis. Inside this region of DNA are unique repeating patterns that can be used to differentiate one person from another. These patterns are known as short-tandem repeats (STRs), they can be measured to define the DNA profile of an individual. One example of how DNA is used within forensic science is if a person touched an object or weapon, skin cells may have been left behind. SC160 Basic Biology Essay Assignment. This low-level DNA is sometimes referred to as “touch DNA”, low-level DNA samples are helpful when examining an object where retrieving a fingerprint would be difficult. Another example is liquid blood or blood stains that can be collected from a crime scene; forensic scientist can used the DNA from the blood samples to determine who blood is it to help solve a case. Forensic scientist can also collect and analyze DNA from hair samples that could be left behind or near a crime scene SC160 Basic Biology Essay Assignment. These small DNA samples are very helpful to forensic scientist in connecting missing pieces.

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    Population evolution is defined by the changes a population experience over time. These changes can affect all organisms within a population whether they are single microorganisms or multicellular organism. Over time, species that are more habitable for a specific environment survive while the weaker ones will die. This process of evolution creates species that will produce off springs that will be adapted to their environment; this growth is caused from natural selection. Charles Darwin was the first to explain natural selection. Microbial life first started billions of years ago, first with the prokaryotes and later on the eukaryotes. Microorganisms are microscopic organism that cannot be seen with the naked eye but these organisms makes up life on earth as we know it today, all living things on earth is made up from microorganisms. SC160 Basic Biology Essay Assignment One example of microevolution is colonial forms, this process allow unicellular protists to stick together as loose federations of independent cells. This transition creates true multicellular organism. Another example is the Flinch bird found on the Galapagos Island, these birds are found elsewhere throughout the world but the ones on the island had larger beaks because of the natural selection to their environment. Another example is the evolution of pesticide resistant insects. Some insects have developed antibiotic-resistant bacteria because of natural selection, these insects have a resistance to the pesticides that are used kill them and the pass this gene to offspring SC160 Basic Biology Essay Assignment.

    Biological diversity evolution comprises all the millions of different species that live on planet Earth, as well as the genetic differences within species Biodiversity has a key role in maintaining healthy ecosystems and thereby sustaining ecosystem services to the ever-growing human population. It also refers to the multitude of different ecosystems in which species form unique communities, interacting with one another. SC160 Basic Biology Essay Assignment. One example of biological diversity evolution is the North American garter snake which lives mainly in the water but its closely related species lives mainly on land this shows the biological diversity evolution on close related species that have evolve differently. Another example is the wheat plant which is the world most cultivated plant, sexual selection in which females choose mates to reproduce based on color has contributed to biological diversity evolution. Another example is the breeding of the spotted skunks, the western spotted skunks breed in the fall while their closely relative that live in the east breeds late in the winter SC160 Basic Biology Essay Assignment.

    Plant and animal evolution is defined as the process development of plants and animal. Plants have spread more successfully than animals. Most plants can survive for a long time as small seeds. Animals often have more specific requirements than plants. While the vast majority of plants are hermaphrodites (they have both male and female reproductive organs), most animals are unisexual. SC160 Basic Biology Essay Assignment. Most animals need certain plants or prey for food, so these must be present for them to survive. One example of plant evolution is the fern plant, because of evolution ferns developed vascular tissue and these tissues move nutrients throughout the plant and allow them to grow tall. Another example of animal evolution is the birds, the birds are reptiles that have evolve from a small lineage of a two legged dinosaur called the Theropods. Today birds are different from their ancestor because they have developed feathers to assist them during flight and have become toothless compared to their prehistoric ancestor. Another example is the evolution of primates to evolve into humans SC160 Basic Biology Essay Assignment. All humans can trace their origin to primates, through natural selection primates had developed characteristic to survive in their environment. Because of evolution humans have developed enlarge brains to function and an upright posture to walk.

    Population growth is defined as the increase in number of individuals in a population. Population growth can be either positive or negative over time population growth can cause an imbalance between births and deaths. SC160 Basic Biology Essay Assignment. The human population has proven this statement because the human population is expected to increase for the next several decades. An example of population growth is found in bacterium, a single bacterium can divide every 20 minutes increasing its population. In 12 hours the bacteria can be in numbered in the billions. Another example is the population growth of trees, trees are mature in their growth so that means they would not populate as rapidly as other organism. Trees one matured can populate an area over time and contribute to that environment ecosystem. Another example is the human population; the human population is growing rapidly and is expected to continue growing for the upcoming years. Because of the ever growing human population there is a greater demand for the consumption and production of energy, food and goods SC160 Basic Biology Essay Assignment.

    Biomes and ecosystem are unique; a biome is a major terrestrial or aquatic life zone, an ecosystem is the interactions between the living things and the nonliving things in a place. Biomes makes up most of the earths 75%, biomes are unique in that they contain ecosystems inside them. In an ecosystem, the plants, animals, and other organisms rely on each other and on the physical environment. An example of a biome and ecosystem is a lake, inside a lake in the photic zone microscopic algae known as phytoplankton, these organism are the food source for mainly all animals that inhabit the lake. SC160 Basic Biology Essay Assignment. Another example of biomes and ecosystem is the wetlands; these wetlands support the growth of aquatic plants and have a vast number of different species. Bird would use the wetlands as a resting stop during their migration period; other animals such as frogs use this environment as a nesting station for their eggs. Another example is the tropical rain forest. The tropical rain forest is unique in that it provides a habitat for many different kind of species from the monkeys inside the trees to vast numbers of different species of snakes to name a few. Tropical rainforest have many species of plants and trees that are food source and habitats for many animals that abide in that environment SC160 Basic Biology Essay Assignment.

     

    References

    (n.d.). Retrieved from
    http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3353341/

    (n.d.). Retrieved from
    http://www.wwf.org.au/our_work/saving_the_natural_world/what_is_biodiversity/

    (n.d.). Retrieved from
    http://www.teara.govt.nz/en/evolution-of-plants-and-animals/page-3

    (n.d.). Retrieved from
    https://en.wikipedia.org/wiki/Population_growth

    (n.d.). Retrieved from
    http://www.prb.org/Publications/Lesson-Plans/HumanPopulation/PopulationGrowth.aspx

    (n.d.). Retrieved from
    http://www.windows2universe.org/earth/ecosystems.html

    (n.d.). Retrieved from
    https://www.boundless.com/biology/textbooks/boundless-biology-textbook/population-and-community-ecology-45/environmental-limits-to-population-growth-251/exponential-population-growth-929-12185/

    Simon, E. J., Dickey, J., & Reece, J. B. (n.d.). Campbell essential biology.

     

    DNA in forensic science:

                    Taking samples of DNA and analyzing them to determine if they come from the same individual is known as DNA profiling. DNA profiling is used today in such things like investigating murders, paternity testing, victim identification and evolution research.  First, DNA samples are collected and isolated. Next, selected sequences from each DNA sample are copied many times (amplified) to produce a large sample of DNA fragments. Finally, the amplified DNA samples are compared to other samples. All together, these steps provide information about which samples came from the same person and which did not. SC160 Basic Biology Essay Assignment.

    DNA testing has been used in the O.J. Simpson murder trial. In that case, the DNA analysis proved that the blood in Simpson’s car belonged to the victims and the blood at the crime scene belonged to Simpson. DNA profiling can be used to identify victims.  After the World Trade towers collapsed, tissue samples from the site were matched to DNA profiles from tissue known to be from the victims.  If no samples were available, blood samples from close relatives where used to confirm identity through near matches. DNA can also prove innocence.  As of 2011, more than 270 convicted criminals in 34 states have been exonerated. In over a third of those cases, DNA profiling has also identified the real perpetrators.

    Population evolution and microbial life:

                    Nearly all life on Earth depends on bacteria and other microbial life in one way or another as life evolved from microorganisms. Individual organisms do not evolve during their lifetimes. The evolutionary impact is only apparent in the changes in a population over time. This process takes many years and is done with the help of natural selection. Population evolution can be seen all over the world. SC160 Basic Biology Essay Assignment. An example of this would be groups of individuals that have adapted to their surroundings, like the Tibetans. This is a population that has adapted to living in high altitudes. Their respiratory and cardiovascular systems have adapted to maintain better oxygen saturation in order to survive high up in the Himalayas.

    It is believed that life began with prokaryotes whose cells lack nuclei. Within the next billion years, two distinct groups of prokaryotes, bacteria and archaea, developed.  About 2.7 billion years ago, photosynthetic prokaryotes split water molecules and released oxygen gas into the atmosphere and profoundly changed the Earth’s atmosphere.  The accumulation of oxygen in the atmosphere killed off many prokaryotic organisms. Among the survivors, a diversity of metabolic modes evolved, including cellular respiration. All this metabolic evolution occurred during the 2 billion years that prokaryotes had the earth to themselves.  Eukaryotic cells evolved from the prokaryotic community.  The mitochondria of our cells and those of every other eukaryote are descendants of those smaller prokaryotes, as are the chloroplasts of plants and algae.

    Plant and animal evolution:

      The evolution of more complex cells launched a time of great diversification of eukaryotic forms. These new organisms were protists. Protists are mostly microscopic and unicellular. Examples would be algae, amoebas and paramecium. The greatest diversification of animals was the Cambrian explosion.  This colonization of land was a major milestone in the history of life. Plants and fungi together led the way about 500 million years ago. Plants transformed the landscape, creating new opportunities for all life forms. The evolutionary venture onto land included vertebrate animals in the form of the first amphibians.  Further evolution by natural selection led to reptiles and mammals. Among the mammals are the primates, which is the group that contains apes, monkeys and humans. SC160 Basic Biology Essay Assignment.

    Population growth:

    Populations size fluctuates depending on factors that affect the population. For individuals, populations may grow as people are born or decline as they move to another area or die. But there are also factors in nature that help regulate the population. A density dependent factor is a limiting factor whose intensity is related to the population density. An example of this is the competition for the same limited resources, like food or space. A density independent factor would be a population limiting factor whose intensity is unrelated to population density.  An example of this would be the effects of weather on species.  During ideal weather conditions, the population will flourish whereas under harsh weather conditions, the population will suffer a decline.

    Biological diversity evolution:

    It is no surprise that human civilization has had an impact on the evolution of biological diversity.  Everything from viruses to animals have been affected by man. One example of this can be seen in the evolution of bacteria that have become resistant to certain antibiotics. Penicillin antibiotics were among the first drugs to be effective against many bacterial infections though misuse has now made many types of bacteria resistant.  Another example would be the adaptation of animal species living and thriving amongst humans since the boom of the industrial age SC160 Basic Biology Essay Assignment.

    Biomes and ecosystem:

    A biome is a major terrestrial or aquatic life zone, characterized by vegetation type or the physical environment. Aquatic biomes, which occupy roughly 75% of the Earth’s surface, can be divided into two groups, freshwater biomes and marine biomes. Fresh water biomes typically have a salt concentration of less than 1% and fall into two broad groups; standing water, which includes lakes and ponds, and flowing water, which includes rivers and streams.  The difference in water movement results in differences in ecosystem structures.  Marine biomes consist of oceans, intertidal zones, coral reefs and estuaries and have a salt concentration of around 3%. A wetland is a transitional biome between an aquatic ecosystem and a terrestrial one.  The communities of plants, algae and animals are distributed according to the depth of water and distance from the shore. Terrestrial ecosystems are grouped into biomes primarily based upon vegetation type which largely depend on climate, with temperature and rainfall often being key factors.  Each biome is characterized by a type of biological community rather than a group of particular species.  Ecosystems are also influenced by human actions. The effects of global warming are disrupting the normal life cycles of some plants and animals.  An example of this is warmer temperatures affecting the rate of snow melting. The melting of the snow used to help provide water during the dry season, but with snow melting sooner, the dry season lasts longer which can have an impact on forest fires and thus creating even more damage to ecosystems SC160 Basic Biology Essay Assignment.

  • 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

  • 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.

  • 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.

  • Becoming a Leader in the Translation of Evidence to Practice

    NURS 8410 Week 7 Assignment: Application 3: Becoming a Leader in the Translation of Evidence to Practice

    Becoming a Leader in the Translation of Evidence to Practice

    Reflect on your growth, professionally and personally, since you embarked on your DNP journey. The AACN believes that one of the benefits of a practice doctorate is that it enhances your leadership skills to “strengthen practice and health care delivery” (2006, p. 5). As you continue to engage in your practicum experience, be cognizant of your growth in these areas.

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    In Week 6, you were asked to reflect on your leadership skills for this Assignment. This week, you continue your reflection on leadership and how you can lead the translation of evidence to practice through contribution to policy development. Becoming a Leader in the Translation of Evidence to Practice.

    Prepare
     for this week’s section of Application 3 as follows:

    Building on the work you began in Week 6 for this Application, review this week’s Discussion posting, and consider how you can lead policy development to address your EBP Assignment issue.

    The full Application 3 is due by 
    Day 7
    of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 6. Becoming a Leader in the Translation of Evidence to Practice.

    To complete Becoming a Leader in the Translation of Evidence to Practice:

    Write a 3- to 5-page paper that synthesizes:

    Your vision of yourself as a leader—specifically:

    How you would continue to increase your knowledge and awareness of financial, economic, and other concerns related to new practice approaches

    How translating evidence would enable you to affect or strengthen health care delivery and nursing practice

    How you would advocate for the use of new evidence-based practice approaches through the policy arena

    By Day 7 of Becoming a Leader in the Translation of Evidence to Practice

    Application 3 is due.

    Submission and Grading Information

    To submit your completed Assignment for review and grading, do the following:

    Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.

    Click the 
    Week 7 Assignment Rubric 
    to review the Grading Criteria for the Assignment.

    Click the 
    Week 7 Assignment 
    link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the 
    Browse My Computer
     button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click 
    Open
    .

    If applicable: From the Plagiarism Tools area, click the checkbox for 
    I agree to submit my paper(s) to the Global Reference Database
    . Becoming a Leader in the Translation of Evidence to Practice.

    Click on the 
    Submit
     button to complete your submission.

    NURS 8410 Week 7 Assignment Application 3: Becoming a Leader in the Translation of Evidence to Practice (6 points)

    To students: 
    In addition to the Learning Resources and facilitated discussions provided each week, you are expected to integrate articles from peer-reviewed journals to inform and support your positions and conclusions in the Application Assignments. Graduate-level scholarship provides the foundation for your work and requires a higher level of evidence than lay references, such as the dictionary, Wikipedia, general Internet sites, nursing newspapers, expert opinion, and the like.

    Write a  2- to 3-page paper that summarizes:

    Your vision of yourself as a leader—specifically:

    How you would continue to increase your knowledge and awareness of financial, economic, and other concerns related to new practice approaches (2 pts)

    How translating evidence would enable you to affect or strengthen health care delivery and nursing practice (2 pts)

    How you would advocate for the use of new evidence-based practice approaches through the policy arena (2 pts) Becoming a Leader in the Translation of Evidence to Practice

     

    Note:
     Up to 2 points may be deducted for grammar, spelling, and/or APA errors.

    This Application is due by 
    Day 7
     of 
    Week 7
    .

    NURS 8410 Week 7: The Application of New Practice Approaches, Part II

    “Engagement in the process of policy development is central to creating a health care system that meets the needs of its constituents” (AACN, 2006, p. 13).

    As a professional nurse, you are well positioned to affect changes in health care through policy. Nurses are frequently asked to testify before Congress or congressional committees on important health care matters; being able to present the scientific evidence on a health care issue can contribute to this process and thereby inform the formation of health policy. Becoming a Leader in the Translation of Evidence to Practice.

    This week, you explore how to utilize the concepts presented in earlier weeks to advocate for health care policy to improve health-related outcomes. In addition, you submit your time log and a journal entry for your practicum experience.

    Reference: American Association of Colleges of Nursing. (2006). 
    The essentials of doctoral education for advanced nursing practice
    . Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf

    Becoming a Leader in the Translation of Evidence to Practice Learning Objectives

    Students will:

    Develop strategies for advocating for health policy to enhance health care outcomes

    Analyze professional growth and development as a leader in evidence-based practice

    Assess the practicum experience

    Photo Credit: Hero Images / Hero Images / Getty Images

    Becoming a Leader in the Translation of Evidence to Practice Learning Resources

    Note:
     To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
    Course Materials
     section of your Syllabus.

    Required Readings

    White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). 
    Translation of evidence into nursing and health care practice
     (2nd ed.). New York, NY: Springer.

    Chapter 4, “Translation of Evidence to Improve Clinical Outcomes”

    Chapter 5, “Translation of Evidence for Improving Safety and Quality”

    Chapter 7, “Translation of Evidence for Health Policy”

    Becoming a Leader in the Translation of Evidence to Practice

    Andermann, A., Pang, T., Newton, J.T., Davis, A., & Panisset, U. (2016). Evidence for health II: Overcoming barriers to using evidence in policy and practice.
     Health Research Policy and Systems,
     14 (17) doi 10.1186/s12961-016-0086-3

    Note:
     You will access this article from the Walden Library databases.

    Catallo, C. & Sidani, S. The self-assessment for organizational capacity instrument for evidence-informed health policy: Preliminary reliability and validity of an instrument (2014). 
    Worldviews on Evidence-Based Nursing
    , 11(1), 35–45.

    Note:
     You will access this article from the Walden Library databases.

    Malterud, K., Bjelland, K., & Elvbakken, K.T. (Evidence-based medicine – an appropriate tool for evidence-based health policy? A case study from Norway. 
    Health Research Policy and Systems,
     14 (15) doi 10.1186/s12961-016-0088-1

    Note:
     You will access this article from the Walden Library databases.

    Rehfuess, E.A., Durao, S., Kyamanywa, P., Meerpohl, J. J., Young, T., & Rohwer, A. (2016). An approach for setting evidence-based and stakeholder-informed research priorities in low- and middle-income countries,
     Policy & Practice
    , 94, 297–305 doi: http://dx.doi.org/10.2471/BLT.15.162966

    Note:
    You will access this article from the Walden Library databases. Becoming a Leader in the Translation of Evidence to Practice.

    NURS 8410 Week 7 Practicum: Journal and Time Log

    By Day 7

    You will submit a journal entry (along with your time log) for Weeks 4-7. Journal entries need to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. Your journal entry should be week-based and sequential so that all journal entries are contained in one file.

    Describe the observed activity.

    Using an evidence-based approach, analyze the problem, issue, or situation. Address questions posed in the weekly practicum pages if appropriate.

    Reveal how the real-world might mirror or diverge from program-related evidence, concepts, and/or theories.

    Time Log submission.

    Submission and Grading Information

    To submit your completed Practicum for review and grading, do the following:

    Please save your Assignment using the naming convention “WK7Practicum+last name+first initial.(extension)” as the name.

    Click the 
    Week 7 Practicum 
    link.

    Next, from the Attach File area, click on the 
    Browse My Computer
     button. Find the document you saved as “WK7Practicum+last name+first initial.(extension)” and click 
    Open
    .

    If applicable: From the Plagiarism Tools area, click the checkbox for 
    I agree to submit my paper(s) to the Global Reference Database
    .

    Click on the 
    Submit
    button to complete your submission. Becoming a Leader in the Translation of Evidence to Practice.

  • NURS 8410 Week 8 Discussion: Preparing for Change Essay

    NURS 8410 Week 8 Discussion: Preparing for Change Essay

    Discussion: Preparing for Change

    What steps might be utilized to move a practice issue from development and design through implementation to the realization of positive outcomes? How does theory provide a framework? What barriers might you encounter?

    To prepare for Discussion: Preparing for Change:

    Review the theories and frameworks (i.e., change, organizational, behavioral) presented in Chapter 3 of the course text, 
    Translation of Evidence Into Nursing and Health Care Practice
    , and conduct additional research of your own. What insights do these theories provide regarding how to take your practice issue from development and design through implementation to the realization of positive outcomes?

    Think about your practicum setting and evaluate the readiness for change in this environment. Identify barriers and facilitators for change. NURS 8410 Week 8 Discussion: Preparing for Change Essay.

    Consider strategies to address the barriers, and assess why they might be effective based on theory.

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    By Day 3 of Discussion: Preparing for Change

    Post
     a cohesive scholarly response that addresses the following:

    Assess the readiness for change in your practicum environment. Discuss those factors (barriers and facilitators) that need to be considered.

    Identify a theory or framework that will guide your change efforts.

    Discuss strategies to address barriers, and provide one or more insights regarding why you think they might be effective based on theory.

    Read
     a selection of your colleagues’ responses.

    By Day 6 of Discussion: Preparing for Change

    Respond
     to 
    two
     of your colleagues in one or more of the following ways:

    Ask a probing question, substantiated with additional background information, evidence, or research.

    Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. NURS 8410 Week 8 Discussion: Preparing for Change Essay.

    Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

    Validate an idea with your own experience and additional research.

    Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    Return
     to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

    Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources. NURS 8410 Week 8 Discussion: Preparing for Change Essay.

    Submission and Grading Information

    Rubric Detail

    Select 
    Grid View
     or 
    List View
     to change the rubric’s layout.

    Name: NURS_8410_ Week8_Discussion_Rubric

    Excellent

    Good

    Fair

    Poor

    RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

    *The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*. NURS 8410 Week 8 Discussion: Preparing for Change Essay

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*. NURS 8410 Week 8 Discussion: Preparing for Change Essay

    CONTENT KNOWLEDGE

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

    NURS 8410 Week 8 Discussion: Preparing for Change Essay

    CONTRIBUTION TO THE DISCUSSION

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

    QUALITY OF WRITING

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

    5 
    (16.67%)
     – 5 
    (16.67%)

    Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

    4 
    (13.33%)
     – 4 
    (13.33%)

    Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

    0 
    (0%)
     – 3 
    (10%)

    Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints. NURS 8410 Week 8 Discussion: Preparing for Change Essay

    Total Points: 30

    Name: NURS_8410_ Week8_Discussion_Rubric

  • Planning for Change Essay Assignment

    Planning for Change Essay Assignment

    Planning for Change, Implementing and Evaluating EBP Assignment

    Planning for Change

    Change can be difficult—and implementing new practices based on evidence can present challenges. How can you effectively prepare your work environment for change? What factors need to be considered (e.g., financial, legislative, systems)?

    This week you begin working on Application 4, which builds on this week’s Discussion and is a continuation of your EBP Assignment. For this first section of the assignment, determine the factors that would impact stakeholders or end users as you create change and implement a new process/project to address your EBP issue.

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    Prepare
     for this week’s section of Application 4 as follows:

    Continue (from this week’s Discussion) to analyze the impact of implementing change in your practice environment. What factors need to be considered regarding stakeholders or end users? How would you communicate with them to address their questions or concerns? How would you enlist their support? Planning for Change Essay Assignment.

    Develop a summary of the methods you would use to ensure that those factors are adequately addressed.

    By Day 7 of Week 10 of Planning for Change, Implementing and Evaluating EBP Assignment

    Application 4 is due. You do not need to submit anything this week.

    Practicum- Planning for Change, Implementing and Evaluating EBP Assignment

    Continue to keep a time log and journal of your practicum experiences. See the Practicum Guidelines located in the Practicum area of the Course Overview page for a complete description of the practicum Planning for Change Essay Assignment.

    By Day 7 of Week 11 of Planning for Change, Implementing and Evaluating EBP Assignment

    Reminder:
     You will submit your time log and a journal entry in Week 11.

    Week in Review

    This week
    , you assessed change readiness in a practice environment and developed theory-based strategies to facilitate the implementation of change.

    Next week
    , you will assess an issue within an organization—analyzing the system at the macro- and micro-level—and identify strategies that can be used to assess the clinical environment and the associated nonclinical units that support the provision of quality.

    NURS 8410 Week 8: Creating an Environment for Evidence-Based Practice

    “What health care needs most are effective leaders who understand innovation and how it spreads, who respect the diversity of change itself, and who can nurture innovation in all its rich and many costumes” (Hyrkäs & Harvey, 2010, p. 1).

    As a nurse engaged in advanced practice, you are uniquely positioned to motivate your colleagues and contribute toward the development of a culture that embraces change Planning for Change Essay Assignment. Yet, even with the worthwhile goal of translating evidence into practice, barriers present a formidable challenge in many settings in today’s health care system.

    This week you examine barriers that may inhibit the adoption and implementation of evidence-based practice. You also explore change theories and consider how they can be applied to help create an environment that facilitates practice grounded in evidence and, ultimately, to promote the achievement of outcomes related to quality and safety.

    In addition, you continue your practicum experience and begin Application 4 this week.

    Planning for Change Essay Assignment Learning Objectives

    Students will:

    Assess the readiness for change in a practice environment

    Develop theory-based strategies to facilitate the implementation of change in a practice environment

    Photo Credit: [Sam Edwards]/[Caiaimage]/Getty Images

    Planning for Change Essay Assignment Learning Resources

    Note:
     To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
    Course Materials
     section of your Syllabus.

    Required Readings

    White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). 
    Translation of evidence into nursing and health care practice
     (2nd ed.). New York, NY: Springer.

    Review Chapter 3, “Change Theory and Models: Framework for Translation”

    Chapter 14, “Creating a Culture That Promotes Translation”

    Chapter 15, “Best Practices in Translation: Challenges and Barriers in Translation”

    Darling, F. (2016). Practitioners’ views and barriers to implementation of the Keeping Birth Normal tool: A pilot study. 
    British Journal of Midwifery
    , 24(7), 508-519. Planning for Change Essay Assignment.

    Note:
     You will access this article from the Walden Library databases.

    Sadeghi-Bazargani, H., Tabrizi, J.S., & Azami-Aghdash, S. (2014). Barriers to evidence-based medicine: a systematic review. 
    Journal of Evaluation in Clinical Practice
    , 20, 793-802.

    Note:
     You will access this article from the Walden Library databases.

    Smith, E.L., Rice, K.L., & Agrell-Kann, M. (2015). Improving quality outcomes using a champion model for ancillary nursing staff, 
    Journal of Continuing Education in Nursing
    , 46(12), 539-541.

    Note:
    You will access this article from the Walden Library databases Planning for Change Essay Assignment.

  • Quality Improvement and Patient Safety Initiatives Discussion Essay

    Quality Improvement and Patient Safety Initiatives Discussion Essay

    NURS 8410 Week 9 Discussion: Quality Improvement and Patient Safety Initiatives

    Discussion: Quality Improvement and Patient Safety Initiatives

    The vice president of nursing, Dr. Sasha Mendez, has had a lot of complaints from patients and their families about the difficulties they experience navigating the system at her organization; e.g., going from the E.R. to admissions. Dr. Mendez’s nursing specialty area is psych/mental health. As such, she is very concerned about the stress this is causing the patients.

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    What are the macro systems that are affecting patient satisfaction at Dr. Mendez’s facility? What micro systems should she also analyze to look at how the patient moves through—from entry, to possible admission, to possible discharge? How do these systems relate? What impacts each system?

    The concepts presented in Week 8 serve as a foundation for this week as you continue to look at factors within an organization’s environment that are barriers and facilitators for implementing change. In this Discussion, you examine the macro and micro systems within the organization (of your practicum setting) and identify changes that may need to take place to facilitate quality improvement and achievement of patient safety outcomes. Quality Improvement and Patient Safety Initiatives Discussion Essay.

    To prepare for 
    Discussion: Quality Improvement and Patient Safety Initiatives
    :

    Reflect on the issue you have been addressing through your EBP Assignment.

    Identify the macro and micro systems that influence the issue. Review the McClusky and Middleton (2010) article for an example of this process.

    Determine the desired outcomes of resolving the EBP Assignment issue and how resolving it will improve quality and patient safety. (
    Note:
    Next week you will evaluate these outcomes. You may want to view the Week 10 Discussion as you prepare.) Quality Improvement and Patient Safety Initiatives Discussion Essay.

    What procedures/processes would need to be modified to achieve the desired outcomes?

    Develop a 5-slide Microsoft PowerPoint presentation for the business unit team and leadership within the organization, sharing your issue, strategies for resolving the issue, and how it will improve quality and patient safety. 
    Note:
     The purpose of the presentation is to persuade the business unit team and leadership to accept your recommendations.

    By Day 3 of 
    Discussion: Quality Improvement and Patient Safety Initiatives

    Post
     your PowerPoint presentation.

    Read
     a selection of your colleagues’ responses.

    By Day 6 of 
    Discussion: Quality Improvement and Patient Safety Initiatives

    Respond
     to 
    two
     of your colleagues using the following scenario:

    Imagine you are a manager from the business unit or leadership team who is also involved in your organization’s quality management committee. Employing this perspective, critique at least three of your colleagues’ presentations.

    When critiquing your colleagues’ presentations be sure to:

    Determine the extent to which the PowerPoint presentation convinces you that the appropriate systems were examined and that the identified outcomes are attainable

    Provide feedback on whether you believe the suggested modifications to the systems will lead to the desired outcomes Quality Improvement and Patient Safety Initiatives Discussion Essay

    Return
     to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

    Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

    Submission and Grading Information

    Rubric Detail

    Select 
    Grid View
     or 
    List View
     to change the rubric’s layout.

    Name: NURS_8410_ Week9_Discussion_Rubric

    Excellent

    Good

    Fair

    Poor

    RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

    *The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

    Quality Improvement and Patient Safety Initiatives Discussion Essay

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

    CONTENT KNOWLEDGE

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

    CONTRIBUTION TO THE DISCUSSION

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

    QUALITY OF WRITING

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

    5 
    (16.67%)
     – 5 
    (16.67%)

    Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

    4 
    (13.33%)
     – 4 
    (13.33%)

    Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

    0 
    (0%)
     – 3 
    (10%)

    Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

    Quality Improvement and Patient Safety Initiatives Discussion Essay

  • Evaluation of Outcomes in EBP

    Evaluation of Outcomes in EBP

    Discussion: Evaluation of Outcomes

    As you translate evidence into practice, it is essential to consider how you will evaluate the outcomes. As introduced in Week 8, you are likely to encounter barriers as you integrate research findings into practice. Using a framework for evaluation can assist in minimizing those barriers.

    As a nurse engaged in advanced practice, it is now time to take your practicum project to the next level—evaluating the outcomes you identified for the Week 9 Discussion and then developing new practice guidelines.

    ORDER A PLAGIARISM-FREE PAPER HERE

    To prepare for Discussion: Evaluation of Outcomes:

    The course text, Translation of Evidence Into Nursing and Health Care Practice, provides a list of questions that should be considered when planning for evaluation. See page 239 for this list of questions.

    Review the Learning Resources focusing on the various evaluation frameworks presented. Select a framework and determine how you would evaluate the outcomes you identified in the Week 9 Discussion. Evaluation of Outcomes in EBP.

    Based on the possible results of your evaluation, envision new practice guidelines you would develop.

    What new standards of care might this lead to?

    By Day 3 of Discussion: Evaluation of Outcomes

    Post
     a cohesive scholarly response that addresses the following:

    In the first line of your posting, state the outcomes you are addressing (those you initially identified in the Week 9 Discussion).

    How would you evaluate the outcomes? Support your response with evidence from the literature.

    What new practice guidelines would you create based on your evaluation of those outcomes?

    Discuss any new standards of care that would be appropriate based on the new practice guidelines.

    Read
     a selection of your colleagues’ responses.

    By Day 6 of Discussion: Evaluation of Outcomes

    Respond
     to 
    two
     of your colleagues in one or more of the following ways:

    Ask a probing question, substantiated with additional background information, evidence, or research Evaluation of Outcomes in EBP.

    Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    Offer and support an alternative perspective using readings from the classroom and/or from your own research in the Walden Library.

    Validate an idea with your own experience and additional research.

    Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    Return
     to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

    Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

    Discussion: Evaluation of Outcomes Rubric Detail

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    Name: NURS_8410_ Week10_Discussion_Rubric

    Excellent

    Good

    Fair

    Poor

    RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

    *The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

    Evaluation of Outcomes in EBP

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

    CONTENT KNOWLEDGE

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

    CONTRIBUTION TO THE DISCUSSION

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

    QUALITY OF WRITING

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

    5 
    (16.67%)
     – 5 
    (16.67%)

    Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

    4 
    (13.33%)
     – 4 
    (13.33%)

    Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

    0 
    (0%)
     – 3 
    (10%)

    Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

    Total Points: 30

    Name: NURS_8410_ Week10_Discussion_Rubric