Workplace Discrimination: Understanding Legal And Ethical Requirements

Understanding Legal And Ethical Requirements

§ Explain basic legal and ethical terms and guidelines that pertain to the topic of workplace discrimination.

§ Summarize your findings from the EEOC website, including types of discrimination and those most frequently charged, trends in reporting of discrimination, and implications for healthcare organizations in statistics and trends.

§ Explain legal protections for employees with regard to discrimination in the workplace.

§ Explain the role of nurse executives in reporting potential violations of employment law.

§ Analyze potential ethical conflicts nurse executives may face in accusations and lawsuits related to charges of discrimination.

§ Explain recommendations for negotiating those ethical conflicts.

§ Explain the role of nurse executives in preventing discriminatory practices in a healthcare setting and ways discrimination may be managed.

Workplace Discrimination: Understanding Legal and Ethical Requirements

The U.S. Equal Employment Opportunity Commission (EEOC) is the federal agency charged with ending employment discrimination. In that role it may not, as yet, have succeeded in wiping out discrimination in employment, but as you will discover in researching its website, the EEOC is dedicated to its mission.

To Prepare:

Review the Learning Resources, with particular attention to those on employment law and discrimination.

In particular, review the EEOC website for the following:

· Trends on reporting of discrimination in organizations (for example, browse the “Newsroom” and “Laws, Regulations, Guidance & MOUs” sections to spot trends), as well as trends in discrimination charges through the years

· Information on the types of discrimination reported to the EEOC

· Data on discrimination charges by type (e.g., age, disability, pregnancy, etc.) and the basis of the charge (e.g., race, religion, retaliation, disability)

· Process for filing a complaint and protections against retaliation

Consider implications for healthcare organizations in the EEOC findings.

Consider the legal and ethical role of nurse executives in responding to cases of discrimination and in setting and enforcing policies to avoid discriminatory behavior.

Assignment:

Based on your research, in 8–10 slides, plus Title and Reference slides, include the following:

· Explain basic legal and ethical terms and guidelines that pertain to the topic of workplace discrimination.

· Summarize your findings from the EEOC website, including types of discrimination and those most frequently charged, trends in reporting of discrimination, and implications for healthcare organizations in statistics and trends.

· Explain legal protections for employees with regard to discrimination in the workplace.

· Explain the role of nurse executives in reporting potential violations of employment law.

· Analyze potential ethical conflicts nurse executives may face in accusations and lawsuits related to charges of discrimination.

· Explain recommendations for negotiating those ethical conflicts.

· Explain the role of nurse executives in preventing discriminatory practices in a healthcare setting and ways discrimination may be managed.

Required References:

Fried, B. J., & Fottler, M. D. (Eds.). (2018). Fundamentals of human resources in healthcare (2nd ed.). Chicago, IL: Health Administration Press.

· Chapter 3, “The Legal and Ethical Environment” (pp. 51–86)

· Chapter 10, “Organized Labor” (pp. 264–295)

Gurchiek, K. (2017). In focus: Female employees are still asked about pregnancy plans. Retrieved from /orders/www.shrm.org/resourcesandtools/hr-topics/behavioral-competencies/global-and-cultural-effectiveness/pages/in-focus-female-employees-still-asked-about-pregnancy-plans.aspx

Smith, A. (2019, May). How to respond to the spread of measles in the workplace. Retrieved from /orders/www.shrm.org/resourcesandtools/legal-and-compliance/employment-law/pages/how-to-respond-spread-measles-workplace.aspx

U.S. Equal Employment Opportunity Commission (EEOC). (n.d.-a). Retrieved November 19, 2019, from /orders/www.eeoc.gov/

U.S. Equal Employment Opportunity Commission (EEOC). (n.d.-b). Charge statistics (charges filed with EEOC) FY 1997 through FY 2017. Retrieved November 19, 2019, from /orders/www.eeoc.gov/eeoc/statistics/enforcement/charges.cfm

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Psychopharmacologic Approaches To Treatment Of Psychopathology

Case study

Insomnia 31-year-old Male

BACKGROUND

This week, we examine a 31-year-old male who presents to the office with a chief complaint of insomnia.

SUBJECTIVE

Patient is a 31-year-old male. He states that his insomnia has gotten progressively worse over the past 6 months. Per the patient, he has never been a “great sleeper” but is now having difficulty both falling asleep and staying asleep at night. The problem began approximately 6 months ago after the sudden loss of his fiancé. The patient states this is affecting his ability to perform his job, which is a forklift operator at a local chemical company. The patient states he has used diphenhydramine in the past to sleep but does not like the way it makes him feel the morning after. He states he has fallen asleep on the job due to lack of sleep from the night before. The patient’s medical record from his previous physician states that he has a history of opiate abuse, which began after he broke his ankle in a skiing accident and was prescribed hydrocodone/apap (acetaminophen) for acute pain management. The patient has not received a prescription for an opiate analgesic in 4 years. The patient states recently he has been using alcohol to help him fall asleep, approximately four beers prior to bed.

MENTAL STATUS EXAM

The patient is alert and oriented to person, place, time, event. He makes good eye contact and is dressed appropriately for time of year. He denies auditory/visual hallucinations. Judgement, insight, and reality contact are all intact. Patient denies suicidal/homicidal ideation, and is future oriented.

Decision Point One

Select what you should do:

Zolpidem: 10 mg daily at bedtime

Trazodone: 50–100 mg daily at bedtime

Hydroxyzine: 50 mg daily at bedtime

Decision Point One

 Tr Trazodone: 50–100 mg daily at bedtimeazodone: 50–100 mg daily at bedtime

RESULTS OF DECISION POINT ONE

·  Patient returns to clinic in 2 weeks

·  Patient states medication works well but gives him an unpleasant side effect of a prolonged erection of the penis, approximately 15 minutes after waking

·  Patient states this makes it difficult to get ready for work or go downstairs and have coffee with his girlfriend and daughter in the morning

·  Patient denies auditory/visual hallucinations and is future oriented

Decision Point Two

Decrease trazodone to 25 mg daily at bedtime

RESULTS OF DECISION POINT TWO

·  Patient returns to clinic in 2 weeks

·  Patient states trazodone is very effective for sleep

·  Patient states sometimes the 25 mg dosage isn’t quite enough to help him sleep through the night

·  Patient denies auditory/visual hallucinations and is future oriented

Decision Point Three

Continue dose. Encourage sleep hygiene. Follow up in 4 weeks

Guidance to Student

Since the patient is already showing a partial response from trazodone, it may not be prudent to switch therapy. A thorough sleep hygiene analysis should always be performed prior to initiation of pharmacotherapy as well as at reassessments. If you find the patient isn’t practicing proper sleep hygiene, you may continue the dose and encourage sleep hygiene. If the patient is practicing good sleep hygiene, you may consider discontinuing trazodone and initiating hydroxyzine. Although there are some negative side effects associated with hydroxyzine such as Xerostomia and Xerophthalmia, it is still a safer medication to prescribe than ramelteon.

Required Readings (click to expand/reduce)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). /orders/doi.org/10.1176/appi.books.9780890425596

Fernandez-Mendoza, J., & Vgontzas, A. N. (2013). Insomnia and its impact on physical and mental health. Current Psychiatry Reports, 15(12), 418. /orders/doi.org/10.1007/s11920-012-0418-8

Levenson, J. C., Kay, D. B., & Buysse, D. J. (2015). The pathophysiology of insomnia. Chest, 147(4), 1179–1192. /orders/www.ncbi.nlm.nih.gov/pmc/articles/PMC4388122/

Morgenthaler, T. I., Kapur, V. K., Brown, T. M., Swick, T. J., Alessi, C., Aurora, R. N., Boehlecke, B., Chesson, A. L., Friedman, L., Maganti, R., Owens, J., Pancer, J., & Zak, R. (2007). Practice parameters for the treatment of narcolepsy and other hypersomnias of central origin. SLEEP, 30(12), 1705–1711. /orders/j2vjt3dnbra3ps7ll1clb4q2-wpengine.netdna-ssl.com/wp-content/uploads/2017/07/PP_Narcolepsy.pdf

Morgenthaler, T. I., Owens, J., Alessi, C., Boehlecke, B, Brown, T. M., Coleman, J., Friedman, L., Kapur, V. K., Lee-Chiong, T., Pancer, J., & Swick, T. J. (2006). Practice parameters for behavioral treatment of bedtime problems and night wakings in infants and young children. SLEEP, 29(1), 1277–1281. /orders/j2vjt3dnbra3ps7ll1clb4q2-wpengine.netdna-ssl.com/wp-content/uploads/2017/07/PP_NightWakingsChildren.pdf

Sateia, M. J., Buysse, D. J., Krystal, A. D., Neubauer, D. N., & Heald, J. L. (2017). Clinical practice guideline for the pharmacologic treatment of chronic insomnia in adults: An American Academy of Sleep Medicine clinical practice guideline. Journal of Clinical Sleep Medicine, 13(2), 307–349. /orders/jcsm.aasm.org/doi/pdf/10.5664/jcsm.6470

Winkleman, J. W. (2015). Insomnia disorder. The New England Journal of Medicine, 373(15), 1437–1444. /orders/doi.org/10.1056/NEJMcp1412740

Medication Resources

IBM Corporation. (2020). IBM Micromedex. /orders/www.micromedexsolutions.com/micromedex2/librarian/deeplinkaccess?source=deepLink&institution=SZMC%5ESZMC%5ET43537

Note: To access the following medications, use the IBM Micromedex resource. Type the name of each medication in the keyword search bar. Be sure to read all sections on the left navigation bar related to each medication’s result page, as this information will be helpful for your review in preparation for your Assignments.

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Graduate Nurse Resume And Cover Letter

Resume/Cover Letter/Portfolio (35 points)

GRADING CRITERIA:

Resume (25 points)

·  Typed/On time/Standard Format/No more than two pages ( 2)

·  Correct grammar, spelling, punctuation (3) ___

·  Objective/Goal indicates an entry level GN position is being sought,

Accurate information, degree stated correctly, realistic, appropriate

for entry level position, reflective of NPA knowledge/application (10) ___

·  Used action verbs/No vague or grandiose statements (4) ___

·  Included complete information, i.e. phone numbers, address ,

using professional terminology (2) ___

·  No personal data (health, weight, marital status, etc.) (2) ___

·  No excessive use of jargon (2) ___

Sub-total: ___

Comments:

Cover Letter (5 points)

·  Typed/On time/One page/Standard business letter format (0.5) ___

·  Correct spelling, grammar, punctuation (1) ___

·  Complete applicant information (addresses and etc.) (0.5) ___

·  Succinct, professional, relevant information, no misleading information,

Indicates entry level GN position is being sought (2) ___

·  Correct and complete name, title, facility to whom letter is addressed (1) ___

  Sub-total: ___ 

Comments:

Portfolio (5 points)

·  Used Guidelines, Box 27-5, p. 487

Sub-total: ___

Comments:

Total Points: ___

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Essentials Self-Assessment And Patient-Centered Care

Locate and complete the Self-Assessment of the AACN Essentials located in Doc Sharing (Week 2). Follow the directions on the form. Note your total score. Next, review the article cited below:

Kramer, M., Schmalenberg, C., Maguire, P., Brewer, B., Burke, R., Chmielewski, L., … Meeks-Sjostrom, D. (2009). Walk the talk: Promoting control of nursing practice and a patient-centered culture. Critical Care Nurse, 29(3), 77–93. Click to link.

Answer the following:

1. If you are willing, please share your total score on the AACN Essentials Self-Assessment
2. Candidly identify and share with your classmates areas where knowledge, skills or abilities (KSAs) are lacking?
3. Describe the relationship between the Essentials and your new-found knowledge about Patient Centered Care. Are there opportunities for your improvementChamberlain College of Nursing NR447: RN Collaborative Healthcare

   Week 2: The AACN Essentials of Baccalaureate Education for Professional Nursing Self-Assessment

   Understanding the competencies related to the AACN Essentials of Baccalaureate Education for Professional Nursing Practice provides you with valuable information as you begin to study this course.

   Complete this self-assessment, which is based on The Essentials of Baccalaureate Education for Professional Nursing from the American Association of Colleges of Nursing (2008) prior to posting to the discussion on this topic

   Place a check mark or X in the column that best describes your current level of competency or understanding of the Essential’s statement. There are no incorrect answers.

   After you have completed the assessment, total the number of points that you earned. Record this number in a location where you will be able to retrieve it at the end of the course, when it will serve as the basis for a future discussion.

   AACN (American Association of Colleges of Nursing) Baccalaureate Essentials	Poor 1	Good 2	Very Good 3	Excellent 4
   Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety
   Apply leadership concepts, skills, and decision-making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.
   Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team.
   Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team.
   Employ principles of quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and system-wide practice improvements that will improve the quality of healthcare delivery.
   Essential V: Healthcare Policy, Finance, and Regulatory Environments
   Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.
   Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice.
   Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.
   Advocate for consumers and the nursing profession.
   Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
   Use inter and intrarofessional communication and collaborative skills to deliver evidence-based, patient-centered care.
   Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships.
   Demonstrate appropriate teambuilding and collaborative strategies when working with interprofessional teams.
   Advocate for high-quality and safe patient care as a member of the interprofessional team.
   Essential VIII: Professionalism and Professional Values
   Demonstrate the professional standards of moral, ethical, and legal conduct.
   Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.
   Reflect on one’s own beliefs and values as they relate to professional practice.
   Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development.
   Total for each column
   Grand total (add all columns)

   Source: American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: AACN. Retrieved from http://www.aacn.nche.edu/education-resources/baccessentials08.pdf/

   NR 447 Week 2 Self-Assessment Form.docx 9-6-15 LMD

   1

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IHP 330 Milestone One Guidelines and Rubric

NURS 6208 Final Assignment

NURS 6208 Final Assignment

NURS 6208 Final Assignment

NURS 6208 Final Assignment

NURS 6208 Final Assignment

NURS 6208 Final Assignment

NURS 6208 Final Assignment

The project must be typewritten, double spaced and very limited in length (maximum 12 pages).

Part I (25%)

A NP researcher randomly sampled 100 women aged 50-65 years and measured their minutes of exercise in the past week, BMI, and depression. Depression was measured using a Likert type scale consisting of 20 items. The summation score ranged from 20 to 100 and the higher the score, the higher the level of depression. The Pearson correlation coefficients (r’s) are summarized in the following table. For the analyses, statistical significant level was set at α=0.05.

Table 1: correlation among minutes of exercise, BMI and depression

Exercise in past week (minutes)

BMI

BMI

-0.15

Depression score

-0.30*

0.20

*p < 0.05

1. Write a research and null hypotheses regarding the relationship between exercise and depression.

2. Based on the test statistics in table 1, what is your conclusion regarding your research hypothesis? (Hint: discuss both the magnitude and direction of the relationship).

3. What proportion of variance is shared by minutes of exercise and depression among women 50-65 years of age?

4. For the relationship between minutes of exercise and BMI,

a. what was the estimated power of the statistical test? (Using the power table on page 202, table 9.1, Polit 2010).

b. What was the risk that a type II error was committed?

5. If -0.20 is a good estimation of population correlation, what sample size would be needed to achieve power of 0.80 at a significance α=0.05?

PART II. (25%)

Using the “N6208 Final Project Data”,

a). select two variables with nominal or ordinal level measurements, and perform the descriptive statistics (frequency and percentage). [Please select only dichotomous variables from the following list: poverty, smoker, PoorHealth].

b). perform the bi-variate descriptive statistics using crosstabulation.

c). Hand calculate the ARs, ARR, RR, and OR. Show all your calculations.

d). Perform a chi-square analysis.

e). Using APA format, write a full report with the following sections:

1. Introduction: Describe your research question and hypothesis. Include the variables, measurement levels, the bivariate research question, and the hypothesis [for example, the event of adverse risk (using your variable name here, for instance, alcohol usage) will be higher/or lower in the risk exposed group (i.e., marijuana use) compare to the non-exposed group (non-users of marijuana)].

2. Method: Include the sample description (sample size, eligibility criteria) and statistical methods used for data analysis. (The sample information can be found in “Polit Dataset Description” in SPSS Data Sets folder).

3. Results: Include frequencies and percentages for the two variables, crosstabulation results, risk indexes (ARs, ARR, RR, and OR), and chi-square test results. Include a summary table for the results and write your interpretation.  (Attach SPSS outputs).

4. Discussion: Write a report including summary and interpretation of the findings reported in the previous sections relative to the research questions you posed in your introduction.

Part III. (50%)

Run a one-way ANOVA using the dataset “N6208 Final Project Data”. The Dataset contains 462 cases from the original PolitDatasetA. Two variables will be used for this analysis: Satisfaction and Houseproblem.

The variable Houseproblem is created using the variable housprob, a summary index of eight variables about current housing problems for the women in this sample—for example, whether or not they had their utilities cut off, had vermin in the household, had unreliable hear, and so forth. The variable housprob is a count of the total number of times the women said “yes” to these eight questions. The variable housprob is recoded into Houseproblem based on number of housing problems. The coding for Houseproblem is: 1=no housing problems, 2=one housing problem, and 3= two or more housing problems.

Satisfaction measures the overall satisfaction with material sell-being. This variable is a summated rating scale variable for women’s responses to their degree of satisfaction with four aspects of their material sell-being—their housing, food, furniture, and clothing for themselves and their children. Each item was coded from 1 (very dissatisfied) to 4 (very satisfied), so the overall score for the four items could range from a low of 4 (4 X 1) to 16 (4 X 4). Higher score indicates greater satisfaction. This scale has an internal consistency Cronbach’s alpha of 0.90. The content validity and construct validity have been established in previous research.

For this analysis, use the variable Houseproblem as the independent (group) variable and variable Satisfaction as the outcome variable. To run the one-way ANOVA, click Analyze → Compare Means → Oneway. In the opening dialogue box, move Satisfaction into the Dependent List and Houseproblem into the slot for Factor. Click the Options pushbutton, and click Descriptives and Homogeneity of Variance, then continue. Next, click the Post Hoc pushbutton and select LSD. Click continue, then OK, and answer the following questions using compete sentences:

1. What are the mean levels of       satisfaction in the three groups? Report the mean, SD, minimum, maximum       and sample size in a table.
2. Write a research question.
3. Write the research hypothesis (Ha)       and the null hypothesis (Ho).
4. What was the value of the F statistic and its p-value?
5. Can the null hypothesis be       rejected?
6. What were the degrees of       freedom?
7. According to the LSD test,       were any group means significantly different from any others? If yes,       which ones?
8. Write a paragraph summarizing all       the results.
9. Attach the relevant SPSS       printouts.NURS 6208 FINAL Project and guidelinesThe project must be typewritten, double spaced and very limited in length (maximum 12 pages).

   Part I (25%)

   A NP researcher randomly sampled 100 women aged 50-65 years and measured their minutes of exercise in the past week, BMI, and depression. Depression was measured using a Likert type scale consisting of 20 items. The summation score ranged from 20 to 100 and the higher the score, the higher the level of depression. The Pearson correlation coefficients (r’s) are summarized in the following table. For the analyses, statistical significant level was set at α=0.05.

   Table 1: correlation among minutes of exercise, BMI and depression

   	Exercise in past week (minutes)	BMI
   BMI	-0.15
   Depression score	-0.30*	0.20

   *p < 0.05

   1. Write a research and null hypotheses regarding the relationship between exercise and depression.

   2. Based on the test statistics in table 1, what is your conclusion regarding your research hypothesis? (Hint: discuss both the magnitude and direction of the relationship).

   3. What proportion of variance is shared by minutes of exercise and depression among women 50-65 years of age?

   4. For the relationship between minutes of exercise and BMI,

   a. what was the estimated power of the statistical test? (Using the power table on page 202, table 9.1, Polit 2010).

   b. What was the risk that a type II error was committed?

   5. If -0.20 is a good estimation of population correlation, what sample size would be needed to achieve power of 0.80 at a significance α=0.05?

   PART II. (25%)

   Using the “N6208 Final Project Data”,

   a). select two variables with nominal or ordinal level measurements, and perform the descriptive statistics (frequency and percentage). [Please select only dichotomous variables from the following list: poverty, smoker, PoorHealth ].

   b). perform the bi-variate descriptive statistics using crosstabulation.

   c). Hand calculate the ARs, ARR, RR, and OR. Show all your calculations.

   d). Perform a chi-square analysis.

   e). Using APA format, write a full report with the following sections:

   1. Introduction: Describe your research question and hypothesis. Include the variables, measurement levels, the bivariate research question, and the hypothesis [for example, the event of adverse risk (using your variable name here, for instance, alcohol usage) will be higher/or lower in the risk exposed group (i.e., marijuana use) compare to the non-exposed group (non-users of marijuana)].

   2. Method: Include the sample description (sample size, eligibility criteria) and statistical methods used for data analysis. (The sample information can be found in “Polit Dataset Description” in SPSS Data Sets folder).

   3. Results: Include frequencies and percentages for the two variables, crosstabulation results, risk indexes (ARs, ARR, RR, and OR), and chi-square test results. Include a summary table for the results and write your interpretation. (Attach SPSS outputs).

   4. Discussion: Write a report including summary and interpretation of the findings reported in the previous sections relative to the research questions you posed in your introduction.

   Part III. (50%)

   Run a one-way ANOVA using the dataset “N6208 Final Project Data”. The Dataset contains 462 cases from the original PolitDatasetA. Two variables will be used for this analysis: Satisfaction and Houseproblem .

   The variable Houseproblem is created using the variable housprob, a summary index of eight variables about current housing problems for the women in this sample—for example, whether or not they had their utilities cut off, had vermin in the household, had unreliable hear, and so forth. The variable housprob is a count of the total number of times the women said “yes” to these eight questions. The variable housprob is recoded into Houseproblem based on number of housing problems. The coding for Houseproblem is: 1=no housing problems, 2=one housing problem, and 3= two or more housing problems.

   Satisfaction measures the overall satisfaction with material sell-being. This variable is a summated rating scale variable for women’s responses to their degree of satisfaction with four aspects of their material sell-being—their housing, food, furniture, and clothing for themselves and their children. Each item was coded from 1 (very dissatisfied) to 4 (very satisfied), so the overall score for the four items could range from a low of 4 (4 X 1) to 16 (4 X 4). Higher score indicates greater satisfaction. This scale has an internal consistency Cronbach’s alpha of 0.90. The content validity and construct validity have been established in previous research.

   For this analysis, use the variable Houseproblem as the independent (group) variable and variable Satisfaction as the outcome variable. To run the one-way ANOVA, click Analyze → Compare Means → Oneway. In the opening dialogue box, move Satisfaction into the Dependent List and Houseproblem into the slot for Factor. Click the Options pushbutton, and click Descriptives and Homogeneity of Variance, then continue. Next, click the Post Hoc pushbutton and select LSD. Click continue, then OK, and answer the following questions using compete sentences:

   1. What are the mean levels of satisfaction in the three groups? Report the mean, SD, minimum, maximum and sample size in a table.

   2. Write a research question.

   3. Write the research hypothesis (Ha) and the null hypothesis (Ho).

   4. What was the value of the F statistic and its p-value?

   5. Can the null hypothesis be rejected?

   6. What were the degrees of freedom?

   7. According to the LSD test, were any group means significantly different from any others? If yes, which ones?

   8. Write a paragraph summarizing all the results.

   9. Attach the relevant SPSS printouts.

   EVALUATIVE CRITERIA FINAL PROJECT (Summer session only)

   Criteria	5	4	3	2	1
   Clarity of research questions and variables (1-4 pts)
   Accurate description of methods (1-4 pts)
   Thoroughness and accuracy of results (1-4 pts)
   Accuracy of interpretations (1-5 pts)
   Overall quality: logic, grammar, APA format. (1-4 pts)
   Total Score- max score 21 points
   Total score in percentage=total score/21

   Legend:

   1=inaccurate, all information is wrong or did not provide an answer to the question

   2=some information is wrong

   3=most information is accurate

   4/5=all information is accurate with high quality on all aspects.

   NURS 6208 FINAL PROJ

   ECT AND GUIDELINES

   The project must be typewritten, double spaced and very limited in length (maximum 12

   pages).

   Part I (

   2

   5

   %

   )

   A NP researcher randomly sampled

   1

   00 women aged 50

   –

   65 years and measured their minutes of

   exercise in the past week, BMI, and depression. Depression was measured using a Likert type

   scale consisting of 20 items. The summation score ranged from 20 to 100 and the higher the

   score, the higher

   the level of depression. The

   Pearson

   corre

   lation coefficients (r’s

   ) are

   summarized in the following table. For the a

   nalyses,

   statistical significant level was set at

   á=0.05

   .

   Table 1: correlation among minutes of exercise, BMI and depression

   Exercise in past week

   (minutes)

   BMI

   BMI

   –

   0.15

   Depression score

   –

   0.

   3

   0

   *

   0.20

   *

   p <

   0.05

   1.

   Write a research and null hypotheses regarding the relationship between exercise and

   depression.

   2.

   Based on the test statistics in table 1, what is you

   r

   conclusion regarding your research

   hypothesis? (Hint: discuss both the magnitude and direction of the relationship).

   3.

   What proportion of variance is shared by minutes of exercise and depression among women

   50

   –

   65 years of age?

   4.

   For the relationship between m

   inutes of exercise and BMI,

   a.

   what was the estimated power of the statistical test? (Using the power table on page

   202, table 9.1, Polit 2010).

   b.

   What was the risk that a type II error was committed?

   5.

   If

   –

   0.

   20

   is a good estimation of population cor

   rela

   tion, w

   hat sample size would be needed to

   achieve power of 0.80 at

   a significance

   á=0.05?

   PART II. (

   25%

   )

   Using the “

   N6208

   Final Project Data

   ”

   ,

   a).

   select two variables with nominal or ordinal level measurements, and perform the

   descriptive statistics (frequenc

   y and percentage)

   . [Please

   select only dichotomous variables

   from the following list:

   poverty, smoker, PoorHealth

   ]

   .

   b).

   perform the bi

   –

   variate descriptive statistics using crosstabulation.

   c).

   Hand calculate the ARs, ARR, RR, and OR.

   Show all your calcu

   lations.

   d).

   Perform a chi

   –

   square analysis.

   e).

   Using APA format, w

   rite a

   full

   report with the following sections:

   NURS 6208 FINAL PROJECT AND GUIDELINES

   The project must be typewritten, double spaced and very limited in length (maximum 12

   pages).

   Part I (25%)

   A NP researcher randomly sampled 100 women aged 50-65 years and measured their minutes of

   exercise in the past week, BMI, and depression. Depression was measured using a Likert type

   scale consisting of 20 items. The summation score ranged from 20 to 100 and the higher the

   score, the higher the level of depression. The Pearson correlation coefficients (r’s) are

   summarized in the following table. For the analyses, statistical significant level was set at

   α=0.05.

   Table 1: correlation among minutes of exercise, BMI and depression

   Exercise in past week

   (minutes)

   BMI

   BMI -0.15

   Depression score -0.30* 0.20

   *p < 0.05

   1. Write a research and null hypotheses regarding the relationship between exercise and

   depression.

   2. Based on the test statistics in table 1, what is your conclusion regarding your research

   hypothesis? (Hint: discuss both the magnitude and direction of the relationship).

   3. What proportion of variance is shared by minutes of exercise and depression among women

   50-65 years of age?

   4. For the relationship between minutes of exercise and BMI,

   a. what was the estimated power of the statistical test? (Using the power table on page

   202, table 9.1, Polit 2010).

   b. What was the risk that a type II error was committed?

   5. If -0.20 is a good estimation of population correlation, what sample size would be needed to

   achieve power of 0.80 at a significance α=0.05?

   PART II. (25%)

   Using the “N6208 Final Project Data”,

   a). select two variables with nominal or ordinal level measurements, and perform the

   descriptive statistics (frequency and percentage). [Please select only dichotomous variables

   from the following list: poverty, smoker, PoorHealth].

   b). perform the bi-variate descriptive statistics using crosstabulation.

   c). Hand calculate the ARs, ARR, RR, and OR. Show all your calculations.

   d). Perform a chi-square analysis.

   e). Using APA format, write a full report with the following sections:

   NURS 6670

   Reimbursement Rate Template

   Type of Service eg. -New office visit -Established office visit -Inpatient hospital -individual psychotherapy -group psychotherapy (see examples below)	CPT code	Private insurer reimbursement rate for PMHNP	Private insurer reimbursement rate for physicians	Medicare reimbursement rate for PMHNP	Medicare reimbursement rate for physician

   As the PMHNP becomes proficient in diagnosing and treating, it is also important to learn how to bill for your time. The CMS sets up codes to identify the type of service you are providing. You will generally complete this task at the end of the visit as you are documenting the visit with the client. Here are examples of the codes to know:

   CPT Codes for Psychiatric and Psychological Procedures

    

   HMSA recognizes the following service codes for the reporting of psychiatric and psychological services. (See Code Books for information on how to obtain the books.)

    

   CPT Code	Footnote(s)	Description
   90791	1	Psychiatric diagnostic evaluation
   90792	1,3	Psychiatric diagnostic evaluation with medical services
   90832	2	Psychotherapy, 30 minutes with patient and/or family member
   90833	2,3	Psychotherapy, 30 minutes with patient and/or family member when performed with an evaluation and management service
   90834	4	Psychotherapy, 45 minutes with patient and/or family member
   90836	3,4	Psychotherapy, 45 minutes with patient and/or family member when performed with an evaluation and management service
   90837	6	Psychotherapy, 60 minutes with patient and/or family member
   90838	3,6	Psychotherapy, 60 minutes with patient and/or family member when performed with an evaluation and management service
   90839	6	Psychotherapy for crisis; first 60 minutes
   90840	2	each additional 30 minutes
   90846	4	Family psychotherapy (without the patient present)
   90847	4	Family psychotherapy (conjoint psychotherapy) (with patient present)
   90849	4	Multiple-family group psychotherapy
   90853	4	Group psychotherapy (other than of a multiple-family group)
   90870	1, 5	Electroconvulsive therapy (includes necessary monitoring)
   96101	1	Psychological testing (includes psychodiagnostic assessment of personality, psychopathology, emotionality, intellectual abilities, e.g., WAIS-R, Rorschach, MMPI) with interpretation and report, per hour.   Note: All hours of psychological testing done on a single day will be counted as one visit (either inpatient or outpatient as appropriate) toward the patient’s inpatient or outpatient visit maximum. However, payment will be made to the participating provider on a per-hour basis.
   96118	1	Neuropsychological testing battery (e.g., Halstead-Reitan, Luria, WAIS-R) with interpretation and report, per hour   Note: All hours of psychological testing done on a single day will be counted as one visit (either inpatient or outpatient as appropriate) toward the patient’s inpatient or outpatient visit maximum. However, payment will be made to the participating provider on a per-hour basis.

    

   Links to websites that discuss this:

   /orders/www.psychiatry.org/psychiatrists/practice/practice-management/coding-reimbursement-medicare-and-medicaid/coding-and-reimbursement

   http://www.mb-guide.org/medical-coding-guidelines.html

   NURS 6670

   Reimbursement Rate Template

   Type of Service

   eg.

   –

   New office visit

   –

   Established office visit

   –

   Inpatient hospital

   –

   individual psychotherapy

   –

   group psychotherapy

   (see examples below)

   CPT code

   Private insurer

   reimbursement

   rate for PMHNP

   Private

   insurer

   reimbursement

   rate for

   physicians

   Medicare

   reimbursement

   rate for PMHNP

   Medicare

   reimbursement

   rate for physician

   As the PMHNP becomes proficient in diagnosing and treating, it is also important to learn how to bill for your time. The CMS

   sets up codes to

   identify the type of service you are providing. You will generally complete this task at the end of the visit as y

   ou are documenting the visit with the

   client. Here are examples of the codes to know:

   CPT Codes for Psychiatric and Psychological Procedures

   HMSA recognizes the following service codes for the reporting of psychiatric and psychological services. (See

   Code Books

   for information on how to obtain the

   books.)

   CPT Code

   Footnote(s)

   Description

   NURS 6670

   Reimbursement Rate Template

   Type of Service

   eg. -New office visit

   -Established office visit

   -Inpatient hospital

   -individual psychotherapy

   -group psychotherapy

   (see examples below)

   CPT code Private insurer

   reimbursement

   rate for PMHNP

   Private insurer

   reimbursement

   rate for

   physicians

   Medicare

   reimbursement

   rate for PMHNP

   Medicare

   reimbursement

   rate for physician

   As the PMHNP becomes proficient in diagnosing and treating, it is also important to learn how to bill for your time. The CMS sets up codes to

   identify the type of service you are providing. You will generally complete this task at the end of the visit as you are documenting the visit with the

   client. Here are examples of the codes to know:

   CPT Codes for Psychiatric and Psychological Procedures

   HMSA recognizes the following service codes for the reporting of psychiatric and psychological services. (See Code Books for information on how to obtain the

   books.)

   CPT Code Footnote(s) Description

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Module 03 Written Assignment – Agencies For Quality

Explore one of the agencies for quality improvement listed in this module’s lecture. Write a one-page summary of what the agency does, who it affects, and how it is utilized.

These are the agencies, and you can pick from anyone. I am entitled to do just one 1.

Please provide in-text citations and references.

• The Institute of Medicine,
• The Agency for Healthcare Research and Quality,
• The National Quality Forum,
• The Joint Commission,
• The Magnet Recognition Program,
• The Institute for Healthcare Improvement,
• and, of course, the nursing student’s friend, Quality and Safety Education for NursesRubric Detail

  A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric’s layout.

  Content

  Name: Copy of Quality Improvement Agency

  Description: Explore one of the agencies for quality improvement listed in this module’s lecture. Write a one-page summary of what the agency does, who it affects, and how it is utilized.

   

  	Novice	Competent	Proficient	New Column4
  Agency Summary	Points: 0 (0.00%) Student identifies an agency from those reviewed in the module 3 coursework. Feedback:	Points: 6.3 (31.50%) Student identifies an agency from reviewed in the module 3 coursework and summarizes the agency’s health care quality improvement mission. Feedback:	Points: 8.1 (40.50%) Student identifies an agency from reviewed in the module 3 coursework and summarizes the agency’s health care quality improvement mission with 2 examples. Feedback:	Points: 9 (45.00%) tudent identifies an agency from reviewed in the module 3 coursework and summarizes the agency’s health care quality improvement mission with 3 examples. Feedback:
  Target population	Points: 0 (0.00%) Student does not identify the target population. Feedback:	Points: 6.3 (31.50%) Student identifies the target population. Feedback:	Points: 8.1 (40.50%) tudent is able to identify how the agency relates to the appropriate target agency with at least one example. Feedback:	Points: 9 (45.00%) tudent is able to identify how the agency relates to the appropriate target agency with at least 2 examples. Feedback:
  Grammar & APA	Points: 0 (0.00%) Body of the paper not 1 page in length and/or does not have a cover, and reference page with links to all researched articles. Spelling and grammar are somewhat correct citing and formatting somewhat correctly used. Feedback:	Points: 1.4 (7.00%) Body of the paper is at least 1 page in length and also includes a cover, and reference page with links to all researched articles. Spelling and grammar are mostly correct citing and formatting rarely correct. Feedback:	Points: 1.8 (9.00%) Body of the paper is at least 1 pages in length and also includes a cover, and reference page with links to all researched articles. Spelling and grammar are correct citing and formatting mostly correct. Feedback:	Points: 2 (10.00%) Body of the paper is at least 1 pages in length and also includes a cover, and reference page with links to all researched articles. Spelling and grammar are correct citing and formatting properly used. Feedback:

  Show Descriptions Show Feedback

  Agency Summary–

  Levels of Achievement: Novice 0 (0.00%) points Student identifies an agency from those reviewed in the module 3 coursework. Competent 6.3 (31.50%) points Student identifies an agency from reviewed in the module 3 coursework and summarizes the agency’s health care quality improvement mission. Proficient 8.1 (40.50%) points Student identifies an agency from reviewed in the module 3 coursework and summarizes the agency’s health care quality improvement mission with 2 examples. New Column4 9 (45.00%) points tudent identifies an agency from reviewed in the module 3 coursework and summarizes the agency’s health care quality improvement mission with 3 examples. Feedback:

  Target population–

  Levels of Achievement: Novice 0 (0.00%) points Student does not identify the target population. Competent 6.3 (31.50%) points Student identifies the target population. Proficient 8.1 (40.50%) points tudent is able to identify how the agency relates to the appropriate target agency with at least one example. New Column4 9 (45.00%) points tudent is able to identify how the agency relates to the appropriate target agency with at least 2 examples. Feedback:

  Grammar & APA–

  Levels of Achievement: Novice 0 (0.00%) points Body of the paper not 1 page in length and/or does not have a cover, and reference page with links to all researched articles. Spelling and grammar are somewhat correct citing and formatting somewhat correctly used. Competent 1.4 (7.00%) points Body of the paper is at least 1 page in length and also includes a cover, and reference page with links to all researched articles. Spelling and grammar are mostly correct citing and formatting rarely correct. Proficient 1.8 (9.00%) points Body of the paper is at least 1 pages in length and also includes a cover, and reference page with links to all researched articles. Spelling and grammar are correct citing and formatting mostly correct. New Column4 2 (10.00%) points Body of the paper is at least 1 pages in length and also includes a cover, and reference page with links to all researched articles. Spelling and grammar are correct citing and formatting properly used. Feedback:Name:Copy of Quality Improvement Agency

  Description:Explore one of the agencies for quality improvement listed in this module’s lecture. Write a one-page summary of what the agency does, who it affects, and how it is utilized.

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  3. Fill in your paper’s academic level, deadline and the required number of pages from the drop-down menus.

  4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.

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Nursing Theory W6 Assignment

We are still exploring section III which involves Conceptual Models/Grand Theories in the Integrative-Interactive Paradigm

Our text readings will include concepts from:

Chapter 12: Helen Erickson, Evelyn Tomlin, and Mary Ann Swain’s Theory or Modeling and Role Modeling

Chapter 13: Barbara Dossey’s Theory of Integral Nursing

As healthcare professionals, we need to be aware of nursing theory, as you heard it many times that it applies to our practice as nurses. When you think about it, how many practicing nurses are aware of the nursing theories and how they use in their careers. If you have a chance this week, go and ask a colleague about what they know regarding nursing theorist and who may be their favorite theorist in the profession.

You will see an overlap in the three nursing theorist listed below (Erickson, Tomlin, and Swain).

As your read and explore the following website resources, think about how their works contribute to our current practices today in nursing.

We will investigate Modeling and Role Modeling in nursing; these concepts will build upon the four metaparadigms of nursing: Person, Environment, Health, and Nursing.

When using the modeling and role-modeling theory, the nurse attempts to understand the “client’s personal model of his or her world and to appreciate its value an significance for the client from the client’s perspective.” (Masters, 2015).

Reference:

Masters, K. (2015). Nursing Theories: A Framework for Professional Practice. (2nd ed.). Burlington, Massachusetts. Jones & Bartlett Learning.

Who is Helen Erickson?

/orders/www.nursing-theory.org/theories-and-models/erickson-modeling-and-role-modeling-theory.php

Who is Evelyn Tomlin?

http://currentnursing.com/theory/modeling_and_role-modeling_theory.html

Who is Mary Ann Swain?

/orders/nursology.net/nurse-theorists-and-their-work/modeling-and-role-modeling/

Video: Modeling and Role Modeling

/orders/www.youtube.com/watch?v=MNRkJlzYp6I

Article: Modeling and Role Modeling

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.841.9640&rep=rep1&type=pdf

Who is Barbara Dossey? What is her Theory of Integral Nursing?

An integral process is defined as a comprehensive way to organize multiple phenomenon of human experience and reality from four perspectives:

(1) the individual interior (personal/intentional);

(2) individual exterior (physiology/behavioral);

(3) collective interior (shared/cultural); and

(4) collective exterior (systems/structures) (Dossey, n.d.).

Consciousness & Holistic nursing – Barbara Dossey part 1 out of 2

Part One

/orders/www.youtube.com/watch?v=HD5pxzc9q0U&t=94s

Part Two

/orders/www.youtube.com/watch?v=mRAoD0-loWM

Website: Dossey Theory of Integral Nursing

http://www.dosseydossey.com/barbara/tin.html

PowerPoint: Barbara Dossey

http://www.dosseydossey.com/barbara/pdf/Dossey_Theory_of_Integral_Nursing_powerpoint.pdf

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Marginalized Women And Childbearing Families

Assignment Guidelines with Scoring Rubric

Purpose

The purpose of this assignment is to provide the student with an opportunity to explore the concept of marginalization and how it impacts the healthcare of women and childbearing families.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Articulate understanding of marginalization through current article appraisal. (CO5)
2. Devise actions to mitigate social impacts to marginalized women and childbearing families. (CO5)
3. Appraise the role of policy in the marginalization of women and childbearing families. (CO5)

Requirements:

1. Read the following article, which can be found in the Chamberlain library: Prodan‐Bhalla, N., & Browne, A. J. (2019).  Exploring women’s health care experiences through an equity lens:  Findings from a community clinic serving marginalised women. Journal of clinical nursing, 28(19-20), 3459-3469. /orders/doi.org/10.1111/jocn.14937

Discussion Questions:

1. As an advanced practice nurse, what are three actions you can take to mitigate social impacts to marginalized women?
2. What role does policy at either government, state, or local level play in the marginalization of women and child bearing families?
3. Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level).
4. Discuss how policy impacts marginalized groups either positively or negatively.

Discussion Guiding Principles

The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that  empowers them to organize, integrate, apply and critically appraise  their knowledge to their selected field of practice. The use of  discussions provides students with opportunities to contribute  level-appropriate knowledge and experience to the topic in a safe,  caring, and fluid environment that models professional and social  interaction. The ebb and flow of a discussion is based upon the  composition of student and faculty interaction in the quest for relevant  scholarship. Participation in the discussion generates opportunities  for students to actively engage in the written ideas of others by  carefully reading, researching, reflecting, and responding to the  contributions of their peers and course faculty. Discussions foster the  development of members into a community of learners as they share ideas  and inquiries, consider perspectives that may be different from their  own, and integrate knowledge from other disciplines.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct  quotes in discussions are to be limited to one short quotation (not to  exceed 15 words). The quote must add substantively to the discussion.  Points will be deducted under the grammar, syntax, APA category.

**To see view the grading criteria/rubric, please click on the 3 dots  in the box at the end of the solid gray bar above the discussion board  title and then Show Rubric.

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