Drafting A Literature Review

Week 6 Benchmark – Drafting A Literature Review

Tutor MUST have a good command of the English language

Tutor MUST have a good command of the English language

Sources need to be less than five years old and journal/scholarly articles. 

Use only articles that are published between 2014-2018 (except for your theory articles which will be older as you must cite primary sources).

No textbook or direct quotes

Rubric Requirements must be met

This is a continuation of the literature review that is attached. The new assignment needs to be added to the attached document.

In this assignment, you will draft the body of a literature review. You will continue to add and revise this draft literature review (Chapter 2 of your DPI Project) as you progress through the program. You may be able to use the feedback and suggestions from your instructor (on the Introduction to the Literature Review assignment in Topic 4) to expand the literature review for this assignment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Use      the “Empirical Research Checklist” worksheet to ensure that each      article you select meets all of the established criteria.
  • Use      the “Research Article Chart” to provide a summary review of each      component of your assignment.
  • Submit      the completed Research Article Chart to your instructor.
  • Refer      to the most recent prospectus template found in the DC Network      (dc.gcu.edu) for details and criteria for the Literature Review (Chapter      2).
  • Doctoral      learners are required to use APA style for their writing assignments. The      APA Style Guide is located in the      Student Success Center. An abstract is not required.
  • This      assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the      expectations for successful completion.
  • You      are required to submit this assignment to Turnitin. Please refer to the      directions in the Student Success Center.

Directions:

Part 1: Selection of 15 Articles 

Select 15 empirical articles related to your PICOT question. Use the “Empirical Research Checklist” worksheet to ensure that each article you select meets all of the established criteria. At least one article must demonstrate a quantitative methodology.

Part 2: Research Article Chart

Using the articles acquired in Part 1, provide a summary review of each component using the “Research Article Chart” template.

Part 3: Literature Review

Prepare a Literature Review (Chapter 2) of 2,000-3,000 words for your scholarly project.

Utilizing the major concepts identified in the Topic 4 assignment, further develop each major concept and subtheme by locating 15 more empirical articles related to your project topic (30 articles total: 15 from Topic 4 assignment and 15 from Topic 6 assignment).

Use the “Research Article Chart” as a guide to analyze and synthesize (summarize) the literature into the paper you began in the Topic 4 assignment.

Based upon your review of the 15 additional research articles, expand on your summary of each major concept and your synthesis of the three identified subthemes that support each concept. At the end of each major concept, include a summary statement.

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

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  • Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

  • Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  • APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

  • Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

  • LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

  • Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  • Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Legislation Testimony

Legislation Testimony

The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

  • Determine the legislative intent of the bill you have reviewed.
  • Identify the proponents/opponents of the bill.
  • Identify the target populations addressed by the bill.
  • Where in the process is the bill currently? Is it in hearings or committees?
  • Is it receiving press coverage?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:

  • Advocate a position for the bill you selected and write testimony in support of your position.
  • Describe how you would address the opponent to your position. Be specific and provide examples.
  • Recommend at least one amendment to the bill in support of your position.

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The Systems Development Life Cycle

The Inclusion Of Nurses In The Systems Development Life Cycle

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
  • Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
  • Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.

 

Assignment: Write a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

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45-4r

45-4r

Instructions

Your expertise in healthcare finance has attracted the attention of some of the newer employees in your organization. Wanting to become managers someday, they have asked you to share some of what you know in the online journal that serves as the company’s knowledge-sharing portal. Create a journal assignment in which you respond to these specific topics from your colleagues:

  • Describe the ways in which financial statements, financial calculations, and working capital are used in the organizational budget process
  • Identify the main objective of managing cash flows
  • Explain why financial leaders are concerned about having cash on hand
  • Identify the three factors that set the healthcare industry apart from most other industries with regard to accounts receivable
  • Explain the ways in which trends within Medicare, Medicaid, and third-party payers affect working capital and the cost elements associated with the revenue cycle

For additional details, please refer to the Module 4 guidelines and rubric

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Advance Health Care Informatic

Advance Health Care Informatic

Select two diverse clinical settings; for example: ED versus ICU, PeriOp versus Med-Surg, Pediatrics versus Adults, or Sports Medicine vs. Nursing Home, etc. For your two selected clinical settings, compare and contrast the content, features, need, and value of data, information, knowledge, and decision support to clinical practitioners in those settings.

Justify the clinical elements necessary for each clinical setting and create a recommendation of necessary elements for a shared clinical system.

Make sure that you include the four expanding rings of information (EMR, warehouse, regional, NHIN/PHIN) in your analysis. Describe how the differences would alter the design or features of a clinical system. Support your statements where you claim either similarities or differences between your two settings.

Construct a justification for the shared clinical system from ethical, legal, social, and public policy viewpoints. Formulate a plan for implementation and create the necessary workflow for a successful implementation. Evaluate the role of the master’s prepared informatics nurse after implementation.

Please submit one APA formatted paper between 1000 – 1500 words, not including the title and reference page. The assignment should have a minimum of two scholarly sources, in addition to the textbook.

Hebda, T. & Czar, P. (2013). Handbook of Informatics for Nurses & Healthcare Professionals (5th ed.)Saddle River, New Jersey: Pearson.

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Imperialism And Genocide

Case Study – Imperialism And Genocide

Instructions
For this assignment, select one of the following options:

Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, “White Man’s Burden,” called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these “savage” peoples.

Read the poem at the following link:

After reading the poem, address the following in a case study analysis:

  • Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
    • Belgium & Africa
    • Britain & India
    • Germany & Africa
    • France & Africa
  • Apply social Darwinism to this specific case.
  • Analyze the motivations of the invading country?
  • How did ethnocentrism manifest in their interactions?
  • How does Kipling’s poem apply to your specific example? You can quote lines for comparison.

Option 2: The Armenian Genocide
Ethnic hatred is not new to the human race and ethnic hatred also goes hand in hand with some of the causes of World War 1 that we have discussed this week, namely nationalism and imperialism. In nationalism, the people not only believe their countrymen (those who look, talk, sound, and believe like them) are not only “better” than people of certain other countries but they also have the right and possibly even the responsibility to conquer areas with those inferior to them and take whatever resources they feel they need. Add to this the need for the leader of a country to be able to blame a certain ethnic group within that country for their problems. Such was the case in the Ottoman Empire. The Ottoman Turks launched a winter offensive into the mountains of southern Russia early in the war and suffered a severe defeat, both at the hands of the Russian army and the terrible weather they encountered. The Sultan needed a scapegoat to blame the loss on, so he picked an unpopular ethnic minority, the Armenians. Since the people seemed to believe the story, the Ottoman military rounded up as many Armenians as they could and marched them away to their fate.

Watch the following video on the Armenian genocide:

After viewing the video, conduct research on the topic and develop a case study based on the following questions:

  • How did the Armenian genocide play on the root causes of World War I, including nationalism, imperialism, social Darwinism, ethnic hatred, and the gullibility of the Turkish people who allowed this to happen and often even supported it.
  • What were the main motivations of the Ottoman rulers who decided to try and eliminate an entire ethnic minority within their country?
  • What was the process the Ottomans went through to round up the Armenians and march them to their deaths? Describe the process of the march and eventual genocide of the Armenians.
  • Why do terrible crimes against humanity always seem to happen during a war?
  • How do foreign governments recognize and deal with this event in their relationship with Turkey?

Writing Requirements (APA format)

  • Length: 2-3 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page

References

Journeyman Pictures (Producer). (2002). Genocide denied. Surrey, England. [Streaming Video]. Retrieved from Academic Video Online: Premium database.

Kipling, R. (2009). The white man’s burden. Retrieved from /orders/www.gutenberg.org/files/30568/30568-h/30568-h.htm#VII_2 (Original work published 1899)

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Advanced Patho4Asg.

Advanced Patho4Asg.

Advanced Patho4Asg.

Advanced Patho4Asg.

For this Assignment Please follow the Rubric points to cover all areas. (2-page case study analysis) APA style, at least 3 citations and 3 matching references.

WEEK #4 TOPIC

WEEK #4 – CASE STUDY ANALYSIS

Scenario 1: 76-year-old female patient complains of weight gain, shortness of breath, peripheral edema, and abdominal swelling. She has a history of congestive heart failure and admits to not taking her diuretic, as it makes her “have to get up every couple hours to go to the bathroom.” She now has to sleep on two pillows in order to get enough air.

 

In your Case Study Analysis related to the scenario provided, explain the following

· The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.

· Any racial/ethnic variables that may impact physiological functioning.

· How these processes interact to affect the patient.

RUBRIC

Develop a 2-page case study analysis, examing the patient symptoms presented in the case study. Be sure to address the following: Explain both the cardiovascular and cardiopulmonary pathophysiologic processes of why the patient presents these symptoms.

28 (28%) – 30 (30%)

The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed reasons, with explanation for both the cardiovascular and cardiopulmonary pathophysiologic processes supported by evidence and/or research, as appropriate, to support the explanation.

25 (25%) – 27 (27%)

The response describes the patient symptoms. The response includes accurate reasons, with explanation for both the cardiovascular and cardiopulmonary pathophysiologic processes supported by evidence and/or research, as appropriate, to support the explanation.

23 (23%) – 24 (24%)

The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes reasons for the cardiovascular and/or cardiopulmonary pathophysiologic processes, with explanations that are vague or based on inappropriate evidence/research.

0 (0%) – 22 (22%)

The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include reasons for either the cardiovascular or cardiopulmonary pathophysiologic processes, or the explanations are vague or based on inappropriate or no evidence/research.

Explain how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient.

28 (28%) – 30 (30%)

The response includes an accurate, complete, detailed, and specific explanation of how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient.

25 (25%) – 27 (27%)

The response includes an accurate explanation of how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient.

23 (23%) – 24 (24%)

The response includes a vague or inaccurate explanation of how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient.

0 (0%) – 22 (22%)

The response includes a vague or inaccurate explanation of how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient.

Explain any racial/ethnic variables that may impact physiological functioning.

23 (23%) – 25 (25%)

The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning supported by evidence and/or research, as appropriate, to support the explanation.

20 (20%) – 22 (22%)

The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning supported by evidence and/or research, as appropriate, to support the explanation.

18 (18%) – 19 (19%)

The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, and/or explanations based on inappropriate evidence/research.

0 (0%) – 17 (17%)

The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, or the explanations are based on inappropriate or no evidence/research.

Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.

Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

 

Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

· Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review

· Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review

· Chapter 35: Structure and Function of the Pulmonary System; Summary Review

· Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary

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Scholarly Activities

Scholarly Activities

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post at least one documented scholarly activity by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

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

APA style is not required, but solid academic writing is expected.

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A Health Information Privacy Complaint To The OCR. 3.

A Health Information Privacy Complaint To The OCR. 3.

A Health Information Privacy Complaint To The OCR. 3.

Assignment Requirements

Imagine that you are a sophomore at Premier College. Over the past few months, you have not been well due to increased amounts of academic pressure and found yourself unable to concentrate in class or sleep well at night. You went to the student medical center for evaluation and, after consulting with the staff doctor, you were issued a prescription for the treatment of depression.

A few days later, one of your professors tells you that he too has had to take medicine for depression in the past. You ask him how he knew about your situation, and he replied that all student medical records are available to every instructor and staff member at Premier College. Hearing this, you feel that your privacy rights have been violated.

That afternoon you research privacy rights on the Internet and learn that filing a HIPAA privacy complaint to the OCR had been a tedious process before July 2009. On July 27, 2009, the Secretary of Health and Human Services (HHS) delegated to the Director of OCR the authority to administer and enforce the HIPAA Security Rule. This action improved HHS’ ability to protect individuals’ health information by combining the authority for administration and enforcement of federal standards for health information privacy and security. Those standards are outlined in the HIPAA legislation. With the new regulation, the process of filing a privacy complaint has become simpler and more effective.

Then you research the steps involved with filing a privacy complaint with the OCR (http://www.hhs.gov/ocr/privacy/hipaa/complaints/index.html), download the Health Information Privacy Complaint form at (http://www.hhs.gov/sites/default/files/ocr/privacy/hipaa/complaints/hipcomplaintform.pdf), and complete the form. While working on the form, you realize some sections are critical to your case and must be addressed carefully.

 

You decide to write about your experience in a paper for your Legal Issues in Information Security class. For this assignment:

1.     Identify the early iterations of the HIPAA act and how the law has been modified to facilitate easier access to consumer complaints and enforcement.

2.     Describe the overall process of submitting a health information privacy complaint to the OCR.

3.     Identify specific sections of the complaint form that need critical attention while completing the form.

4.     Analyze a few situations that can occur if the critical sections are not well identified.

5.     Draft a brief summary, collating all your findings.

Required Resources

·       Access to the Internet

·       http://www.hhs.gov/ocr/privacy/hipaa/complaints/index.html

·      http://www.hhs.gov/sites/default/files/ocr/privacy/hipaa/complaints/hipcomplaintform.pdf

Submission Requirements

§  Format: Microsoft Word

§  Font: Arial 10-point size, Double-space

§  Citation Style: APA

§  Length: No more than 500 words

 

Evaluation Criteria and Rubric

1.     Did the student identify early iterations of the HIPAA act and how the law has been modified to facilitate easier access to consumer complaints and enforcement?

2.     Did the student identify specific sections of the form that need critical attention while filing the complaint?

Did the student analyze the situations that one gets into if the critical sections are not well identified?

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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  • Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

  • Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. A Health Information Privacy Complaint To The OCR

  • APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

  • Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

  • LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

  • Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  • Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Medical Coding

Medical Coding ICD 10

Medical Coding

Medical Coding

Medical Coding

Medical Coding

Medical Coding

Medical Coding

Medical Coding

Medical Coding

Unit outcomes addressed in this Assignment:

· Apply diagnostic and procedure codes according to current guidelines using common classification systems, taxonomies, nomenclatures and terminologies

· Identify the documentation needs that relate to quality coding practices

· Discuss the role of coding with the key features of an electronic health record (EHR) system and clinical document standards.

· Discuss the importance and relevance of Computer-Assisted Coding along with coding problems that may arise.

 

Course outcome(s) practiced in this unit:

HI253-5:  Appraise a health record for deficiencies needed for quality coding (Bloom’s Level 4)

AHIMA’s Professional Coding Approved Program (PCAP) Mapping:

Domain I. Data Content, Structure & Standards (Information Governance)

· Subdomain I.A Classification Systems

· 1. Apply diagnosis/procedure codes according to current guidelines (Bloom’s Level 3)

· Classification Systems

· ICD (ICD-9-CM, ICD-10, ICD-10-CM/PCS)

· Taxonomies

· Clinical Care Classification (CCC)

· Nomenclatures

· CPT, DSM, RxNorm

· Terminologies

· LOINC, SNOMED CT

Instructions:

Part 1: Coding Scenario Worksheet (coding practice): Complete the coding scenarios worksheet indicated in Part 1 below by indicating the appropriate codes.

Part 2: Nuance Quantim Physician Query Activity: Please access the AHIMA’s Virtual Laboratories (VLabs) at http://academy.ahima.org/ website. Within the Virtual Lab (My Learning), go to the Virtual Lab applications and open the Nuance Quantim Encoder application and complete the Nuance Quantim #6 Activity on Physician Query activity with a passing score of 100% and appropriately identify the documentation needs that relate to quality coding practices. Answer the provided questions and submit a screen shot of your completed Physician Query activity in the Part 2 section of the Assignment Worksheet.

Part 3: Electronic Health Record and Coding Systems:

A. VistA Simulation: Please access the AHIMA’s Virtual Laboratories (VLabs) at http://academy.ahima.org/ and follow the instructions under Part 3. Once completed, take a screen shot of the completion page and attach to the appropriate Part 3 section of the Assignment Worksheet. Remember to review the VLab instructional sheet in Doc Sharing if you trouble navigating.

BEHR and Coding Resources Comparison Table: Answer the question indicated and support your answer by providing a table to include where the resource would be located and how best to access.

Part 4: Computer-Assisted Coding: Refer to the information from your Unit 10 Discussion Board and provide your answers/discussion in the Part 4 section of the Assignment Worksheet.

Requirements:

· Your assignment worksheet may contain citations and references, and if used, should utilize APA style, with no more than 10% quoting. Please use paraphrasing, in-text citation, and referencing.

· Correct spelling and grammar should be utilized throughout and if required, the answers provided in complete sentences.

· The word count should reflect the following:

· Part 1 = Short answer 1-6 words; or applicable code.

· Part 2 = Short answer 1-6 words and VLabs screenshot.

· Part 3 = VLab screenshot; short answer 1-6 words and then 75-100 words for the entire table.

· Part 4 = 75-100 words

· Total = about 225-300 words with VLabs screenshot and completed coding worksheet.

ASSIGNMENT WORKSHEET

Part 1: Coding Scenarios Worksheet

Provide the correct code or short answer for the following questions and case scenarios :

1. A patient has a bundle of his recording and intra-atrial pacing done by Dr. Henry on 07/01/YY.  When using CPT to code these procedures, the coder should: code each procedure separately
2. Mary Joseph is a patient at a local hospital. She underwent surgery and had severe postoperative complications that included respiratory arrest and acute blood loss. She received critical care services for 85 minutes. CPT codes 99291 and 99292 are reported. Code 99292 is considered a(n) Neonatal intensive care______________________code

3. Wyatt presents to Dr. Franks’ office complaining of swollen neck glands. Dr. Frank does not find any other physical findings but orders laboratory tests. His impression is localized cervical lymphadenopathy.

a. What is the main term utilized to code this case?

b. Assign the ICD-10-CM code:

4. Kelly presents with urinary frequency and nocturia. The doctor does not detect any abnormal findings but orders an IVP.

a. What are the patient’s signs and symptoms?

b. Assign the ICD-10-CM code:

5. Mary Jane had her tonsils taken out 2 days ago. She now presents with postoperative hemorrhage status post tonsillectomy. She requires control of her bleeding and was given Demerol 95 mg IM for pain.

What is the HCPCS code for Demerol? J2175

6. Joseph is a chemotherapy patient suffering from anemia secondary to treatment. He presents to his oncologist’s office for his routine B12 injection for vitamin B12 deficiency anemia due to the chemotherapy. Sytobex 1000 mg IM was provided.

What is the HCPCS code for the Sytobex? J3420

7. Anesthesia services are organized by what process in the CPT Coding Book? Body site

8. A patient on vacation out of state fractures her leg and sees a doctor who sets the fracture.

The out-of-state physician will report which modifier to the code?

9. Identify the main term from this statement used for CPT coding: “Sinus endoscopy with concha bullosa resection: concha bullosa
10. How many possible values are there for each character in an ICD-10-PCS code?

11. Which of the following is an invalid code? “06H033T” or “06H14DZ”?

Explain your answer:

12. Which of the following codes is an invalid code “3E0F37Z” or “3E0F03D”?

Explain your answer:

Part 2: Nuance Quantim Physician Query Activity and Documentation Practices

A. Provide brief answers to the following:

1. Provide the definition of principal diagnosis:
2. List the criteria that must be met in order to report a diagnosis or condition as secondary:
3. Explain the circumstances in which the present on admission (POA) indicator would be listed as “N”:
4. Which portion of the medical record contains documentation of the postoperative diagnosis?
5. Terms such as “hospital course” and “final diagnosis” are located in which inpatient report in the medical record?
6. When coding an inpatient medical record, the coder should review which document(s) to determine the reason a test was ordered?
7. The patient’s reason for the visit is often referred to as the chief complaint. What is the other term used to describe the chief complaint?

B. Nuance Quantim Physician Query #6 Activity: Submit screen shot of the completion page and attach here:

Part 3: Electronic Health Records and Coding Systems

A. VistA Simulation: Please access the AHIMA’s Virtual Laboratories (VLabs) at http://academy.ahima.org/ . Click on My Learning; Click on VLab Academy; Scroll to VistA; Click on the VistA Simulations. This is a PDF with links to the software simulations.

Click on “Coding an Office Visit”. Complete the simulation and take a screen shot of the completion page and attach it here:

BEHR and Coding Resources Comparison Table: Answer the question indicated and support your answer by providing a table to include where the resource would be located and how best to access. Your information can be based on the three systems you have reviewed in Unit 9 and Unit 10 (Nuance Quantim, 3M Encloder, VistA) or other systems you have worked with or reviewed:

QUESTION: You are the coding supervisor at a major acute care hospital. What resources would you recommend to ensure that the most current ICD-10-CM/PCS codes are in use in your healthcare facility? Remember to address issues such as coding resources and computer systems.

Create a table outlining the features of health information systems and their advantages in coding. Support your information with examples. See example table below:

System Name Attribute (Name)      
         
         
         

Part 4: Computer-Assisted Coding

Refer to the information from your Unit 10 Discussion Board and provide your answers/discussion here:

Can computer assisted coding (CAC) be helpful to outpatient coders? CAC is a supporting technology that has reached an exciting stage of development. It holds a great deal of promise for assisting in further automation of the coding process. Although the technology holds great promise, it also faces a huge challenge because of the complexity and variability of human speech. However, promising new CAC products are beginning to emerge in certain medical arenas, such as emergency medicine and radiology.

Do you believe that systems such as the CAC system will reduce the need for coders? Why or why not? What problems might result from CAC?

Submitting your work:

Submit your Assignment to the appropriate Dropbox. For instructions on submitting your work, view the Dropbox Guide located under Academic Tools at the top of your unit page.

To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it. Make sure that you save a copy of your submitted work.

Unit 10 Assignment Grading Rubric = 170 points

Assignment Requirements Points possible Points earned by student
Part 1: Students successfully applies diagnostic and procedural codes according to current guidelines and quality practices and identifies the appropriate clinical documentation deficiencies. 0–34  
Part 2: Student successfully identifies the documentation needs that relate to quality coding practices and has appraised various health records for documentation deficiencies. 0–51  
Part 3: Student successfully discusses the role of coding and the key features of an electronic health record (EHR) and clinical documentation standards. 0–51  
Part 4: Student successfully discusses the importance and relevance of Computer-Assisted Coding along with coding problems that may arise. 0–34  
Total (Sum of all points)  
Points deducted for spelling, grammar, and/or APA errors.  
Adjusted total points  
Instructor Feedback:

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