DDHA 8246 Doctoral Prospectus Rural Healthcare Services

DDHA 8246 Doctoral Prospectus Rural Healthcare Services

 

DDHA 8246 Doctoral Prospectus Rural Healthcare Services

Rural Healthcare Services: Providing a Framework for Cost, Quality, and Access in Nigeria healthcare system. (could be appropriately modified by studypool tutor to meet quality capstone writing standard)

Develop your Prospectus by selecting a suitable data set. To determine an appropriate data set, there are a number of questions that you will need to answer. For example, is your research question of global scale? Or will you focus on a local community? Are you focusing on a single hospital, or a hospital system? Are you looking at the Medicare population within a state, or comparing states? Do you have command of the language used in the data set? Are the data current enough or old enough for your needs?

As a health professional, you have access to a wide range of secondary data sources, including government agencies, such as the Census Bureau or the Centers for Disease Control (CDC), and private sources, including local health service providers. Global and international data are available from familiar sources, such as the World Health Organization and the United Nations. In addition, nearly every nation maintains statistics on social, economic, and environmental indicators, which contain a wealth of health information.

Prospectus: Title

Problem Statement

Insert the text of your problem statement here. Please list the actual problem as it relates to your study variables along with supporting references published within the last 5 years. List study variables, independent and dependent variables.)

Purpose of the Study

Insert the text of your purpose of the study here.

Significance

The purpose and significance of your study here. Must be quantitative and use a secondary dataset.

Background

The background of your study here. (In 2-3 sentences, how does each reference contribute or relate to background of your topic?

Framework

The framework of your study here. What is the theory you will use to base your study on?

Research Question(s) and Hypotheses

The research questions and hypotheses here. What is the association between variable A on Variable B? Identify 2 variables and study the relationship/correlation/impact of them on each other.)

Nature of the Study

The nature of your study here.

Secondary Data Types and Sources of Information

The secondary data types and sources of information for your study here.

Limitations, Challenges, and/or Barriers

Any limitations, challenges, and/or limitations for your study here.

References

Insert your reference list here.

(References need to be within the last five years.

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NURS 4030: Locating Credible Databases and Research

NURS 4030: Locating Credible Databases and Research.

 

NURS 4030: Locating Credible Databases and Research.

Create a 1-2-page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice. NURS 4030 Assessment #1 Instructions: Locating Credible Databases and Research.

DEMONSTRATION OF PROFICIENCY

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
    • Explain why the sources selected should provide the best evidence for the chosen diagnosis.
  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Describe the best places to complete research and what types of resources one would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
  • Competency 4: Plan care based on the best available evidence.
    • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
    • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

PROFESSIONAL CONTEXT

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.

SCENARIO

You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.You may choose the diagnosis for the patient in this scenario. Choose something you would find interesting to research or that applies to a clinical problem you would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.

PREPARATION

To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment. NURS 4030 Assessment #1 Instructions: Locating Credible Databases and Research.

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Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.

INSTRUCTIONS

The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.For this assessment:

  • Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
  • Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
  • Describe where you might go in the clinical setting to complete this research and how you would access the desired, relevant research within research databases or other online sources.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

  • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
  • Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
  • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
  • Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.

SUBMISSION REQUIREMENTS

Your assessment should meet the following requirements:

  • Length of submission: 1–2 pages (not including the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.
  • APA formatting: References and citations are formatted according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course. NURS 4030 Assessment #1 Instructions: Locating Credible Databases and Research.

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Healthcare Delivery Model

Healthcare Delivery Model

 

Healthcare Delivery Model

Research what a single-payer healthcare system is and the differences of this delivery model to the current American healthcare system delivery model and its service-for-fee payment setup. Are one of these systems better than the other? Why or why not? Do you think a single-payer healthcare system in the U.S. would work and be better for U.S. citizens? Why or why not? Finally, what do you think needs to happen to improve the delivery model of the American healthcare system? Make sure you back up your opinions with research.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include 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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 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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NURSFPX4010: Stakeholder Presentation

NURSFPX4010: Stakeholder Presentation.

 

NURSFPX4010: Stakeholder Presentation.

For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment. NURSFPX4010 Assessment #4 Instructions: Stakeholder Presentation. As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.

DEMONSTRATION OF PROFICIENCY

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
  • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
    • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
  • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
    • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
  • Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style. NURSFPX4010 Assessment #4 Instructions: Stakeholder Presentation.

PROFESSIONAL CONTEXT

This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.

SCENARIO

In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA. When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.

INSTRUCTIONS

Please follow the Capella . If you need technical information on using PowerPoint, refer to .Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

  • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
  • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
  • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
  • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
  • Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.

There are various ways to structure your presentation; following is one example:

  • Part 1: Organizational or Patient Issue.
    • What is the issue that you are trying to solve or improve?
    • Why should the audience care about solving it?
  • Part 2: Relevance of an Interdisciplinary Team Approach.
    • Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
    • How will it help to achieve improved outcomes or reach a goal?
  • Part 3: Interdisciplinary Plan Summary.
    • What is the objective?
    • How likely is it to work?
    • What will the interdisciplinary team do?
  • Part 4: Implementation and Resource Management.
    • How could the plan be implemented to ensure effective use of resources?
    • How could the plan be managed to ensure that resources were not wasted?
    • How does the plan justify the resource expenditure?
  • Part 5: Evaluation.
    • What would a successful outcome of the project look like?
    • What are the criteria that could be used to measure that success?
      • How could this be used to show the degree of success?

Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide. NURSFPX4010 Assessment #4 Instructions: Stakeholder Presentation.

ADDITIONAL REQUIREMENTS

  • Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
  • APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

  • SCORING GUIDE

    Use the scoring guide to understand how your assessment will be evaluated.

Stakeholder Presentation Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Does not describe an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Describes an organizational or patient issue but the way in which a collaborative interdisciplinary team approach would help achieve a specific improvement goal is unclear or missing. NURSFPX4010 Assessment #4 Instructions: Stakeholder Presentation. Explains an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Explains an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal, noting potential consequences of not addressing the issue.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue. Does not summarize an evidence-based interdisciplinary plan to address an organizational or patient issue. Discusses an evidence-based interdisciplinary plan, but its relevance to an organizational or patient issue is unclear. Summarizes an evidence-based interdisciplinary plan to address an organizational or patient issue. Summarizes an evidence-based interdisciplinary plan to address an organizational or patient issue, noting specific sources of evidence used to develop the plan.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Does not explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Explains how the interdisciplinary plan could be implemented or how the human and financial resources would be managed, but not both. NURSFPX4010 Assessment #4 Instructions: Stakeholder Presentation. Explains how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Explains how the interdisciplinary plan could be implemented and how the human and financial resources would be managed, providing real-world examples relevant to the context of the health care organization.
Propose evidence-based criteria to evaluate the degree to which the project was successful in achieving the improvement goal. Does not propose evidence-based criteria to evaluate the degree to which the project was successful in achieving the improvement goal. Proposes irrelevant criteria or criteria not based in evidence to evaluate the degree to which the project was successful in achieving the improvement goal. Proposes evidence-based criteria to evaluate the degree to which the project was successful in achieving the improvement goal. Proposes evidence-based criteria to evaluate the degree to which the project was successful in achieving the improvement goal, noting specific sources of evidence used to develop the criteria.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style. Does not communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style. Communicates the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders but the writing is unclear, poorly organized, and/or contains numerous errors in grammar or APA style. NURSFPX4010 Assessment #4 Instructions: Stakeholder Presentation. Communicates the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style. Communicates the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style with no errors.

Resources:

·        Leadership

  • Grindel, C. G. (2016).. Medsurg Nursing25(1), 9–16.
    • This article discusses the characteristics—and importance—of nurses who exhibit clinical leadership.
  • Morrison, J. (2016).. Nursing Economic$, 34(5), 230–235.
    • The effects of health care finance reform on nursing leadership are explored in this paper.

·        Advocacy and Policy

  • American Nurses Association. (n.d.).. Retrieved from https://www.nursingworld.org/practice-policy/advocacy/
    • This Web page provides resources and tools to help nurses become competent advocates.
  • American Nurses Association. (n.d.).. Retrieved from https://www.nursingworld.org/practice-policy/health-policy/
    • This Web page provides links to statements and resources for various health policies relevant to nursing.
  • Arms, D., & Stalter, A. M. (2016).. Online Journal of Issues in Nursing21(2), D1–D9.
    • This article relates an overview of competencies needed by nurses that are developing policy or serving on organizational boards.
  • Olson, K. (2016).. Reflections on Nursing Leadership42(2), 1–3. Retrieved from https://www.reflectionsonnursingleadership.org/commentary/more-commentary/Vol42_2_influence-through-policy-four-steps-you-can-take
    • This article presents practical steps that nurses can take to develop and influence the direction of health policies.

·        Financial Resources

  • Welton, J. M., & Harper, E. M. (2015).. Nursing Economics, 33(1), 14–19, 25.
    • This article reviews value-based financial models and their potential applications to nursing care.

Human Resources

  • Annis, A. M., Robinson, C. H., Yankey, N., Krein, S. L., Duffy, S. A., Taylor, B., & Sales, A. (2017).. JONA: The Journal of Nursing Administration47(12), 636–644.
    • This article may be helpful as you address human resources management in your presentation.

Evidence-Based Practice

  • American Journal of Nursing. (n.d.). Retrieved from https://www.nursingcenter.com/evidencebasedpracticenetwork/home/tools-resources/collections/ajn-ebp-series.aspx
    • This Web page presents resources, articles, and knowledge checks that may be useful to you as you create your presentation or when reviewing EBP concepts.

·        Capella Writing Center

  • .
    • Use the Capella Writing Center to help you better understand and improve your writing.
APA Style and Format
  • Refer to the Writing Center’s for tips on proper use of APA style and format.

Capella University Library

  • .
    • The library research guide will be useful in guiding you through the Capella University Library, offering tips for searching the literature and other references for your assessments.
PowerPoint
  • .
    • This library guide contains links to Microsoft’s PowerPoint Help pages and other useful resources. NURSFPX4010 Assessment #4 Instructions: Stakeholder Presentation.

Healthcare Issues Affecting Delivery

Healthcare Issues Affecting Delivery

 

Healthcare Issues Affecting Delivery

Several key issues affect the delivery of healthcare in the United States. Many individuals with or without healthcare coverage do not seek care even when they have a need. Identifying barriers to healthcare is important because of the negative effects of postponing assessment and treatment of health problems.

Factors affecting healthcare delivery are related to an individual’s circumstances and include cost of care, ability of the doctor and patient to communicate, geographic location of medical resources in relation to the individual’s location, and race, gender, and ethnicity. The cost of healthcare is a major concern and has an increased level of significance when the issue of special populations arises. For example, people without insurance coverage are more likely to wait until their illness has become less treatable. Even with insurance, some cannot afford the medicines they need or co-payments. If time off from work is too much of a financial burden, access to medical care also suffers.

Communication can also pose a substantial issue. Persons with a limited English proficiency are less likely to have a regular source of primary care and less likely to receive preventive care. They also are less satisfied with the care that they do receive and are more likely to report problems with care. People’s inability to understand the instructions that they receive from care providers increases the possibility that they will not properly take prescribed medicines or follow treatment plans.

Geography presents its own set of concerns. As of 2012, one-fourth of the U.S. population lives in rural areas (U. S. Census, 2012). Compared with urban Americans, rural residents have higher poverty rates, a larger percentage of elderly, tend to be in poorer health, and face more difficulty receiving health services (IOM, 2012). The circumstances of where you live have a significant overall effect on the number of primary-care doctors, specialists, hospitals, and other available health resources. In rural communities, a lack of transportation and distance to an emergency room or a hospital can be significant barriers to receiving prompt treatment. Local communities find it difficult to obtain and keep providers. Specialty services, such as treatments for rare diseases or expensive diagnostic equipment, are another area where lack of available resources is a concern.

In addition, if one believes medical providers will discriminate against treating them appropriately because of race, religion, gender, ethnicity, or country of origin, that person is less likely to seek care in a timely fashion. Other influencing factors are related to personal beliefs about medical care and medical care providers. For instance, if you believe home remedies will work better than medical treatments, you may not see your beliefs as a deterrent to health care.

In a research paper, investigate the impact of governmental policy on healthcare. Be sure to include the following in your paper:

  • Identify and examine government policies affecting healthcare costs.
  • Evaluate government policies influencing quality of care in healthcare delivery.
  • Identify and assess current and future challenges based upon what you have determined above.

Support your paper with a minimum of five scholarly resources within the last five (5) years. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Length: 5-7 pages, not including title and reference pages, APA format

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Tertiary Health Care Roles and Functions

Tertiary Health Care Roles and Functions

Tertiary Health Care Roles and Functions

There are many ways to complete this table. Some go into great detail. Others complete the information in a basic format. As long as you provide accurate information in each box, it will be considered complete. Use the following column definitions to guide your answers in each column. The example table row provided after the definitions below represents just one completed row of the table. Tertiary Health Care Roles and Functions – Example.

Column Definitions

  1. Chronic Care Model Component: Where does the role or profession fall in the chronic care model? Some roles (but not all) fit into more than one section, depending on the specialty. Complete this column in order to understand how the role fits into the overall health care system. Placement of most roles is not simple, and may require some thinking.

The two main interacting parts of the chronic care model are the health system and the community system. These lead to the prepared, proactive practice team component and the informed, activated patient component, respectively.

  • Health Systems – Includes roles involved in the overall program planning, management, and assessment of measurable goals for the health care organization, including the care of chronic illness. These professionals provide the clinical and administrative environment of the health care organization. Senior leadership and quality control roles typically fit into this component.
    • Delivery System Design – Includes roles involved in the teamwork and scope of practice in support of the patient; in essence, the health care team.
    • Decision Support – Includes roles involved in the integration of best practices, standards, and clinical practice guidelines in the management of the team and of the hospital.
    • Clinical Information Systems – Includes roles involved in the surveillance of patient data and information management. Computer technicians and data management staff would fit into this area, along with a variety of other professionals.
  • Community Resources and Policies – Includes roles involved with community support and government health policy. (Most tertiary care roles do not fit into this system. You will learn more about the community system in later units.)
    • Self-Management Support – Includes roles involved in empowering patients to manage their own care.
  1. Services Provided: Essentially, this is the job description (in brief). Do not base your entry in this column on what you think the role entails. Research the job description and provide a complete APA reference for your resource in the Reference list at the bottom of the page. Note that simply cutting and pasting information from your sources without proper citation constitutes plagiarism. The Bureau of Labor Statistics is a recommended resource for this column.
  2. Motivation: What motivates members of this profession to do well? You might not be able to find conclusive answers to this question through research. This kind of information is subjective, so you may rely on your own impressions for your answers to this column. If you know people working in the role, you might ask them, personally. The important thing is to try to understand what might motivate members of this profession. As a role manager, this will be important for you to consider.
  3. Reimbursable by Insurance: The services of some jobs, particularly those with direct patient contact, can be billed directly to the insurance company. However, most cannot. For example, nursing is usually not billed to insurance—except for nurses in a specialty situation, such as a nurse midwife or nurse anesthetist. A community health nurse teaching diabetes control would not bill directly to insurance, whereas a dietician would. As a role manager, it will be important for you to be aware of these discrepancies.
  4. Education Needed: What degree is necessary, in which subjects, to qualify for entry-level work in this role? If applicable, include advanced degrees that someone in this field could aspire to. For example, an entry-level nurse might have a diploma in nursing, an associate’s degree, or a bachelor of science degree in nursing. But it is also possible to earn a master’s degree or a doctorate in nursing. All must have a nursing license. As a role manager, it will be important for you to understand the basic training requirements and potential levels of advancement in the role.
  5. Professional Organization:A professional organization, such as the American Public Health Association, is typically a non-profit organization that strives to advance the interests of a professional field. Professional organizations may host conferences, may lobby for governmental policy changes, and may offer members community updates, such as a regular newsletter. Members of the profession might join the organization in order to advance their careers, keep current on the professional literature, or to earn continuing education credit.

Nearly every profession is represented by a professional organization, but for health care professionals it is especially important to join one; for information and for strength of community. One of the many professional organizations nurses might belong to is the American Nurses Association. Government entities such as the CDC are not professional organizations.

Tertiary Health Care Roles and Functions – Example Table Row

Role or Professional Area Chronic Care Model Component Services Provided Motivation Reimbursable by Insurance Education Needed Professional Organizations
Nursing Prepared Proactive Practice Team “Treat patients, educate patients and the public about various medical conditions, and provide advice and emotional support to patients’ family members. RNs record patients’ medical histories and symptoms, help perform diagnostic tests and analyze results, operate medical machinery, administer treatment and medications, and help with patient follow-up and rehabilitation.” (Occupational Outlook Handbook, 2010-11 Edition.) Excellent patient outcomes. Traditional RN care is not reimbursed. Although specialty care such as that of nurse practitioners and nurse anesthetists is reimbursable. A bachelor of science degree in nursing is standard. Some RNs and LPNs can enter with an associate’s degree. Specialties require advanced degrees in nursing. National League of Nurses, American Nurses Association, and a variety of specialty nursing professions, including the American School Health Association and the American Organization of Nurse Executives.
References

List your resources in APA format. See Faculty Expectations for more information. (Just a few are provided in this example.)

ACHE. (n.d.). American college of healthcare executives. Retrieved from http://www.ache.org/
AAHAM. (n.d.). American association of health care administrative management. Retrieved from http://www.aaham.org/
Registered Nurses. (2010). Occupational outlook handbook (2010-11 ed.). Retrieved from http://www.bls.gov/oco/ocos083.htm Tertiary Health Care Roles and Functions – Example

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Decision regarding a patients treatment plan

Decision regarding a patients treatment plan

 

To Prepare:

  • Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
  • Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
    • Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.

NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.

By Day 3 of Week 8

Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life. Decision regarding a patients treatment plan

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include 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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 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.

Decision regarding a patients treatment plan

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Epidemiology of Diabetes

Epidemiology of Diabetes

The number of individuals with diabetes in different parts of the world has tremendously increased in the past two decades. One of the worrying features of this rapid increase has been the emergence of type two diabetes in different age groups ranging from children to young adults.   Diabetes encompasses a group of disorders characterized by high glucose levels that cause unique eye kidneys and an increased risk for cardiovascular diseases.

According to recent studies, the number of individuals who have diabetes is expected to reach 438 million by 2030. The studies go ahead and explain that the most massive increases will be in countries experiencing high economic growth like China. Countries experiencing high economic growth see their people consume high energy foods and engage in reduced physical exercises, which exposes them to lifestyle diseases like obesity and, eventually, diabetes (Khan et al., 2020)    An increase in the number of individuals who have diabetes can lead to a rise in healthcare costs and interfere with individuals’ overall quality of life in the given neighborhood.

In the recent past, several methods have been used in different parts of the world to diagnose diabetes. Some of the ways have been based on statistical approaches to defining abnormal or high glucose levels and others on the risk of complications.   These methods have significant implications on the interpretations of current and future epidemiologic studies on diabetes.

Risk factors for type two diabetes

Healthcare leaders have associated increased rates of type two diabetes with several risk factors. For instance, increasing age, obesity, dietary factors like increased intake of animal fats, and sedentary lifestyle.

Obesity and type 2 diabetes

Some individuals can argue that obesity is a condition that affects older people because the likelihood of developing obesity increases with age. However, what individuals should realize is the fact that even young people develop obesity. Obesity is a complex disease that involves an excessive amount of body fat. Individuals suffering from obesity are at a higher risk of suffering from other diseases like type 2 diabetes (Tan et al., 2018). Individuals who are overweight and especially those with excess weight around the tummy, have higher chances of suffering from type 2 diabetes than individuals who are not overweight.

According to studies, abdominal fats cause fat cells to release pro-inflammatory chemicals, making the body less sensitive to the insulin it produces by tampering with the function of insulin-responsive cells and their ability to respond to insulin. Also, obesity plays a substantial role in triggering changes to the body’s metabolism by reducing insulin sensitivity.

Increasing age and type 2 diabetes

An individual’s age plays an essential role in the type of diabetes a person is likely to be diagnosed with. Although young people are more exposed to type 1 diabetes, older individuals are more exposed to type 2 diabetes. This is because of lifelong eating and lifestyle habits that contribute to diabetes (Tan et al., 2018). Simply put, older individuals have been exposed to sugar for longer compared to younger individuals. As a result, they have higher chances of developing abnormally high glucose levels and eventually type 2 diabetes. Also, different ethnic groups have varying chances of suffering from type 2 diabetes.

Sedentary lifestyles and type 2 diabetes

A sedentary lifestyle encompasses sitting for long hours, which does not consume a lot of energy. According to scholars, reducing the amount of time an individual sit down can be essential in preventing type 2 diabetes. Individuals should, therefore, engage in physical exercises like running and improve their diet.

Dietary factors and type 2 diabetes

In the recent past, the relationship between diet and the development of type 2 diabetes have received much attention from healthcare leaders and other professionals in the healthcare field. High-calorie intake increases a person’s chances of suffering from type 2 diabetes due to increased body weight, which increases insulin sensitivity.  For instance, refined carbohydrates rich in fructose can increase the risk of type 2 diabetes by increasing insulin resistance. Also, individuals who consume large amounts of sweetened beverages are at higher risk of suffering from the condition due to increased body weight, which interferes with glucose metabolism and insulin sensitivity (Tan et al., 2018). Therefore, one can realize that there are significant relationships between dietary interventions and type 2 diabetes prevention. For instance, consuming whole grain-rich foods, legumes, and vegetables can protect an individual from chronic diseases like diabetes.

Recent emerging risk factors

Decreased sleep

Apart from poor eating habits and inactivity among individuals, short sleep duration can also cause type 2 diabetes.  Sleep deprivation has detrimental effects on glucose tolerance and insulin sensitivity. Sleep deprivation raises ghrelin levels, a hunger hormone, and decreases leptin levels, making individuals feel full. For individuals to compensate for reduced energy levels, individuals who experience sleep deprivation have high chances of seeking relief in foods that raise blood sugar and put them at a risk of obesity, which is a risk factor for diabetes (Tan et al., 2018).  Individuals and especially adults who have type 2 diabetes who experience disturbed sleep, also have high chances of failing to follow other standards for diabetes self-care such as engaging in physical exercises and closely monitoring blood glucose levels. Deprived sleep can also have long term effects on individuals who have type 2 diabetes. Those who experience sleeping problems have a higher likelihood of suffering from stress, especially psychological distress, and cognitive decline.

Environmental pollutants

The contemporary world is experiencing industrialization, which has led to massive gases being emitted into the atmosphere. For instance, it has been realized that there is a strong connection between serum concentrations of chlorinated persistent organic pollutants with diabetes. Also, there exists a pivotal relationship between brominated flame – retardants and type 2 diabetes. “According to healthcare leaders, the accumulation of environmental toxins may accumulate in adipose tissue and act as doctrine disruptors leading to dysregulation of glucose and lipid metabolism.”

Low birth weight and fetal malnutrition

There is a dire need for expectant mothers to ensure that they feed on a balanced diet to prevent maternal undernutrition. Expectant mothers who do not access a balanced diet have a higher likelihood of giving birth to underweight children who have a higher probability of suffering from type 2 diabetes. However, individuals should also realize that children born of women suffering from obesity and those who have type 2 diabetes also have a higher likelihood of suffering from the same condition (Tan et al., 2018). There is a dire need for professionals in the environment to develop measures that can reduce environmental pollution. The number of individuals who have diabetes can be reduced for the greater good of society.

Drug-induced metabolic changes

It has been realized that some of the commonly used medications in different parts of the world can increase people’s chances of suffering from diabetes. The contemporary world is faced with a myriad of infections that poses a threat to people across all walks of life. To curb the spread of HIV/ AIDS, there has been an increase in highly active antiretroviral therapy, which has significantly reduced the mortality of individuals who have HIV (Whittemore et al., 2019). However, protease inhibitors have been found to increase insulin resistance and lipid metabolism.   Therefore, an individual can conclude that an increase in the use of such medications will likely have a substantial impact on the epidemiology of type 2 diabetes in an area with many individuals who have HIV/AIDS.

Regional and ethnic patterns of type 2 diabetes in the world

As seen above, the prevalence of type 2 diabetes varies in different parts of the world. When developing an APN, there is a dire need for healthcare professionals to understand how they can identify the causes of the illness and develop ways of dealing with the disease.  Different regions in the Africa continent record different numbers of individuals who have type 2 diabetes. For instance, most individuals who suffer from a chronic illness come from urban areas compared to those who live in rural areas.  The African continent’s northern parts record higher cases of type 2 diabetes compared to other parts of the continent.  According to a study conducted in 2010, 3.8% of Africans were suffering from type 2 diabetes numbers, which were projected to increase to 4.7% by 2030 (Tan et al., 2018). Lifestyle among individuals living in African urban areas is associated with the disease’s prevalence in the urban areas. The majority of individuals living in urban areas have adopted westernized ways of living, which exposes them to obesity and eventually increase their likelihood of suffering from type 2 diabetes.

Diabetes is one of the significant and leading causes of morbidity in America.

The number of individuals suffering from chronic disease varies based on age, race, and gender. People’s biological living standards and their neighborhoods play an essential role in treating chronic illness. In the US, black people and especially adults, have higher chances of suffering from type2 diabetes than their white counterparts. Using analytical analysis can make it possible for individuals to realize how biological, neighborhood, socioeconomic, and behavioral risk factors can contribute to the risk of diabetes. One can recognize that biological risk factors can contribute to most health disparities between these two racial groups.  For instance, a combination of body mass index, waist measurement, and blood pressure is higher among black people, which increases their chances of suffering from diabetes (Tan et al., 2018).  Also, most black people live in poor neighborhoods, making it hard for them to access quality healthcare services. As a result, they get little or no medical attention when affected by diabetes, thus the prevalence of the illness. Besides, most blacks in the country do not engage in physical exercises, which leads to obesity and eventually type 2 diabetes.

Studies also show that most older individuals who have type two diabetes in the US are men compared to women.  This is because the amounts of viscera fat are approximately two kilograms among men and 1 kilogram among women. The sex difference in visceral fat mass can increase the risk of later type 2 diabetes development among men. The given fat can play an essential role in becoming obese and eventually suffering from type 2 diabetes.

Other people at increased risk of suffering from type 2 diabetes in America are Native American Indian communities. According to studies, approximately 50% of Pima Indians suffer from diabetes (Whittemore et al., 2019). The prevalence of chronic illness among these individuals and especially among the young people is associated with adopting secular trends for the last four decades. Such statistics have made researchers predict that the number of individuals with type 2 diabetes is likely to rise from 11 million in 2000 to 29 million in 2050 (Esposito et al., 2014) However, most of the individuals affected by the illness will be people of color due to demographic composition changes and a secular rise in prevalence rates.

Number of people with diabetes in 2010 and 2030 in the 20-79 age group

rank country Persons(2010) rank country Persons(2030)
1 India 50.2 1 India 87.0
2 china 43.2 2 china 62.6
3 USA 26.8 3 USA 36.0
4 Russia 9.6 4 Pakistan 13.8
5 Brazil 7.6 5 Brazil 12.7

 

Relationship between neighborhood environment and T2DM  

Although individual-level risk factors like obesity and poor diet play an essential role in the spread of type 2 diabetes, environmental factors like features of neighborhood environments can impact the prevalence of chronic illness. Neighborhood features can affect the prevalence of diabetes through the limited availability of healthy foods, physical activity resources, and accessibility to quality healthcare services. Also, neighborhood social cohesion and violence can lead to the spread of T2DM through stress and lack of social support.

Although the United States of America is a first-world country, racism is still a contentious issue. Individuals in the country are segregated by race, which exposes the minority groups and especially people of color to more adverse neighborhood environments than white individuals (Birkeland et al., 2017). For instance, people of color find it hard to access quality healthcare services. When it comes to matters related to education and employment opportunities, black people are also disadvantaged. Lack of quality education means that people lack the required skills to enter the job market, which leaves the majority of the black people jobless. Lack of financial capacity implies that black people cannot afford healthy foods like fruits and vegetables and rely on junk foods (Birkeland et al., 2017). Junk foods increase people’s chances of becoming obese and eventually suffer from type two diabetes. Lack of financial capacity also exposes people to stressors due to their incapacity to afford things like quality housing also exposes the black community to type 2 diabetes.

Poor black neighborhoods also suffer from a lack of facilities that can be used for physical exercises. For instance, there are no parks and stadia where individuals can play football and make a morning and evening run. As a result, individuals tend to be inactive and spend much of their time sitting down. Sitting down for long hours exposes individuals to obesity, which, if not controlled, can cause type 2 diabetes among people (Birkeland et al., 2017). There is a dire need for the relevant authorities to understand the relationship between neighborhood social and physical environments and type 2 diabetes to develop policies essential in controlling the disease’s prevalence among people of color.

For instance, in collaboration with healthcare leaders, the relevant authorities can empower the people economically through which they can afford a healthy living. For example, individuals with financial capacity can secure Medicare and Medicaid overs to seek medical assistance whenever need be (Birkeland et al., 2017). Financially able individuals can also afford healthy foods and do not necessarily have to feed on junk foods, leading to obesity and type 2 diabetes.

Impacts of type 2 diabetes

The prevalence of type 2 diabetes has had major impacts on both individuals and societies at large.  Apart from the high costs associated with the condition’s treatment, the disease is associated with a myriad of health complications ranging from stroke to blindness. According to healthcare professionals, approximately 3.8 million individuals succumbed to the illness in 2007 (Whittemore et al., 2019). However, what individuals should realize is that most people die of cardiovascular diseases and especially stroke. With the prevalence of type 2 diabetes, most individuals, especially those who have adopted the western way of life, are at a higher risk of suffering from stroke and other heart-related diseases. Below are the impacts of type 2 diabetes.

Mortality and morbidity

According to recent studies, type 2 diabetes has been a major cause of death among individuals in different parts of the world. The studies also show that 4 million individuals between 20 and 79 died of the illness in 2010. Although individuals can argue that developed countries are the most affected by this disease, what an individual should realize is that two-thirds of the given deaths occurred in low and middle-income countries. The majority of individuals die of cardiovascular diseases, particularly stroke. There exists a substantial relationship between type 2 diabetes and stroke (Birkeland et al., 2017). Much of the food consumed by human beings are broken down into glucose to give the body energy. Upon entering the bloodstream, the glucose travels to different cells in the body once the food is digested.  The pancreas has the role of producing the right amount of insulin for the amount of glucose present. Individuals who have type 2 diabetes have a pancreas that lacks the capacity to produce enough insulin necessary in the body, making it hard for the fat to use insulin in the right way. As a result, individuals with type 2 diabetes end up with a lot of sugar in their bodies. The blood clots can, in turn, block vessels in the brain. As a result, the blood supply can be cut off, preventing blood from reaching the brain, leading to a stroke.

Healthcare burden and economic costs

The spread of type 2 diabetes in different parts of the world is likely to lead to an increase in healthcare costs. In the united states of America, the amount of money spent on the treatment of diabetes was $ 174 in 2007. The majority of this money was spent on hospital inpatient and medical supplies. The burden associated with diabetes affects all sectors of life.  Due to the high cost of treatment of the disease, patients can be left in abject poverty, especially if they do not have personal insurance covers (Garza, Dols & Gillespie, 2017). Diabetes affects not only the patients but also their families. Families of the affected individuals are likely to suffer psychologically and emotionally upon seeing one of them experiencing pain due to type 2 diabetes. For instance, children can be deeply affected and start performing poorly at school if one of the parents is suffering from the disease.

The amount of money spent by the government in the treatment of diabetes can be used to fund other projects like improving the quality of education and the state of roads in the country.

Primary prevention of type 2 diabetes

There is a dire need for all individuals to collaborate and develop ways of controlling the prevalence of this disease for the greater good of the community. For instance, individuals can develop methods of reducing calorie intake and increased physical activity among individuals.   Effective management is essential when it comes to the prevention and control of premature mortality to diabetes. Primary care aims at controlling the spread of a pandemic rather than treating it. In a nutshell, primary care aims at treating the root cause of an illness (Garza, Dols & Gillespie, 2017). When developing an APN for the treatment of type 2 diabetes, there is a dire need for an individual to realize the role that physical exercise plays in controlling and treating the condition. Engaging in physical exercises ensures that individuals experience modest weight loss, which reduces the risk of suffering from type 2 diabetes.

Healthcare leaders should encourage individuals to engage in physical exercise to avoid becoming obese, which can eventually lead to type 2 diabetes. For instance, individuals should take morning or evening walks, play football, and go jogging. Through this, they can burn a significant amount of calories and save themselves the burden of seeking medical treatment because of diabetes.

Poor eating habits are another cause of type 2 diabetes. While developing an APN, it is essential to understand the importance of healthy foods like fruits and vegetables in an individual’s life. Individuals should reduce the number of junk and beverages they consume. Taking too much junks and beverages can expose individuals to the risk of type 2 diabetes (Cheng, Wu, Dawkes, Lim & Wang, 2019). Junks can lead to obesity, which is a leading cause of diabetes. People should, therefore, concentrate on taking healthy foods through which they can reduce the risks of suffering from type 2 diabetes.

As previously seen, there is a relationship between stroke and diabetes. There is a dire need for relevant stakeholders to develop a combination of medical and public health developments like improved treatments for diabetes. For instance, they can come up with provisions that can lead to a reduction in tobacco reduction (Spurr, Bally, Bullin & Trinder, 2017). Controlling the amount of tobacco that individuals consume can ensure that cardiovascular diseases are reduced. Reducing these diseases ensures that the prevalence of type 2 diabetes is controlled, thus saving the government the amount of money spent in treating the disease.

All individuals, despite their racial affiliations, are the same. The American government needs to ensure that the minority groups in the country, like the people of color, can access quality healthcare. They should also ensure that people are economically empowered by providing quality education and equal employment opportunities. Provision of quality education in black neighborhoods can ensure that the people of color get the required skills. As a result, they can secure employment opportunities through which the overall quality of life can substantially improve.

Establishing a patient-centered healthcare system is pivotal in the control of the prevalence of type 2 diabetes. This kind of care can ensure that people’s needs, decisions, and values are taken care of. The healthy relationship established between the care provider and the patient can make it possible for the care provider to realize what is ailing the patients and remedies to the given problem. Patient-centered care can ensure that risks are identified and individuals referred to proven community-based prevention (Spurr, Bally, Bullin & Trinder, 2017). Patients can be encouraged to adhere to practice guidelines through which they can get better. For instance, they can be advised to take individual meals and avoid some. They can also be encouraged to engage in physical exercises for them to get better. Strictly adhering to the rules can lead to improved results.

In conclusion, there has been a rapid increase in the spread of type 2 diabetes in the recent past. Several factors have played a substantial role in increasing the condition, which is a worrying trend. People’s living styles are connected to the prevalence of diabetes in the US and other countries in the world. In the contemporary world, most people no longer engage in physical exercises, which increases their chances of becoming obese. Obesity can lead to diabetes due to insulin resistance in the body. The government spends a significant amount of money on the treatment of individuals suffering from obesity. The disease also exposes individuals to increased poverty due to rising healthcare costs. There is a dire need for healthcare professionals to come up with primary care to remedy the situation.  Individuals should be advised to feed on healthy foods like fruits and vegetables and avoid junk.   Also, primary care can lead to the establishment of a healthy relationship between care providers and patients. Through this, confidence can be created between the two parties, making it possible for them to share confidential information with care providers, which can aid in treatment. On the other hand, care providers can respect the decisions made by the patients through which better results can be achieved.

References

Birkeland, K. I., Jørgensen, M. E., Carstensen, B., Persson, F., Gulseth, H. L., Thuresson, M., … & Bodegård, J. (2017). Cardiovascular mortality and morbidity in patients with type 2 diabetes following initiation of sodium-glucose co-transporter-2 inhibitors versus other glucose-lowering drugs (CVD-REAL Nordic): a multinational observational analysis. The lancet Diabetes & endocrinology5(9), 709-717.

Cheng, L. J., Wu, V. X., Dawkes, S., Lim, S. T., & Wang, W. (2019). Factors influencing diet barriers among outpatients with poorly‐controlled type 2 diabetes: A descriptive correlational study. Nursing & health sciences21(1), 102-111.

Esposito, K., Chiodini, P., Maiorino, M. I., Bellastella, G., Panagiotakos, D., & Giugliano, D. (2014). Which diet for prevention of type 2 diabetes? A meta-analysis of prospective studies.

Garza, L., Dols, J., & Gillespie, M. (2017). An initiative to improve primary prevention of cardiovascular disease in adults with type II diabetes based on the ACC/AHA (2013) and ADA (2016) guidelines. Journal of the American Association of Nurse Practitioners29(10), 606-611.

Khan, M. A. B., Hashim, M. J., King, J. K., Govender, R. D., Mustafa, H., & Al Kaabi, J. (2020). Epidemiology of type 2 diabetes–global burden of disease and forecasted trends. Journal of epidemiology and global health10(1), 107.

Spurr, S., Bally, J., Bullin, C., & Trinder, K. (2017). Type 2 diabetes in Canadian aboriginal adolescents: risk factors and prevalence. Journal of pediatric nursing36, 111-117.

Tan, C. C. L., Cheng, K. K. F., Sum, C. F., Shew, J. S. H., Holydard, E., & Wenru, W. A. N. G. (2018). Perceptions of diabetes self-care management among older Singaporeans with type 2 diabetes: A qualitative study. Journal of Nursing Research26(4), 242-249.

Whittemore, R., Vilar-Compte, M., De La Cerda, S., Marron, D., Conover, R., Delvy, R., … & Pérez-Escamilla, R. (2019). Challenges to diabetes self-management for adults with type 2 diabetes in low-resource settings in Mexico City: a qualitative descriptive study. International journal for equity in health18(1), 133.

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Epidemiology of Diabetes

  1. PAPER: Descriptive Epidemiology of Health Event* and Implications for Program Development

 

The goal of this assignment is to describe a health event epidemiologically and then to determine how this information can be used by advanced practice nurses to guide research projects and in program development.

 

Expectations/Grading Criteria**

 

  • Identify a health condition that is relevant to your clinical practice or a clinical population of interest. Please follow the timeline located in the syllabus.
  • Provide a “definition” (i.e. defining characteristics) for this health event. That is, how is it decided that a person has this condition). (5 points)
  • Using morbidity and mortality rates or other appropriate statistics, describe the health condition overall and by all the following characteristics where appropriate: person characteristics (age, sex, marital status, ethnicity/race, socioeconomic status, religion); time (secular and cyclic); place and any other risk factors that describe the distribution of this health event. Tables and graphics can also be included but should follow APA guidelines. (50 points)
  • Based on your analysis of the above information and/or the literature, develop a research question that could be studied by an APN using the following format:

What is the relationship of “a risk factor”  to “your health event” in  a specific subpopulation? For example, What is the relationship of high sodium diet to hypertension in African American males. What explanations are given in the literature for this potential relationship. (10 points)

  • Describe a research study using an observational study design that could be used by an APN to study the above research question. Be specific in describing the research study.(10 points)
  • Describe how the APN could design and develop an evidenced based program (a program that has been shown to be effective) focusing on primary or secondary prevention of the risk factor. State if your focus is primary or secondary prevention. Provide a reference for the evidence-based program. (15 points)
  • Organization, clarity and use of APA format (including tables and figures)*** (10 points)
  • Maximum of 15 pages
  • Due the last date of class ( please check the syllabus)

Integrating evidence-based practice into the clinical environment

Integrating evidence-based practice into the clinical environment

 

Integrating evidence-based practice into the clinical environment

Write a 1000-1500 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. There should be two main sections, one for each bullet below. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with (2) sources (1 outside source and the textbook) using citations in your essay. Make sure to cite using the APA writing style for the essay. The cover page and reference page in correct APA do not count towards the minimum word amount. Review the rubric criteria for this assignment.

Part 1:

Describe the eight steps to integrating evidence-based practice into the clinical environment. What barriers might you face in implementing a new practice to address your research topic (as identified in Module 1)? Describe strategies that could be used to increase success including overcoming barriers.

Part 2:

Describe six sources of internal evidence that could be used in providing data to demonstrate improvement in outcomes.

Assignment Expectations:

Length: 1000 – 1500 wordsStructure: Include a title page and reference page in APA format. These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of one (1) scholarly source and the textbook are required for this assignment. Integrating evidence-based practice into the clinical environment

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include 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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 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.

Integrating evidence-based practice into the clinical environment

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Healthcare Coverage Gap

Healthcare Coverage Gap

Assignment:

Healthcare Coverage Gap

The ACA was meant to provide quality health care coverage for all yet a coverage gap for some populations especially in states that oppose Medicaid expansion. Based on what you have learned so far in this course, create a PowerPoint presentation that addresses the coverage gap problem, who is impacted by the coverage gap, the role the ACA plays in the coverage gap, why the coverage gap should be closed, and solutions/ recommendations for closing the gap. Address the following in your PowerPoint:

  • Select one state opposed to Medicaid expansion and describe why. Then, consider your own state. What are the benefits and drawbacks to Medicaid expansion in your state?
  • Define what the coverage gap is (problem/issue)
  • Discuss how the coverage gap impact low income healthcare consumers population.
  • What role does the ACA have in widening or closing the coverage gap?
  • Why is it important to close the gap (implications for positive social change)?
  • What are some solutions to closing the coverage gap and how can healthcare equity help close the gap? Include recommendations and/or solutions.

Your PowerPoint presentation should include/address:

  • Title Slide (1 slide)
  • Objectives Slide (1 slide)
  • Medicaid expansion (1-2 slides)
  • Coverage gap – define/problem/issue (1-2 slides)
  • Coverage gap impact on low income healthcare consumers (2-3 slides)
  • Role ACA has in widening or closing the coverage gap (1-2 slides)
  • Close the gap (1-2 slides)
  • Solutions to closing the coverage gap and how can healthcare equity help close the gap? (2-3 slides)
  • Reference slide (1-2 slides).

Assignment Expectations

Length: 9-14 slides (in addition to the title slide and reference slides)

Structure: Include a title slide and reference slide in APA format. These do not count towards the minimum slide count for this assignment. Your presentation must include an objectives slide. Be sure to fully explain all slides in the Speaker Notes.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of three (3) scholarly sources are required for this assignment.

Format: Save your assignment as a Microsoft PowerPoint document (.pptx) or a PDF document (.pdf).

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include 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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 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.

 Assignment: Healthcare Coverage Gap The ACA

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