What are three questions you should ask yourself when you begin your job search?  

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. What are three questions you should ask yourself when you begin your job search?  2. What are the most common mistakes people make in preparing their résumés?   3. What should you know about your prospective employer before the job interview?  4. What should the interviewee try to achieve during a job interview? What should you look for? What red flags should you watch for?   5. What can you do in advance to prepare for the changes during the first year of employment?   6. Create your own SWOT analysis. How would you respond to your personal strengths and weaknesses if you were a prospective employer? How can you enhance your strengths and improve in areas of weakness?   7. Draw a career path for yourself, beginning with the present year and extending to the age of retirement. Be sure to include any “twists and turns” of the path you expect to experience along the way and any barriers you expect to encounter. How will you handle these experiences?    Do an online nationwide search for information about current job prospects in nursing.Compare opportunities in various regions of the country. Why do you think these opportunities are the same or different?   5. Develop a list of questions that you should ask a potential employer. What “homework” will you need to do to prepare for an interview?

Description, validity, and reliability estimates, which have been performed (on a pre-established measure). Include plans for testing validity and reliability of generating your own instrument(s).

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APA, Citation and reference

By the due date assigned, write a 2 page paper addressing the sections below of the research proposal.

Methodology

Extraneous Variables (and plan for how controlled).

Instruments: Description, validity, and reliability estimates, which have been performed (on a pre-established measure). Include plans for testing validity and reliability of generating your own instrument(s).

Description of the Intervention

Data Collection Procedures

 Do family members have any existing physical or psychological conditions that are affecting family function? 

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After you have read chapter 29 and 30 choose a family in your community and conduct a family health assessment using the following questions below.

1. Family composition.

Type of family, age, gender and racial/ethnic composition of the family.

2.  Roles of each family member.  Who is the leader in the family?  Who is the primary provider?  Is there any other provider?

3.  Do family members have any existing physical or psychological conditions that are affecting family function?

4.  Home (physical condition) and external environment; living situation (this must include financial information).  How the family support itself.

For example; working parents, children or any other member

5.  How adequately have individual family members accomplished age-appropriate developmental tasks?

6.   Do individual family member’s developmental states create stress in the family?

7.  What developmental stage is the family in?  How well has the family achieve the task of this and previous developmental stages?

8.  Any family history of genetic predisposition to disease?

9.  Immunization status of the family?

10.  Any child or adolescent experiencing problems

11.  Hospital admission of any family member and how it is handle by the other members?

12.  What are the typical modes of family communication?  It is affective?  Why?

13.  How are decision make in the family?

14.  Is there evidence of violence within the family?  What forms of discipline are use?

15.  How well the family deals with crisis?

16.  What cultural and religious factors influence the family health and social status?

17.  What are the family goals?

18.  Identify any external or internal sources of support that are available?

19.  Is there evidence of role conflict?  Role overload?

20.  Does the family have an emergency plan to deal with family crisis, disasters?

 

Identify 3 nursing diagnosis and develop a short plan of care using the nursing process.

Please present a summary of your assessment in an APA format on a 12 Arial font, word document attached to the forum in the discussion tab of the blackboard title “family assessment” Please use at least 3 scholarly evidence-based practice references besides the class textbook to sustain your assessment.  A minimum of 1000 words are required, excluding the first and reference page (Websites can be used but will not count toward grading).

 What the most common health issues that affect women in your community? Give and discuss at least two examples.

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1.  What types of differences in health care and maintenance have you noticed between men and women in the clinical setting? How do women’s approaches and behaviors seem to differ from men’s, if at all? When female family members are present, how does their involvement or behavior seem to differ from male family members’ involvement, if at all?

2.  What the most common health issues that affect women in your community? Give and discuss at least two examples.

3.  Why do you think that women tend to go their providers more than men do? Why might women be more comfortable with doctors and healthcare?

Consider      the information presented about the individual mandate and accountable      care organizations. What are some questions or concerns you might have      regarding the individual mandate? What are the pros and cons associated      with becoming an accountable care organization?

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Unintended Consequences of Health Care Reform

The PPACA of 2010 fostered new provisions for health care and the structure of health care delivery. The individual mandate to obtain insurance is one provocative provision. While this provision attempts to increase access to health care, it raises questions on how the existing system could sustain the potentially large influx of newly insured individuals.

Another provision calls for new models of health care provider organizations to ensure delivery efficiency and continuity of care. In this week’s media presentation, Dr. Kathleen White discusses the accountable care organization, which comprises a group of providers coordinating care across a variety of institutional settings. Yet becoming an accountable care organization may present a number of challenges.

This week’s Discussion builds on Week 1, continuing the examination of those societal and organizational contexts that influence health care reform. The unintended consequences of reform policy on the health care system are also considered.

To prepare:

  • Review      this week’s media presentation and the other Learning Resources focusing      on how reform may lead to improved quality, greater access, and reduced      cost of care. Also think about the unintended consequences that may arise      as a result.
  • Consider      the information presented about the individual mandate and accountable      care organizations. What are some questions or concerns you might have      regarding the individual mandate? What are the pros and cons associated      with becoming an accountable care organization?
  • With      posting instructions in mind, select either the individual mandate or      accountable care organizations as the focus of your Discussion this week.

By tomorrow Wednesday 03/07/18 BY 12pm, write a minimum of 550 words in APA format with a minimum of THREE scholarly references from the list of required readings below. Include the level one headers as numbered below:

Post a cohesive response that addresses the following:

1) In the first line of your posting, identify the topic you have selected—either the individual mandate or accountable care organizations. With regard to this topic, describe one or more positive results that could be achieved, and one or more unintended consequence(s) that organizations or individuals may experience.

2) Briefly evaluate issues on the topic that may be a consideration for the organization you work in and the nursing profession ( I WORK I A HOSPITAL SETTING).

Required Readings

Bodenheimer, T., & Grumbach, K. (2016). Understanding health policy: A clinical approach (7th ed.). New York, NY: McGraw-Hill Medical.

Chapter 5, “How Health Care is Organized – I: Primary, Secondary, and Tertiary Care”

Chapter 6, “How Health Care is Organized – II: Health Delivery Systems”

McClellan, M. (2010). Accountable care organizations in the era of health care reform. American Health & Drug Benefits, 3(4), 242–244.

The PPACA of 2010 encourages the formation of accountable care organizations (ACOs) to improve the quality and efficiency of health care delivery. An ACO is a group of health care providers who coordinate care for their Medicare patients and share the financial incentives of health care improvement gains.

Moore, K. D., & Coddington, D. C. (2010). Accountable care: The journey begins. Health Care Financial Management, 64(8), 57–63.

This article provides information on the importance of health care provider organizations taking steps to become accountable care organizations (ACOs) and provides examples of systems that have historically functioned in this capacity. The authors also provide steps for developing and transitioning to an ACO structure.

Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Retrieved from http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

This report discusses how nurses can and should play a fundamental role in meeting the challenges of increased demand for health care brought about by the implementation of the 2010 Affordable Care Act. In addition, it stresses the need for nurses to be partners with other health professionals and assume leadership roles in redesigning health care in the United States.

Institute of Medicine. (2010). Report brief: The future of nursing: Leading change, advancing health. Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

This report brief highlights the four key recommendations from the Robert Wood Johnson and Institute of Medicine the Future of Nursing: Leading Change, Advancing Health report. The recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking.

HealthCare.gov. (n.d.). Understanding the Affordable Care Act. Retrieved from http://www.hhs.gov/healthcare/rights/index.html

This website introduces the Affordable Care Act and presents the timeline for implementation of the various provisions of the Act.

HealthCare.gov. (n.d.). Understanding the Affordable Care Act: About the law. Retrieved from http://www.hhs.gov/healthcare/rights/law/index.html

Read the full Affordable Care Act law at this website. An overview of the law is also provided along with an outline of how the Affordable Care Act helps reduce health insurance costs.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Healthcare policy and advocacy: Reforming health care delivery: Accountable care organizations. Baltimore: Author.

 

Note: The approximate length of this media piece is 7 minutes.

In this media presentation, Dr. Kathleen White explains the structure of accountable care organizations (ACO) and discusses the benefits and challenges of becoming an ACO.

Optional Resources

APRN Joint Dialogue Group Report. (2008). Consensus model for APRN regulation: Licensure, accreditation, certification & education. Retrieved from http://www.aacn.nche.edu/education-resources/APRNReport.pdf

Fisher, E. S., & Shortell, S. M. (2010). Accountable care organizations: Accountable for what, to whom, and how. JAMA: Journal of the American Medical Association, 304(15), 1715–1716.

Fisher, E. S., Staiger, D. O., Bynum, J. W., & Gottlieb, D. J. (2007). Creating accountable care organizations: The extended hospital medical staff. JHealth Affairs, 26, w44-w57. doi:10.1377/hlthaff.26.1.w44–57

McClellan, M., McKethan, A. N., Lewis, J. L., Roski, J., & Fisher, E. S. (2010). A national strategy to put accountable care into practice. Health Affairs, 29(5), 982–990.

Kaiser Health News. (2011). Accountable care organization proposed regulations: Resources. Kaiser Family Foundation. Retrieved from http://www.kaiserhealthnews.org/Stories/2011/March/31/ACO-Documents-In-The-News.aspx

Identify a specific population affected by your selected health problem.

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Descriptive Epidemiology

HIV/AIDS was first recognized as an epidemic in the United States in 1981. At the beginning of the AIDS epidemic, the life expectancy for infected persons was less than 7 years. Today, because of research and new treatment options, people who begin treatment soon after diagnosis can expect to live a nearly normal life span (Cairns, 2010). The HIV/AIDS epidemic was identified through descriptive epidemiology.

Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data such as characteristics of the persons affected, place where an incident occurred, and time of occurrence are collected and analyzed to look for patterns in an effort to identify emerging health problems. In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem.

To prepare:

Consider a variety of population health problems, and then select one on which to focus for this Discussion.

Identify a specific population affected by your selected health problem.

Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

Explore three to five data sources presented in the Learning Resources that could aid you in describing the population and magnitude of the problem. Analyze the strengths and limitations of each data source.

Consider methods for obtaining raw data to determine the variables of person, place, and time for your health problem. Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis?

By tomorrow Wednesday 03/07/18 by 4pm, write a minimum of 550 words in APA format with a minimum of THREE scholarly references from the list of required readings below. Include the level one headers as numbered below:

Post a cohesive response that addresses the following:

1) Evaluate your selected health problem in the population you identified by describing THREE to FIVE characteristics related to person, place, and time.

2) Appraise the data sources you utilized by outlining the strengths and limitations of each.

3) Discuss TWO methods you could use to collect raw data to determine the descriptive epidemiology of your health problem, determine how these methods would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

Required Readings

Friis, R. H., & Sellers, T. A. (2014). Epidemiology for public health practice (5th ed.). Sudbury, MA: Jones & Bartlett.

Chapter 3, “Measures of Morbidity and Mortality Used in Epidemiology”

Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

Chapter 5, “Sources of Data for Use in Epidemiology”

Chapter 3 examines several measures of disease frequency that are typically utilized in epidemiology.

In Chapter 4, the authors address a basic premise of epidemiology: that disease occurs in patterns reflecting underlying factors (rather than occurring randomly). Using the tools introduced in Chapter 3, it is possible to take a more detailed look at the occurrence of disease, focusing on characteristics related to person, place, and time. This chapter also notes the distinction between descriptive versus analytic epidemiology; descriptive studies characterize the amount and distribution of disease within a population, whereas analytic epidemiology is concerned with the determinants of disease.

Chapter 5 provides information about various data sources that are available to the general public, and the authors examine some of the critical issues related to data collection and use that require careful attention.

Nash, D. B., Fabius, R. J., Skoufalos, A., Clarke, J. L. & Horowitz, M. R. (2016). Population health: Creating a culture of wellness (2nd ed). Burlington, MA: Jones & Bartlett Learning.

Chapter 12, “Information Technology”

In this chapter, the authors examine the use of information technology, noting that research based on richer, more real-time data will inform policy decisions in all parts of the health care system. The challenge of integrating individual patient is mobile applications into the electronic health record are presented.

Required Media

Laureate Education (Producer). (2012). Epidemiology and population health [Interactive media]. Baltimore, MD: Author.

“Descriptive Measures”

This presentation introduces you to the concept and calculation of important descriptive measures used in epidemiology—namely, incidence and prevalence. In addition, you will see how to use direct and indirect age-adjustment to compare mortality rates in two populations.

Discussion: Preventing Discrimination in the Workplace

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Discussion: Preventing Discrimination in the Workplace

Consider your rights as an employee or job applicant. What do you know about the laws that prevent unfair treatment and discriminatory practices in the workplace?

Prior to 1964, employees and job applicants had few rights. Many employers used skin color, religion, or gender as a sole basis to hire or fire employees. Title VII of the 1964 Civil Rights Act aimed to protect employees from the prejudices of employers. In fact, after its passing it became the core foundation of workplace discrimination law because it protected five categories, or “classes,” of citizens from unfair employment practices. As time progressed, legislators supplemented Title VII with more anti-discrimination acts and policies. Today, employees or applicants who feel discriminated against due to race, color, religion, gender, national origin, age, disability, pregnancy, veteran status, or genetics can seek grounds for legal representation.

As a leader in the nursing field, you must take all necessary precautions to ensure that you and your unit, department, and/or organization adhere to the laws outlined and associated with Title VII of the Civil Rights Act.

To prepare

· Review Chapter 3, “The Legal Environment and Diversity Management,” in the course text, Human Resource Management: Functions, Applications, & Skill Development. Examine how Title VII protects classes of employees across all organizations and professions.

· Review this week’s media, “Legal Issues,” and the laws that address employment discrimination.

· Conduct research to learn more about applicable laws and regulations pertaining to the protected class assigned by your Instructor.

·

· Select one of the following options:

o Option 1: Conduct research via the Walden Library and other scholarly sites (such as the ones listed below) to locate an authentic discrimination case involving the protected class that you were assigned.

o

o Option 2: Recall an instance of discrimination you have personally experienced or witnessed related to your assigned protected class. Consider the events leading up to and the resolution of this instance.

Note: The case/instance that you choose for this Discussion may be from an organization in any field (not just health care) and must have occurred within the last 10 years.

· Once you have selected your option and case/instance, reflect upon the following questions:

o What legal issues (i.e., Title VII and other applicable laws) were relevant to this case or instance?

o What strategies would you propose to prevent a similar situation from occurring in your unit, department, or organization?

Websites

Cornell University Law School. (n.d.). Legal Information Institute. Retrieved September 21, 2012 from http://www.law.cornell.edu/supct/search/

Search for recent Supreme Court decisions on employment discrimination. Enter your assigned Title VII protected class into the search bar to access court cases by topic.

Equal Employment Advisory Council. (2012). Amicus activity. Retrieved from http://www.eeac.org/web/amicus/index.asp

Use the categorized hyperlinks to access court cases by issue, area, court, or year. 

U.S. Department of Labor. (n.d.). Search results. Retrieved September 21, 2012 from http://webapps.dol.gov/search/?search/Search.aspx

To find recent employment discrimination decisions, include in your search terms the type of discrimination or the employment law and the word(s) “decisions” or “case decisions” (e.g., “racial discrimination decisions,” “gender discrimination decisions,” “American Disability Act (ADA) case decisions,” “Family and Medical Leave Act (FMLA) case decisions,” etc.)

https://class.waldenu.edu/bbcswebdav/pid-4223835-dt-announcement-rid-151668583_1/courses/USW1.UF.201850/Bullying-and-Harassment-in-the-Nursing-Workforce.pdf

 

Below are the protective classes. You can select one yourself and once you have selected your option and case/instance, reflect upon the following questions:

  • What legal issues (i.e., Title VII and other applicable laws) were relevant to this case or instance?
  • What strategies would you propose to prevent a similar situation from occurring in your unit, department, or organization

The US. federal law protects individuals from discrimination or harassment based on sex, race, age, disability, color, creed, national origin or religion.

  • Race – Civil Rights Act of 1964
  • Religion – Civil Rights Act of 1964
  • National origin – Civil Rights Act of 1964
  • Age (40 and over) – Age Discrimination in Employment Act of 1967
  • Sex – Equal Pay Act of 1963 and Civil Rights Act of 1964
    • The Equal Employment Opportunity Commission interprets ‘sex’ to include discrimination based on sexual orientation and gender identity[2]
  • Pregnancy – Pregnancy Discrimination Act
  • Citizenship – Immigration Reform and Control Act
  • Familial status – Civil Rights Act of 1968 Title VIII: Housing cannot discriminate for having children, with an exception for senior housing
  • Disability status – Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990
  • Veteran status – Vietnam Era Veterans’ Readjustment Assistance Act of 1974 and Uniformed Services Employment and Reemployment Rights Act
  • Genetic information – Genetic Information Nondiscrimination Act
  • Once you have selected your option and case/instance, reflect upon the following questions:
  • What legal issues (i.e., Title VII and other applicable laws) were relevant to this case or instance?
  • What strategies would you propose to prevent a similar situation from occurring in your unit, department, or organization

By Day 3

Post a brief summary of the discrimination case/instance you selected and how the events impacted the individual(s) and/or the work environment. Describe the key legal issues involved and explain how Title VII legislation applied. Discuss at least one strategy you would employ in an effort to mitigate this type of discrimination from occurring in your unit, department, or organization. Include the APA reference and a hyperlink to your case example (if applicable).

Select a global health issue impacting the international health community. Briefly describe the global health issue and its impact on the larger health care system (i.e., continents, regions, countries, states, and health departments). How can health care delivery systems work collaboratively to address global health concerns?Who are some of the stakeholders that may work on these issues?

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Select a global health issue impacting the international health community. Briefly describe the global health issue and its impact on the larger health care system (i.e., continents, regions, countries, states, and health departments). How can health care delivery systems work collaboratively to address global health concerns?Who are some of the stakeholders that may work on these issues?

Readings within your text covering international/global health and the following websites will assist you in answering these questions:

  1. U.S. Centers for Disease Control and Prevention (CDC) Global Health website: http://www.cdc.gov/cogh/index.htm
  2. U.S. Department of Health & Human Services (HHS) Global Health website: http://www.globalhealth.gov/index.html
  3. Families USA – Why Global Health Matters—Here and Abroad website: http://www.familiesusa.org/
  4. World Health Organization (WHO) website: http://www.who.int

What is the etiology of bronchitis?

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Tammy is a 33-year-old who presents for evaluation of a cough. She reports that about 3 weeks ago she developed a “really bad cold” with rhinorrhea. The cold seemed to go away but then she developed a profound, deep, mucus-producing cough. Now, there is no rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Tammy has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves. Through and extensive work-up, she is diagnosed with bronchitis.

  1. What is the etiology of bronchitis?
  2. Describe in detail the pathophysiological process of bronchitis.
  3. Identify hallmark signs identified from the physical exam and symptoms.
  4. Describe the pathophysiology of complications of bronchitis.
  5. What teaching related to her diagnosis would you provide?

In addition to the textbook (McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby. )utilize at least one peer-reviewed, evidence based resource to develop your post.