Change Process assignment.

Change Process assignment.

Change Process assignment

Purpose

The purpose of this assignment is:

  • To apply a change process using the ACE Star Model of Knowledge Transformation and a systematic review after identifying a clinical topic of concern and related nursing practice issue.
  • The information from the ‘Illustration’ part of our lessons in Weeks 1-6 will mentor you through this process. Your change process is to be set up as a pilot project.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO#2)

CO8: Selects evidence for best practices when planning professional nursing care involving systems, processes, and devices for individuals, families, aggregates and communities. (PO#8)

Directions

Please do not use any of the Nurse Daniel information for your own topic, nursing intervention, or change project. Nurse Daniel serves as an example only to illustrate the change process.

transcript : NR451 Transcript for EBP Change Process assignment (Week 6):

Hi Class. This is Diane Parry, NR451 Course Leader and I would like to welcome you to a short tutorial to assist you in completing your Week 6 EBP Change Process assignment.

You will be prompted in Week 1 to download the EBP Change Process form and view the tutorial. You will use this form to follow Nurse Daniel in the lessons each week (Weeks 1-6) and progressively complete the information on the form. This form is due at the end of Week 6. For more information and details on this assignment, click on the link indicated to view assignment guidelines, tutorial, and rubric. The assignment guidelines and rubric are located under the Week 6 module and this specific form is required and due at the end of Week 6.

As you can see, the form contains prompts to assist you in your descriptions. Use this form to follow Nurse Daniel in the lessons each week (Weeks 1-6) and progressively complete the information. Your writing is not limited to the space provided and the boxes should expand as needed. You should be succinct in your writing but very clear with many details and complete sentences. No quotes are permitted in this assignment and paraphrasing and your own wording is required. Please cite any sources in APA format.

The purpose of this assignment is:

To apply a change process using the ACE Star Model of Knowledge Transformation and a systematic review after identifying a clinical topic of concern and related nursing practice issue.

The information from the ‘Illustration’ part of our lessons in Weeks 1-6 will mentor you through this process. Your change process is to be set up as a pilot project. You are encouraged to work through the sections of the form each week starting in Week 1 by following Nurse Daniel as he works through this same process.

Find a systematic review on your topic from any database in the Chamberlain Library. Be sure this involves nursing actions. If you need assistance or want to check on the value of your chosen review, please consult your instructor by calling or sending an email.

To find out more about the use of systematic reviews, in general, please refer to the required article reading in Week 2.

The EBP Change Process assignment rubric is located in the guidelines area. It is a good final step to check the rubric prior to submission to assure you have included all vital parts of the assignment. There are prompts under each listed Criteria on the rubric to assist you when completing this form.

This assignment is worth 225 points. Please read through the directions carefully and reach out to your instructor with any questions.

As always, please contact your 451 instructor with questions. Consulting with your instructor early on the choice of: your topic, the systematic review, and the PICOT question will help ensure your success with this assignment.

EBP Change Process (form)

  1. Download the EBP Change Process form (Links to an external site.) during Week 1.
  2. The use of this specific form is REQUIRED and is due at the end of Week 6.
  3. A short tutorial with tips for completing this assignment may be viewed in the short video above.
  4. Identify a clinical topic and related nursing practice issue you think needs to be changed.
  5. Locate a systematic review on your topic from the CCN Library databases. Be sure this involves nursing actions.
  6. Work through each step of the ACE Star Model as outlined on the assignment form (Star Points 1-5: Discovery, Summary, Translation, Implementation, and Evaluation). Respond to the instructions provided on the form.
  7. Follow the activities and thinking of Nurse Daniel in Weeks 1-6 in the ‘Illustration’ part of each lesson. He will be working through a clinical topic and nursing practice issue to demonstrate a change (ACE Star Model and systematic review).
  8. Work on a portion of the process each week, as the illustration unfolds.
  9. Please reach out to your instructor for feedback or assistance with your PICOT question as needed.
  10. Required and Additional Background Reading in Weeks 1 and 2 under Readings is available for more information on the ACE Star Model and the use of systematic reviews.
  11. Please cite any references (in APA format) of your systematic review or other scholarly document (optional) as needed. Paraphrasing information, rather than quoting, is expected. No quotes for this assignment please!
  12. For questions about this assignment, please contact your instructor.
  13. Use the grading rubric as a final way to check that all components of the form have been completed. The rubric is the tool your instructor will use to assess your content.

references: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

American Nursing Association [ANA]. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: American Nurses Publishing.

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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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Family Health Assessment Part

Family Health Assessment Part

Understanding family structure and style is essential to patient and family care. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

This family health assessment is a two-part assignment. The information you gather in this initial assignment will be utilized for the second assignment in Topic 3.

Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns for each of the following:

  1. Values/Health Perception
  2. Nutrition
  3. Sleep/Rest
  4. Elimination
  5. Activity/Exercise
  6. Cognitive
  7. Sensory-Perception
  8. Self-Perception
  9. Role Relationship
  10. Sexuality
  11. Coping

Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview.

Upon completion of the interview, write a 750-1,000-word paper. Analyze your assessment findings. Submit your questionnaire as an appendix with your assignment.

Include the following in your paper:

  1. Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
  2. Summarize the overall health behaviors of the family. Describe the current health of the family.
  3. Based on your findings, describe at least two of the functional health pattern strengths noted in the findings. Discuss three areas in which health problems or barriers to health were identified.
  4. Describe how family systems theory can be applied to solicit changes in family members that, in turn, initiate positive changes to the overall family functions over time.

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Rate Yourself Using The Results From The “Nurse Manager Skills Inventory”………

Rate Yourself Using The Results From The “Nurse Manager Skills Inventory”………

Details:
Rate yourself using the results from the “Nurse Manager Skills Inventory”:

http://www.aone.org/resources/nurse-manager-skills-inventory.pdf

Write a reflection of 750-1,000 words in which you identify your strengths and weaknesses related to the four content areas below:

  1. Personal and professional accountability
  2. Career planning
  3. Personal journey disciplines
  4. Reflective practice reference behaviors/tenets

Discuss how you will use your current leadership skill set to advocate for change in your workplace.

Identify one personal goal for your leadership growth and discuss your implementation plan to achieve that goal.

A minimum of Five scholarly references are required for this assignment. solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, an abstract is not required, CITE WEBSITE SOURCE

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Environmental Health:

Environmental Health: Local To Global: Module 1 Quiz

Question 1

  1. In environmental health, the term toxin refers to a toxic substance that _______________.
[removed]   is naturally produced by a plant or animal
[removed]   occurs in the occupational setting
[removed]   results from human activity
[removed]   a man-made product introduced into the environment due to human activity

1 points

Question 2

  1. In toxicity testing in rodents, the LD50 is a dose that is _______________.
[removed]   acutely fatal to 50 percent of test animals
[removed]   fatal to 50 percent of test animals within a 90-day period
[removed]   fatal to 50 percent of test animals after lifetime bioaccumulation

1 points

Question 3

  1. Which of the following is not characteristic of a health impact assessment?
[removed]   It evaluates a site or activity as it is, rather than looking forward in time
[removed]   It includes social and economic factors in the assessment
[removed]   It incorporates input from community members

1 points

Question 4

  1. An exposure pathway connects _______________ to _______________.
[removed]   an exposure / a change in tissue structure or function
[removed]   inhalation / absorption
[removed]   the environmental source of a contaminant / the point of exposure

1 points

Question 5

  1. The three major routes of human exposure to environmental contaminants are _______________.
[removed]   by air, water, and soil
[removed]   environmental, occupational, and residential
[removed]   ingestion, inhalation, and dermal contact

1 points

Question 6

  1. The phrase contact with the human envelope is a common definition of _______________.
[removed]   absorption
[removed]   disposition
[removed]   exposure

1 points

Question 7

  1. The quantity of a toxicant (or its breakdown product) that is available to interact with some vulnerable tissue in the body is called the _______________.
[removed]   absorbed dose
[removed]   biologically effective dose
[removed]   body burden

1 points

Question 8

  1. The body burden of a chemical in the body reflects the net effect of _______________.
[removed]   absorption and biological effectiveness
[removed]   synergism and antagonism
[removed]   the processes of toxicokinetics

1 points

Question 9

  1. Bioaccumulation is the _______________.
[removed]   gradual building up of a chemical in the tissue of an organism
[removed]   increase of concentrations of a chemical at higher levels of a food pyramid
[removed]   movement of a chemical from water to living tissue

1 points

Question 10

  1. Which of the following is an example of a biomarker?
[removed]   Body mass index calculated from measured height and weight
[removed]   Concentration of a pesticide in blood
[removed]   Inhalation rate in liters per hour

1 points

Question 11

  1. The Ames test is a test of a chemical’s _______________.
[removed]   acute lethality, and is conducted in rodents
[removed]   mutagenicity, and is conducted in bacteria
[removed]   teratogenic potential, and is conducted mammalian cells

1 points

Question 12

  1. Exposure modeling is used to estimate the _______________.
[removed]   biologically effective dose of a toxicant
[removed]   fate and transport of a toxicant
[removed]   ingestion of, inhalation of, or dermal contact with a toxicant

1 points

Question 13

  1. Conceptually, a reference dose is a dose that has no adverse effects in _______________.
[removed]   sensitive subpopulations over a long-term exposure
[removed]   sensitive subpopulations over a short-term exposure
[removed]   the general population over a long-term exposure
[removed]   the general population over a short-term exposure

1 points

Question 14

  1. Which of the following is one of the major processes which together make up toxicokinetics?
[removed]   Bioconcentration
[removed]   Distribution
[removed]   Mutation
[removed]   Synergism

1 points

Question 15

  1. In doing a risk assessment for a chemical, the usual assumption is that _______________.
[removed]   carcinogenicity has a threshold; non-cancer effects do not
[removed]   non-cancer effects have a threshold; carcinogenicity does not
[removed]   both carcinogenicity and non-cancer effects have thresholds
[removed]   neither carcinogenicity nor non-cancer effects has a threshold

1 points

Click Save and Submit to save and submit. Click Save All Answers to save all answers.

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PICOT

Problem/PICOT/Evidence Search

PICOT

Collaborative identification and interpretation of practice problems is a requirement of professional practice (AACN, 2008).  Locating and summarizing findings using credible online databases is necessary for evidence-based nursing (AACN, 2008; QSEN, 2018).

Purpose

This assignment provides a learning activity for students to experience a practice-based scenario and apply a process worksheet designed to assist in the identification of an independent nursing problem or concern, develop a PICOT clinical question, and search for evidence using credible online databases/sources.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO 7)

CO2: Apply research principles to the interpretation of the content of published research studies. (POs 4 & 8)

CO4: Evaluate published nursing research for credibility and significance related to evidence-based practice. (POs 4 & 8)

CO5: Recognize the role of research findings in evidence-based practice. (POs 7 & 8)

Directions

  1. Read over each of the following directions.
  2. You must read the Assignment Practice Scenario below before completing the PPE Worksheet.
  3. Download and use the required PPE Worksheet (Links to an external site.).
  4. Review the information provided in our library of how to search for journal articles here (Links to an external site.).
  5. Review the information provided in our library of how to locate and copy a journal permalink (Links to an external site.).
  6. You are required to complete the worksheet using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.). Click on the envelope at the top of the page.
  7. Complete each section of the Problem/PICOT/Evidence (PPE) Worksheet. For the Clinical PICOT Question,use the NR439_Guide for writing PICOT Questions and Examples.N439_Guide for writing PICOT Questions and Examples (Links to an external site.) Use one of the templates/guides to write your Clinical PICOT Question using all of the PICOT elements. Be sure to include the PICOT letters in your question.
  8. Be sure to use the PPE grading rubric to make certain you are meeting all grading criteria of the PPE Worksheet.
  9. Use correct grammar, spelling, punctuation, and in-text APA formatting.
  10. Submit the completed PPE Worksheet on the Week 3 Assignment page.
  11. Students, A short tutorial with tips for completing the Week 3 Problem/PICOT/Evidence Search (PPE) worksheet assignment may be viewed here.

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The Different Family Structures Prevalent Today

What Is A Definition Of Family That Encompasses The Different Family Structures Prevalent Today?

: Topic 2 DQ 1

Family is defined as 2 or more persons. There are different structures of families. The traditional family contains parents and children. Single parent family is one parent raising a child or children. The extended family is more than 2 adults with children. A childless family is a couple with no children. The step family is a couple bringing in their children from previous marriages and combining into one. A nontraditional family is of parents that are adolscents and or gay/lesbian couples that adopt. It is important to acknowledge all structural types of families and how the children are raised in those families. A traditional family does not mean the child will be raised best. It is about the bond between guardian and child. In today’s time, we cannot be surprised by what kind of family structure someone is living in. The best way to approach this possibility is to avoid making assumptions by being careful with your language, letting them know that you’re welcoming of difference, being open and honest in seeking more knowledge, recognizing when your questions are encouraged or resented, and responding appropriately (everyday feminism, 2020). A family systems theory looks at a certain family structure emotionally. It is important to use the family systems theory to determine if a child of a specific family  has anxiety or any other psych disorders due to their upbringing. It helps an individual to learn to cope or adapt. Family systems therapy is a form of psychotherapy that supports people in resolving conflicts with their family or problems that exist within a family unit (better help, 2021). All members of the family contribute to the dynamic of whether the family is functioning in a healthy or dysfunctional way (better help, 2021).

everyday feminism (2020). Retrieved from /orders/everydayfeminism.com/2014/05/talk-about-nontraditional-family/

better help (2021). Retrieved from /orders/www.betterhelp.com/advice/therapy/what-is-family-

Respond to the above student’s post using 200-300 words APA format with references supporting with discussions

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Ethics Paper

Ethics Paper

APA Paper will address the following Questions in (1-4):

All References supplied. 

 

1. Read the Case Presentation on page 63 (in 4th Edition)  of Burkhardt & Nathaniel. This is in Chapter 3 Part 1, the section titled Noncompliance vs Autonomy

a.What does Autonomy mean to you?
b. Comment on the statement: It is easy to honor a patient’s autonomy when they agree with us.
c. Was Cora’s autonomy being infringed?
d. What provisions of the ANA Code of Ethics and Interpretative Statements offers the nurse guidance in this case?

2   .Read the Case Presentation on page 72 (in 4th Edition)  of Burkhardt & Nathaniel. This is in Chapter 3, Part 1, the case presentation entitled “Beneficence and Nonmaleficence”.

a.  Describe in your own words, Beneficence and Nonmaleficence.
b.   Answer all the questions presented in the Think About It section following the case presentation.

 

3. Read the Case Presentation of Burkhardt & Nathaniel  on page 179 in (4th Edition) on moral distress, moral outrage and moral reckoning.  Read the case study of Joanna which is the last case study in Chapter 7  entitled “Trying to be Heard”.
a.  Does the ANA Code of Ethics, Provision Three offer any guidance for the nurse? Why or why not?
b. Were the nurse’s actions sufficient in this situation?
c. Read the article titled, “Pathways to Moral Courage” and apply the “CODE” analysis to this case to determine if a different outcome was possible.

Article link:

Pathways to Moral Courage, found at:

Pathways_to_Moral_Courage.pdfView in a new window

4. After reading the article links  relating to Placebos that follow, please address:

a.       Compare the two articles and argue for or against the use of placebos, including discussion of applicable ethical principles, e.g. autonomy,

beneficence,  etc.
b.      Specify what provisions of the ANA Code of Ethics offer guidance on the use of placebos in health care

Article links:

Read the American Society for Pain Management Nursing’s Position Statement on Use of Placebos in Pain Management, found at:

UseofPlacebosinPainManagement.pdfPreview the documentView in a new window

Read “US Doctors Use Placebo Treatments but Don’t Always Inform Patients” found at:

http://www.medicalnewstoday.com/articles/126791.php (Links to an external site.)

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Reflection HC -18

Reflection HC -18

Healthcare Quality at the Organization and Microsystem Level

Systems Thinking

“…A view of reality that emphasizes the relationships and interactions of each part of the system to all the other parts” (McLaughlin & Olson 2012, 23).

McLaughlin, D.B., & J.R. Olson. 2012. Healthcare Operations Management, 2nd ed. Chicago, Health Administration Press.

A systems thinking approach to quality management

The interconnected system model

The three core process model

The Baldrige performance excellence program framework

Socioecological framework

Interconnected system level

Divided into four levels:

Environment level

Organization level: is a critical level of change in the health care system because it can provide an overall climate and culture for change.

Microsystem level

Patient level

Three core process model

Clinical, Medical, and Technical process: are critical process because they are the main reason why clients seek health care assistance.

Operational or patient flow process (registering patient, scheduling): enable clients to gain access.

Administrative process (decision making, communication, resource allocation, and performance evaluation)

The improvement in any one of these process has the potential to increase the value of the service provided.

Three Core Process Model

Outcomes

Clinical outcomes

Cost

Satisfaction

Functional status

Clinical/Medical/Technical Processes

Operational/Patient & Client Flow Processes

Administrative Decision-Making Processes

Administrative Decision-Making Processes

Source: Kelly, D. L. 2017. Applying Quality Management in Healthcare, 4th Edition. Chicago: Health Administration Press.

Baldrige Performance Excellence Program Framework (BPEP)

The model describes essential elements of organizational effectiveness

The model shows the importance of alignment in the organization

www.nist.gov/baldrige

Source: www.baldrige.gov.

Socioecological Framework

A transdisciplinary systems perspective on promoting health and wellness that uses and reflects theory from multiple fields; medicine, public health, behavior and social science.

Emphasis on multilevel and recognition of the complexity of human environment

Provide a more expansive view of the nature of health and wellness

Help to understand interventions designed to improve the quality and safety of services.

Maybe used to better understand smoking behavior and drinking

Socioecological Framework: Determinants, Interventions, Evaluation

/orders/www.cdc.gov/cancer/crccp/sem.htm

Systems Models: Lessons for Managers

Interconnected System Model Three Core Process Model Baldrige Performance Excellence Program Framework Socioecological Framework
Places the patient at the center of healthcare delivery Fosters feed back mechanisms that reinforce or balance system performance Encourages awareness of linkages between major elements affecting patient care Illustrates the wave effect of changes in the environment Encourages concurrent improvement of inter-dependent processes Aligns processes around patient/client/customer needs Values all provider/ employee groups Views administrative role as a process not a function Shows how the components of organizational effectiveness are related Recognizes the context in which the organization operates Promotes alignment of all organizational activities, including performance measurement Illustrates essential links in the system Broadens and expands the manager’s view Addresses community and policy influences on health outcomes Illustrates the interrelationships among multiple levels involved in improving health outcomes Encourages interrelated, multilevel interventions

Source: Kelly, D. L. 2006. Applying Quality Management in Healthcare, 2nd Edition. Chicago: Health Administration Press. Reprinted with permission.

11

Where do data on health care quality come from?

Administrative data

Medical records

Qualitative data

Disease registries

Data availability and validity are key elements to consider when selecting appropriate quality and resource use measures.

How are quality measures used?

Public reporting: CMS provides quality performance data for hospitals in the Medicare program on its Hospital Compare website, also, data for the Medicare program on nursing homes, home health agencies, and Medicare Advantage plans.

Provider incentive programs: For example, rather than paying providers for the volume of care they deliver, payers can link all or part of a payment to the quality of care that is delivered. (ACOs) use quality measurement as a critical method of allocating payments to participating providers.

Accreditation and certification: ACA requires all qualified health plans to be accredited.

Discussion Questions

Identify 1-2 activities a manager in St. David’s HealthCare did to advance organizational excellence in each of the following Baldrige framework categories:

Strategy

Customer

Workforce

Operations

Summary

Quality measurements can be grouped into four categories: 1. clinical quality including process and outcomes, 2. financial performance, 3. patient, physician, staff satisfaction, 4. functional status.

System models help managers identify the elements and connections between those elements in their organizations and the environments in which they functions.

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Comment A Discussion.

Comment A Discussion.

Attached are two documents.

Read them and comment.

One comment for each discussion.

Each comment most be half a page.

It most contain references.

Post each comment separately.

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Health Exam Multiple Choices (100 Questions)

Health Exam Multiple Choices (100 Questions)

Health 2 Test # 4 Chapters 11, 12, 13

Chapter 11 Stress Management

Multiple Choice Questions

1) A physiological and mental response to something in your environment that makes you uncomfortable is defined as ________.

A) stress

B) a stressor

C) eustress

D) hypostress

2) A factor that produces stress is called ________.

A) eustress

B) hypostress

C) a stressor

D) a tensor

3) Eustress refers to ________.

A) high stress levels leading to disease.

B) low stress levels leading to impaired performance.

C) stress levels that lead to improved performance.

D) low stress levels leading to fatigue

4) The main stress hormone released by the endocrine system is ________.

A) epinephrine

B) ghrelin

C) insulin

D) cortisol

5) All of the hormones below are released by the body during the fight-or-flight response except ________.

A) leptin

B) epinephrine

C) cortisol

D) norepinephrine

6) The ________ is responsible for activating the fight-or-flight response.

A) sympathetic branch of the autonomic nervous system

B) central nervous system

C) parasympathetic branch of the autonomic nervous system

D) peripheral nervous system

7) People with Type B behavior pattern are generally ________.

A) impatient and aggressive

B) hostile

C) overweight

D) easygoing

8) Individuals with Type ________ behavior are prone to worry, anxiety, and discomfort when interacting with others.

A) A

B) B

C) C

D) D

9) A potential negative health effect of stress is ________.

A) lowered blood pressure

B) increased mental alertness

C) lowered disease resistance

D) increased plasma volume

10) The fight-or-flight response occurs during which stage of the general adaptation syndrome?

A) alarm stage

B) acceptance stage

C) resistance stage

D) exhaustion stage

11) According to Selye, the body is most susceptible to disease during the ________ of the general adaptation syndrome.

A) alarm stage

B) denial stage

C) resistance stage

D) exhaustion stage

12) The body’s ability to change and adapt in stressful situations is known as ________.

A) burnout

B) allostasis

C) homeostasis

D) general adaptation

13) The point at which the body becomes unable to respond appropriately to stress is termed ________

A) eustress

B) burnout

C) allostatic load

D) the fight-or-flight response

14) A loss of physical, emotional, and mental energy that can lead to illness and emotional exhaustion is the phenomenon called ________.

A) allostatic load

B) burnout

C) fight-or-flight response

D) overcompensation

15) ________ is a stress-reduction technique that involves contracting and relaxing muscle groups.

A) Meditation

B) Deep breathing

C) Progressive relaxation training

D) Visualization

True/False Questions A = True B = False

16) The factor that produces stress is called eustress.

17) Eustress is defined as a level of stress that results in improved performance.

18) Cortisol increases production of epinephrine and norepinephrine and suppresses the immune system.

19) Males experience a different physiological response to stress than females.

20) People with Type A behavior pattern respond well to stress.

21) People with Type B behavior pattern generally do not respond greatly to stress.

22) People with Type D behavior pattern are at a low risk for heart disease.

23) Gender differences impact the way we respond to stressors.

24) Having poor time-management skills can lead to stress.

25) More than 75% of all physician visits are for stress-related complaints.

26) Some people develop migraine headaches in response to chronic stress.

27) During the alarm stage of the general adaptation syndrome, the body is less susceptible to disease or injury.

28) A classic example of stress that can be avoided is over-commitment.

29) Breathing exercises are a simple means of achieving relaxation.

30) Stress causes Heart disease, high blood pressure , divorce, and reduces chances for success.

Chapter 12 Exercise: The Environment and Special Populations

31) Humans regulate their body temperature around ________.

A) 97°F (35°C)

B) 98.6°F (37°C)

C) 99°F (39°C)

D) 93°F (33°C)

32) Which of the following is an indication of impending heat illness?

A) nausea

B) profuse sweating

C) cold, clammy skin

D) hunger

33) Which of the following is the major mechanism of heat loss during exercise?

A) conduction

B) radiation

C) evaporation

D) diffusion

34) At a given metabolic rate and heat production, which of the following exercises would allow the most cooling through convection?

A) running

B) walking

C) cycling

D) lifting weights

35) During exercise, body temperature rises to the highest level in which of the following environmental conditions?

A) high temperature / low humidity

B) high temperature / high humidity

C) low temperature / high humidity

D) low temperature / low humidity

36) Loss of body heat caused by wind movement is called ________.

A) conduction

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