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Assignment 3: Concept Synthesis Paper on Personal Nursing Philosophy

September 13, 2025/in General Questions /by Besttutor

Overview

 

You are required to submit a scholarly paper in which you will identify, describe, research, and apply the concepts that underlie your personal philosophy for professional nursing practice.

 

This will help you identify your own values and beliefs about the established metaparadigms and metatheories of the discipline. It will also help you identify and articulate concepts relevant to your specific practice. This paper is intended to be an exercise in clarification and organization of your professional foundation. You are also required to provide a list of assumptions from personal nursing practice that illustrate the concepts and framework of your theory.

 

Your paper should follow a format that includes:

 

Nursing Autobiography: A brief (1 page) discussion of your background in nursing.

 

my background :   In regards to the professional field, I received my BSN degree in Habana Cuba in 1996 and received my RN license in the State of Florida on October 13, 2014. My nursing practice was as emergency care nursing and internal medicine unit at “Calixto Garcia Hospital”, Cuba for three years, where provide care for patients with life-threatening medical conditions and look after patients who have experienced invasive surgery, accidents and/or trauma. Careful assessment and monitoring of patient progress in order to watch for sudden or subtle changes in a patient’s medical condition that might require emergency intervention and heart monitoring as well as treatment adjustments.

 

Moreover,  I have been in the medical field in United State for more than 13 years working in Home Health Service and Rehabilitation Center in Miami. In my work experience I have been required to demonstrate many of the skills for the Family Nurse Practitioner. I have also undertaken leadership role during my career monitoring nursing students. I have done so successfully and have enjoyed this experience.

 

 

 

  • The Four Metaparadigms:Identification, discussion, and documentation from the literature of your perspective on the basic four metaparadigms/concepts of patient, nurse, health, and environment.

 

  • Two Practice-Specific Concepts: Identification, discussion, and documentation from the literature of your perspective on at least two other concepts specific to your own practice.

 

  • List of Propositions: A numbered list of at least five propositions or assumption statements that clearly connect the concepts described.

 

Consider the following questions as you complete your various tasks related to this assignment.

 

1. How do I define and employ the four basic metaparadigms of nursing theory in my professional practice?
2. What are the major concepts I employ that are unique to my professional practice?
3. What philosophies and theories from the literature of nursing and other disciplines/domains are consistent with these concepts?
4. How are the concepts of transcultural nursing, the health promotion model, skill acquisition, role theory, and change theory specifically integrated into my philosophy and practice?
5. What research supports these theories and concepts?
6. How do I integrate role and change theory into my professional practice and how may these theories be applied to the organization in which I practice?

 

The paper is to be thoroughly researched and well documented, with relevant material from the nursing theorists presented incorporated into the paper. Use the current edition of the APAManual throughout the paper. Sources should focus on references from nursing theory but may also include conceptual and theoretical material from other professional domains. The paper, excluding references or appendices, is to be limited to 9 pages. Writing should be succinct and well organized, as it is impossible for the facilitator to evaluate form and content separately. References have to be peer review less than 5 years old

 

Due date 11/23/2016

 

Your philosophy/framework is to be given a title that is appropriate to its content and emphasis.

 

Grading of the paper will be based on the following:

 

Grading Criteria: Maximum Points
Nursing Autobiography
The nursing autobiography included personal experiences in the field of nursing. 8
Provided an account of the current professional role of the student. 8
Included factors that guided decision making. 8
Quality of Essay
Enlisted the four metaparadigms. 8
The essay included a definition of the four metaparadigms of nursing with reference to professional practice. 8
The essay mentioned how the metapardigms were employed in nursing practice. 8
The essay enlisted two practice-specific concepts. 8
The essay included clinical examples for each of the chosen concepts. 8
The clinical examples illustrated the concepts in a manner, which further clarified the students’ use of the conceptual material. 8
The essay demonstrated consistency between concepts, assumptions, and clinical application. 8

 

The essay identified and discussed students’ perspective on two other concepts specific to their practice. 8
The essay included a numbered list of at least 5 propositions or assumptions. 8
The concepts were connected and integrated to reveal a meaningful sequence. 8
The essay demonstrated clarification and organization of the students’ professional foundation. 8
The essay demonstrated evidence of critical thinking in analysis and response. 8
The essay demonstrated understanding and integration of lecture material, reading assignments, and sources consulted. 8
Essay was well written, well organized, and articulate. 8
Presentation Criteria
The paper clearly demonstrated understanding of theoretical principles (i.e., concept development, definitions, assumptions, etc.) 3
The paper revealed clarity, organization, and articulation of ideas. 3
The paper showed that ideas were well-documented. 3
The paper revealed the breadth of research effort. 2
The paper demonstrated appropriate use of APA format in references and citations. 3
Total 150

 

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Discussion

September 13, 2025/in General Questions /by Besttutor

References In APA:

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Understanding generalist practice (8th ed.). Stamford, CT: Cengage Learning.

  • Chapter 8, “Evaluation, Termination, and Follow-Up in Generalist Practice” (pp. 307–348)

Marmarosh, C. L., Thompson, B., Hill, C., Hollman, S., & Megivern, M. (2017). Therapists-in-training experiences of working with transfer clients: One relationship terminates and another begins. Psychotherapy, 54(1), 102–113. http://dx.doi.org.ezp.waldenulibrary.org/10.1037/pst0000095

 

Depending on the client and the length of treatment, saying goodbye can be hard for both of you.

While you generally anticipate that successful treatment will lead to the eventual termination of the client relationship, there are a variety of other reasons for why this relationship might come to an end. There might be a set number of sessions the client’s insurance will allow, or maybe the end of your internship is quickly approaching. Maybe termination results from the unexpected, like a new job or an illness, or the client leaves without notice. Regardless of the cause, you and your client must be prepared for the end of your working relationship.

In this Discussion, you reflect on the termination process, the potential feelings associated with ending a client relationship, and skills to address challenges related to termination.

Explain how you might evaluate client progress and determine when a client is ready to terminate services.

  • Describe a situation when a professional relationship may end before the client achieves their goals.
  • Describe one potential positive and one potential negative feeling that you, as the social worker, might feel regarding a planned termination and an unplanned termination.
  • Describe one potential positive and one potential negative feeling a client might feel regarding both a planned and an unplanned termination of a therapeutic relationship.

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Evidence-Based Project Proposal

September 13, 2025/in General Questions /by Besttutor

Project Overview:

Title: Evidence Based Project-Proposal  Description:  As the course progresses over the 11 weeks, learners will develop a scholarly project that demonstrates an application of evidence to practice for substantive change. This project emphasizes critical appraisal and application of evidence-based research, scholarly writing, and critical thinking. The scholarly project will be submitted as a written paper in APA format/style. In addition, learners will present a summary of the final project orally or by creating a PowerPoint presentation.

Learners will select one of the following types of projects related to their specific advanced role specialization and target population:

•Educational program

•Evidence-based healthcare policy change

•Evidence-based clinical issue or protocol

Overview of the Evidence Based Project (EBP):

In Week 1 of the course, students will identify an area of inquiry as a basis for practice change, and in Week 2, write their clinical question in PICOT format that will drive the literature search.

Following approval of the practice change idea and the PICOT question by course faculty, in Week 3 students will begin their literature search and rapid critical appraisal (RCA) using the RCA checklists available in Appendix D of the course text (Melynk & Fineout-Overholt, 2011) and in Word format. The Search Tracker may be useful in organizing and tracking your search.

Your evidence review will be completed in Week 4, resulting in a finished Evaluation Table containing only the “keeper” studies.

In Week 5 you will synthesize the evidence to determine best evidence for your project. Faculty will continue to serve in the role of mentor as the student progresses through the remaining steps of the project.

Weekly submissions will be used to monitor progress in the development of your proposal. It is recommended that upon receiving feedback from faculty on each section, you revise your work and add that section to build your final paper. Doing so as you proceed through the course will avoid last-minute work.

When you began your study of evidence-based practice it was contrasted with the research process. The underlying goal of EBP is to appraise research and study its application to specific patient populations in order to identify best practices. In order to accomplish this, what must be included within your project is a research study. You will most likely compare pre-intervention data with post-intervention results. In come cases, statistical analysis will be necessary. Your proposal will include plans for this study.

EBP Project Criteria

Students will prepare a formal project proposal using APA format. Below is an outline for the final paper with the weeks where this content will be covered. Each week you will turn in parts of this outline as Dropbox assignments. The week each part will be due is indicated in the outline. After receiving feedback from faculty on each part submitted, it is recommended that you begin building your paper, adding the pieces where they belong. Since you will not be implementing this project, the results section has been omitted. This outline is consistent with the format used for journal articles when reporting results of evidence-based practice projects.

Criteria and organization of final paper

Abstract

Part 1

•Introduction – Week 2

◦Practice issue

◦Summarize the practice issue in need of change providing background information about the organization (setting) and the perceived significance and severity of the problem

◦Describe the specific aims of the project – what improved outcomes do you hope to achieve

•PICOT question – State your question in PICOT format, labeling each part with P-I-C-O-T in parentheses

•Significance – what is the significance of the issue in terms of poor outcomes, cost, etc.

Part 2 – Week 3. 4, & 5

•Evidence review and synthesis

◦List the names of the databases you searched and if limited to a span of time, i.e., less than 5 years old

◦Summarize “keeper” studies

◦Summarize the synthesis of the body of evidence

Part 3 – Week 6

•Purpose of the project – include intervention

•Theoretical framework

•Clinical questions

Part 4 – Week 7

•Studydesign

•Setting/sample

•Confidentiality

•Procedure/intervention

•Instruments/scales and measurement of outcomes

•Data collection

Part 5 – Weeks 8 & 9

•Data analysis

•Outcomes expected

•Aligning stakeholders

Appendices

•Evaluation Table – turned in Weeks 3 & 4

•Synthesis Table – turned in Week 5

The paper provides evidence of synthesis of coursework, professional writing, and graduate level scholarship.

Oral or Poster Presentation

In addition to the written paper, students will present a summary of their project by submitting a professional Microsoft PowerPoint presentation.

Criteria:

•Organize the presentation to include all required criteria of the EBP project proposal.

•Quality of presentation is professional and provides evidence of graduate level scholarship.

This week’s Dropbox Assignment

Keep in mind that this proposal will be developed piece by piece during the course. The Dropbox assignment this week provides you an opportunity to identify the problem or issue within your specialization that is in need of improvement and receive feedback from faculty.

Review the grading criteria listed below as you begin this assignment. Note that you must pass all elements in order to move forward with your proposal development. Faculty will provide feedback either approving or asking that you resubmit prior to further development of your project.

For this week’s assignment discuss the following:

•State your idea for your evidence-based project proposal including the rationale as to how it reflects an EBP project vs. a research project

•Very briefly describe the issue you will address, the intervention that you feel has research evidence (this may change later after you complete the literature search), and the expected outcomes

•Discuss how this project is relevant to your role specialization

Assignment 3 Grading Criteria                                                Maximum Points

Stated the practice issue or problem providing background information and the perceived significance of the problem.  20

Discussed how the clinical issue is relevant to the selected role option.  20

Used APA format with a professional writing style throughout.  10

Total:  50

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health care Strategic management

September 13, 2025/in General Questions /by Besttutor

Assignment:

Exercises:

  1. Why should program evaluation be used for public health and not-for-profit institutions in the development of adaptive strategies?
  2. Explain the strategic position and action evaluation (SPACE) matrix. How may adaptive strategic alternatives be developed using SPACE?

Professional Development:

Case Study #8: “Dr. Louis Mickael: The Physician as Strategic Manager”

Develop an environmental assessment and an internal capabilities analysis using decision support tools that have been introduced in this module (such as PLC analysis, BCG portfolio analysis, SPACE analysis and so on). Analyze alternative strategies to include pros and cons of each alternative, then conclude with a recommended strategy and brief implementation plan.

CASE 8: DR. LOUIS MICKAEL590

By the early 1980s, costs to provide these health care services reached epic proportions; and the financial ability of employers to cover these costs was being stretched to breaking point. In addition, new government health care regulations had been enacted that have had far-reaching effects on this US industry. The most dramatic change came with the inauguration of a prospective payment system. By 1984, reimbursement shifted to a prospective system under which health care providers were paid preset fees for services rendered to patients. The procedural terminology codes that were initiated at that time designated the maximum number of billed minutes allowable for the type of procedure (service) rendered for each diagnosis. A diagnosis was identified by the International Classification of Diseases, Ninth Revision, Clinical Modification, otherwise known as ICD-9-CM. The two types of codes, procedural and diagnosis, had to logically correlate or reimbursement was rejected. Put simply, regardless of which third-party payor insured a patient for health care, the bill for an office visit was determined by the number of minutes that the regulation allowed for the visit. This was dictated by the diagnosis of the primary problem that brought the patient into the office and the justifiable procedures used to treat it. These cost-cutting measures initiated through the government-mandated prospective payment regulation added to physicians’ overhead costs because more paperwork was needed to submit claims and collect fees. In addition, the length of time increased between billing and actual reimbursement, causing cash flow problems for medical practices unable to make the procedural changes needed to adjust. This new system had the effect of reducing income for most physicians, because the fees set by the regulation were usually lower than those physicians had previously charged. Almost all other operating costs of office practice increased. These included utilities, maintenance, and insurance premiums for office liability coverage, workers’ compensation, and malpractice coverage (for which costs tripled in the late 1980s and early 1990s). This changed the method by which government insurance reimbursement was provided for health care disbursed to individuals covered under the Medicare and Medicaid programs. Private insurors quickly adopted the system, and health care as an industry moved into a more competitive mode of doing business. The industry profile differed markedly from that of only a decade earlier. Hospitals became complex blends of for-profit and not-for-profit divisions, joint ventures, and partnerships. In addition, health care provided by individual physician practitioners had undergone change. These professionals were forced to take a new look at just who their patients were and what was the most feasible, competitively justifiable, and ethical mode of providing and dispensing care to them. For the first time in his life, Dr. Mickael read about physicians who were bankrupt. In actuality, Dr. Charles, who shared office space with him, was having a financial struggle and was close to declaring bankruptcy.

The last patient had just left, and Dr. Lou Mickael (“Dr. Lou”) sat in his office thinking about the day’s events. He had been delayed getting into work because

both08.indd   590 both08.indd   590 11/11/08   11:46:25 AM 11/11/08   11:46:25 AM

591

a patient telephoned him at home to talk about a problem with his son. When he arrived at the office and before there was time to see any of the patients waiting for him, the hospital called to tell him that an elderly patient, Mr. Spence, admitted through the emergency room last night had taken a turn for the worse. “My days in the office usually start with some sort of crisis,” he thought. “In addition to that, the national regulations for physician and hospital care reimbursement are forcing me to spend more and more time dealing with regulatory issues. The result of all this is that I’m not spending enough time with my patients. Although I could retire tomorrow and not have to worry financially, that’s not an alternative for me right now. Is it possible to change the way this practice is organized, or should I change the type of practice I’m in?”

Practice Background When Dr. Lou began medical practice the northeastern city’s population was approximately 130,000 people, most of whom were blue-collar workers with diverse ethnic backgrounds. By 1994, suburban development surrounded the city, more than doubling the population base. A large representation of service industries were added, along with an extensive number of upper and middle managers and administrators typically employed by such industries.

Location

Dr. Lou kept the same office over the years. It was less than one-half mile from the main thoroughfare and located in a neighborhood of single-family dwellings. The building, constructed specifically for the purpose of providing space for physicians’ offices, was situated across the street from City General, the hospital where Dr. Lou continued to maintain staff privileges. Three physicians (including Dr. Lou) formed a corporation to purchase the building, and each doctor paid that corporation a monthly rental fee, which was based primarily on square footage occupied, with an adjustment for shared facilities such as a waiting room and rest rooms.

Office Layout

One of the physicians, Dr. Salis, was an orthopedic surgeon who occupied the entire top floor of the building. Dr. Lou and the other physician, Dr. Charles, were housed on the first floor. Total office space for each (a small reception area, two examining rooms, and private office) encompassed a 15′ × 75′ area (see Exhibit 8/1). The basement was reserved for storage and maintenance equipment. The reception area and each of the other rooms that made up the office space opened on to a hallway that Dr. Lou shared with Dr. Charles. The two physicians and their respective staff members had a good rapport; and because the reception desks opened across from each other, each staff was able to provide support for the other by answering the phone or giving general information to patients when the need arose.

PRACTICE BACKGROUND

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CASE 8: DR. LOUIS MICKAEL592

The large, common waiting room was used by both physicians. After reporting to their own doctor’s reception area, patients were seated in this room, then paged for their appointment via loudspeaker. Dr. Charles was in his mid-forties and in general practice as well. His patients ranged in age from 18 to their mid-eighties, and his office was open from 10:00 A.M. until 7:30 P.M. on Mondays and Thursdays, and from 9:30 A.M. until 4:30 P.M. on Tuesdays and Fridays; no office hours were scheduled on Wednesday. He and Dr. Lou were familiar with each other’s patient base, and each covered the other’s practice when necessary.

Staff and Organizational Structure

Dr. Lou’s staff included one part-time bookkeeper (who doubled as office manager) and two part-time assistants. The assistants’ and bookkeeper’s time during office hours was organized in such a way that one individual was always at the reception desk and another was “floating,” taking care of records, helping as needed in the examining rooms, and providing office support functions. There were never more than two staff people on duty at one time, and the assistants’ job descriptions overlapped considerably (see Exhibit 8/2 for job descriptions). Each staff member could handle phone calls, schedule appointments, and usher patients to the examining rooms for their appointments. Although Dr. Lou was “only a phone call away” from patients on a 24-hour basis, patient visits were scheduled only four days a week. On two of these days (Monday and Thursday) hours were from 9:00 A.M. to 5:00 P.M. The other two were “long days” (Tuesday and Friday), when office hours officially were extended to 7:00 P.M. in the evening, but often ran much later.

Front Desk Treatment Room 1

Treatment Room 2

Private Office

Dr. Charles’ Office Space

Front Door

Common Waiting Room

75′

15′

Job Description: Bookkeeper/Office Manager In addition to responsibility for bookkeeping functions, ordering supplies, and reconciling the orders with supplies received, this person knows how to run the reception area, pull the file charts, and usher patients to treatment rooms. In addition, she can handle phone calls, schedule appointments, and enter office charges into patient accounts using the computer.

Job Description: Assistant 1 The main responsibility of this position is insurance billing. Additional duties include running the reception area, pulling and filing charts, ushering patients to treatment rooms, answering the phone, scheduling appointments, entering office charges into patient accounts, and placing supplies received into appropriate storage areas.

Job Description: Assistant 2 This is primarily a receptionist position. The duties include running the reception area, pulling and filing charts, ushering patients to treatment rooms, answering the phone, scheduling appointments, entering office charges into patient accounts, and placing supplies received into appropriate

The fifth weekday (Wednesday) was reserved for meetings, which were an important part of Dr. Lou’s professional responsibilities because he was a member of several hospital committees. He was one of two physicians residing on the ten-member board of the hospital, and this, along with other committee responsibilities, often demanded attendance at a variety of scheduled sessions from 7:00 A.M. until late afternoon on “meetings” day. Wednesday was used by the staff to process patient insurance forms, enter patient data into their charts and accounts receivables, and prepare bills for processing. When paperwork began to build after the PPS regulations came into effect in the 1980s, patients had many problems dealing with the forms that were required for reimbursement of services received in a physician’s office. It was the option of physicians whether to “accept assignment” (the standard fee designated by an insurance payor for a particular health care service provided in a medical office). A physician who chose to not accept assignment must bill patients for health care services according to a fee schedule (“a usual charge” industry profile) that was preset by Medicare for Medicare patients. Most other insurances followed the same profile. Dr. Lou agreed to accept the standard fee, but the patient had to pay 20 percent of that fee, so the billing process became quite complicated. In 1988, Dr. Lou decided that he needed to computerize his patient information base to provide support for the billing function. He investigated the possibility of using an off-site billing service, but it lacked the flexibility needed to deal with regulatory changes in patient insurance reporting that occurred with greater

Exhibit

CASE 8: DR. LOUIS MICKAEL594

and greater frequency. Dr. Charles was asked if he wished to share expenses and develop a networked computer system. But the offer was declined; he preferred to take care of his own billing manually. An information systems consultant was hired to investigate the computer hardware and software systems available at that time, make recommendations for programs specifically developed for a practice of this type, and oversee installation of the final choice. After initial setup and staff training, the consultant came to the office only on an “as needed” basis, mostly to update the diagnostic and procedure codes for insurance billing. Computerization was an important addition to the record-keeping process, and the system helped increase the account collection rate. However, at times problems would arise when the regulations changed and third-party payors (insurance companies) consequently adjusted procedure or diagnosis codes. For example, there was often some lag time between such decisions and receipt of the information needed to update the computer program. Fortunately, the software chosen remained technologically sound, codes were easily adjusted, and vendor support was very good. Although the new system helped to adjust the account collection rate, fitting this equipment into the cramped quarters of current office space was a problem. To keep the computer paper and other supplies out of the way, Dr. Lou and his staff had to constantly move the heavy boxes containing this stock to and from the basement storage area.

January 8, 1994 (Morning)

On Dr. Lou’s way in that day, the bookkeeper told him that something needed to be done about accounts receivable. Lag time between billing and reimbursement was again getting out of hand, and cash flow was becoming a problem (see Exhibits 8/3 through 8/6 for financial information concerning the practice). Cash flow had not been a problem prior to PPS, when billing for the health care provided by Dr. Lou was simpler, and payment was usually retrospectively reimbursed through third-party payors. However, as the regulatory agencies continued to refine the codes for reporting procedures, more and more pressure was being placed on physicians to use additional or extended codes in reporting the condition of a patient. Speed of reimbursement was a function of the accuracy with which codes were recorded and subsequently reported to Medicare and other insurance companies. In part, that was determined by a physician’s ability to keep current with code changes required to report illness diagnoses and office procedures. Cathy, the receptionist, had a list of patients who wanted Dr. Lou to call as soon as he came in. She also wanted to know if he could squeeze in time around lunch hour to look at her husband’s arm; she believed he had a serious infection resulting from a work-related accident. The wound looked pretty nasty this morning, and Cathy thought maybe it should not wait until the first available appointment at 7:00 P.M.

both08.indd   594 both08.indd   594 11/11/08   11:46:29 AM 11/11/08   11:46:29 AM

595

Exhibit 8/3: Trial Balance at December 31

1991 1992 1993

Debits Cash $15,994 $9,564 $8,666 Petty cash 50 100 100 Accounts receivable 19,081 25,054 28,509 Medical equipment 11,722 11,722 11,722 Furniture and fixtures 3,925 3,925 3,361 Salaries 117,455 124,608 132,325 Professional dues and licenses 1,925 1,873 1,816 Miscellaneous professional expenses 1,228 2,246 3,232 Drugs and medical supplies 2,550 1,631 2,176 Laboratory fees 2,629 524 1,801 Meetings and seminars 2,543 838 3,880 Legal and professional fees 5,525 2,057 5,400 Rent 16,026 16,151 18,932 Office supplies 4,475 3,262 4,989 Publications 1,390 406 401 Telephone 1,531 1,451 2,400 Insurance 8,876 9,629 11,760 Repairs and maintenance 3,547 4,240 5,352 Auto expense 1,009 1,487 3,932 Payroll taxes 3,107 2,998 3,780 Computer expenses 846 938 1,905 Bank charges  438 455 479 $225,872 $225,159 $256,918 Credits Professional fees $172,281 $172,472 $204,700 Interest income 992 456 210 Capital 46,122 43,137 40,117 Accumulated depreciation (furniture and fixtures) 1,692 2,151 2,796 Accumulated depreciation (medical equipment) 4,785 6,943 9,095 $225,872 $225,159 $256,918

Exhibit 8/4: Gross Revenue and Accounts Receivable

December 31 1979 1986

Gross revenue $116,951 $137,126 Accounts receivable 15,684 32,137

JANUARY 8, 1994 (MORNING)

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CASE 8: DR. LOUIS MICKAEL596

“I’m just starting to see my patients, and I’ve already done a half-day’s work,” Dr. Lou thought when he buzzed his assistant to bring in the first patient. He was 45 minutes late.

Patient Profile

When Dr. Lou walked into Treatment Room 1 to see the first patient of the day, Doris Cantell, he was thinking about how his practice had grown over the years. His practice maintained between 800 and 900 patients in active files. In comparison to other solo practitioners in the area, this would be considered a fairly large patient base. “Well, how are you feeling today?” he asked the matronly woman. Doris and her husband, like many of his patients, were personal friends. In the beginning years of practice, Dr. Lou’s patients had been primarily younger people with an average age in the mid-thirties; their average income was approximately $15,000. Their families and careers were just beginning, and it was not unusual to spend all night with a new mother waiting to deliver a

Exhibit 8/5: Statements of Income for the Years Ended December 31

1991 1992 1993

Operating Revenues Professional fees $172,281 $172,472 $204,700 Interest income 992 456 210 Total revenues 173,273 172,928 204,910 Operating Expenses Salaries (Dr. Mickael, Staff) 117,455 124,608 132,325 Professional dues and licenses 1,925 1,873 1,816 Miscellaneous professional expenses 1,228 2,246 3,232 Drugs and medical supplies 2,550 1,631 2,176 Laboratory fees 2,629 524 1,801 Meetings and seminars 2,543 838 3,880 Legal and professional fees 5,525 2,057 5,400 Rent 16,026 16,151 18,932 Office supplies 4,475 3,262 4,989 Publications 1,390 406 401 Telephone 1,531 1,451 2,400 Insurance 8,876 9,629 11,760 Repairs and maintenance 3,547 4,240 5,352 Auto expense 1,009 1,487 3,932 Payroll taxes 3,107 2,998 3,780 Computer expenses 846 938 1,905 Bank charges 438 455 479 Total operating expenses 175,100 174,794 204,560 Net Income (Loss) ($1,827) ($1,866) $350

Exhibit 8/6: Balance Sheets at December 31

1991 1992 1993

Assets Capital equipment Medical equipment $11,722 $11,722 $11,722 Furniture and fixtures 3,925 3,925 3,361 Less-accumulated depreciation (6,477) (9,094) (11,891) Total capital equipment 9,170 6,553 3,192 Current assets Cash 15,994 9,564 8,666 Petty cash 50 100 100 Accounts receivable 19,081 25,054 28,509 Total current assets 35,125 34,718 37,277 Total assets $44,295 $41,271 $40,467

Liabilities Current liabilities Income taxes payable ($639) ($653) $122 Dividends payable 1,158 1,154 1,154 Total current liabilities 519 501 1,276 New income (1,188) (1,213) 228 Less dividends 1,158 1,154 1,154 Retained earnings (2,346) (2,367) (926) Capital 46,122 43,137 40,117 Total owner’s equity 43,776 40,770 39,191 Total liabilities and owner’s equity $44,295 $41,271 $40,467

baby. Although often dead tired, he enjoyed the closeness of the professional relationships he had with his patients. He believed that much of his success as a physician came from “going that extra mile” with them. Many things had changed. Today all pregnancies were referred to specialists in the obstetrics field. His patients ranged in age from 3 to 97, with an average of 58 years; their median income was $25,000. Most were blue-collar workers or recently retired, and their health care needs were quite diverse. Approximately 60 percent of Dr. Lou’s patients were subsidized by Medicare insurance, and most of the retired patients carried supplemental insurance with other third-party payors. Three types of third-party payors were involved in Dr. Lou’s practice: (1) private insurance companies, such as Blue Cross and Blue Shield; (2) government insurance (Medicare and Medicaid); and (3) preferred provider organizations. Preferred provider organizations and health maintenance organizations were forms of group insurance that emerged in response to the need to cut the costs of providing health care to patients, which resulted in the prospective payment system. Both types of organizations developed a list of physicians who would

Exhibit

CASE 8: DR. LOUIS MICKAEL598

accept their policies and fee schedules; using the list, subscribers chose the doctor from whom they preferred to obtain health care services. Contrary to reimbursement policies of most other major medical third-party payors, PPOs and HMOs covered the cost of office visits, and the patient might not be responsible for any percentage of that cost. Although the physician had to accept a fee schedule determined by the outside organization, there was an advantage to working with these agencies. A physician might be on the list of more than one organization, and a practice could maintain or expand its patient base through the exposure gained from being listed as a health service provider for such organizations. Those patients who were working usually had coverage through work benefits. Some were now members of a PPO. Dr. Lou was on the provider list of the Northeast Health Care PPO; only a few of his patients were enrolled in the government welfare program. “How’s your daughter doing in college?” Dr. Lou asked. He had a strong rapport with the majority of his patients, many of whom continued to travel to his office for medical needs even after they moved out of the immediate area. “Are you heading south again this winter, and are you maintaining your ‘snowbird’ relationship with Dr. Jackson?” It was not unusual for patients to call from as far away as Florida and Arizona during the winter months to request his opinion about a medical problem, and Doris had called last year to ask him to recommend a physician near their winter home in the South. Because of this personal attention, once patients initiated health care with him, they tended to continue. Dr. Lou had lost very few patients to other physicians in the area since he began to practice medicine. The satisfaction experienced by his patients provided the only marketing function carried out for the practice. Any new patients (other than professional referrals) were drawn to the office through word-of-mouth advertising.

Dr. Lou: Profile of the Physician

Dr. Lou had grown older with many of his patients. His practice spanned more than three generations; a lot of families had been with him since he opened his doors in 1961. Caring for these people, many of whom had become personal friends, was very important to him. However, as the character of the health care industry was changing, Dr. Lou was beginning to feel that he now spent entirely too much time dealing with the “system” rather than taking care of patients. Eighty-year-old Mr. Spence was a good example. Three weeks before, he was discharged from the hospital after having a pacemaker implanted. He had been living at home with his wife, and although she was wheelchair bound, they managed to maintain some semblance of independence with the assistance of part-time care. Lately, however, the man had become more and more confused. The other night he wandered into the yard, fell, and broke his hip. His reentry to the hospital so soon meant that a great deal of paperwork would be needed to justify this second hospital admission. In addition, Dr. Lou expected to receive

both

calls from their children asking for information to help them determine the best alternatives for the care of both parents from now on. He had never charged a fee for such consultation, considering this to be an extension of the care he normally provided. “Things are really different now,” he thought. “Under this new system I don’t have the flexibility I need to determine how much time I should spend with a patient. The regulations are forcing me to deal with business issues for which I have no background, and these concerns for costs and time efficiency are very frustrating. Medical school trained me in the art and science of treating patients, and in that respect I really feel I do a good job, but no training was provided to prepare me to deal with the business part of a health care practice. I wonder if it’s possible to maintain my standards for quality care and still keep on practicing medicine.”

Local Environment The actual number of city residents had not changed appreciably since the early 1960s, although suburban areas had grown considerably. In the mid-1970s, a four-lane expressway, originally targeted for construction only one mile from the center of the downtown area, was put in place about eight miles farther away. Within five years, most of the stores followed the direction of that main highway artery and moved to a large mall situated about five miles from the original center of the city. Many of the former downtown shops then became empty. Government offices, banking and investment firms, insurance and real estate offices, and a university occupied some of this vacated space; it was used for quite different (primarily service-oriented) business activities. Numerous residential apartments devoted to housing for the elderly and lowincome families were built near the original, downtown shopping area. Several large office buildings (where much space was available for rent) and offices for a number of human services agencies relocated nearby. As he headed across the street to lunch in the hospital dining room, Dr. Lou was again thinking about how things had changed. At first, he had been one of a few physicians in this area. Within the past ten years, however, many new physicians had moved in.

Competition Two large (500-bed) hospitals within easy access of the downtown area had been in operation for over 40 years. One was located immediately within the city limits on the north side of the city; the other was also just inside city limits on the opposite (south) side. They were approximately three miles apart and competed for a market share with City General, a 100-bed facility. This smaller hospital was only two blocks from the old business district; it was the only area hospital where Dr. Lou maintained staff privileges. Exhibit 8/7 contains a map showing the location of the hospitals and Dr. Lou’s office.

CASE 8: DR. LOUIS MICKAEL600

The two large hospitals had begun to actively compete for staff physicians (physicians in private practice who paid fees to a hospital for the privilege of bringing their patients there for treatment). In addition, these two health care institutions offered start-up help for newly certified physicians by providing low-cost office space and ensuring financial support for a certain period of time while they worked through the first months of practice. City General recently began subsidizing physicians coming into the area by providing them with offices inside the hospital. Most of these physicians worked in specialty fields that had a strong market demand, and the hospital gave them a salary and special considerations, such as low rent for the first months of practice, to entice them to stay in the area. These doctors served as consultants to hospital patients admitted by other staff physicians and could influence the length of time a patient remained in the hospital. This was an extremely important issue for the hospital, because under the new regulations a long length of stay could be costly to the facility. All third-party insurors reimbursed only a fixed amount to the hospital for patient care; the payment received was based on the diagnosis under which a patient was admitted. Should a patient develop complications, a specialist could validate the extension of reimbursable time to be added to the length of stay for that patient. In the past few years, many services to patients provided by all these hospitals changed to care provided on an outpatient basis. Advancements in technology made it possible to complete in one day a number of services, including tests and some surgical procedures, which formerly required admission into the hospital and an overnight stay. Many such procedures could also be done by physicians in their offices, but insurance reimbursement was faster and easier if a patient had them done in a hospital. As an example of the degree of change involved, in the mid-1980s, outpatient gross revenue was only 18 percent of total gross revenue for City General. In 1992 this figure was projected to be approximately 30 percent.

January 8, 1994 (Lunchtime)

“May I join you?” Dr. Lou looked up from his lunch to see Jane Duncan, City General’s hospital administrator, standing across the table. “I’d like to talk with you about something.” Dr. Lou thought he knew what this was about. The hospital had been recruiting additional staff physicians (doctors who owned private practices in and around the city). A number of these individuals held family practice certification, a prerequisite for staff privileges in many hospitals. The recruitment program offered financial assistance to physicians who were family practice specialists wishing to move into the area, and also subsidized placement of younger physicians who had recently completed their residencies. In contrast to physicians designated as general practitioners, who had not received training beyond that received through medical school and a residency, “family practitioners” received additional training and passed state board exams written to specifically certify a physician in that field. Last week after a hospital staff meeting, Duncan had caught him in the hall and wanted to know if Dr. Lou had thought about his retirement plans. “It’s really not too soon,” she had said. Dr. Lou knew that one of the methods used to bring in “new blood” was to provide financial backing to a physician wishing to ease out of practice, helping pay the salary of a partner (usually one with family practice certification) until the older physician retired. “She wants to talk to me again about retirement and taking on a partner,” he thought. “But I’m only in my late fifties. And I’m not ready to go to pasture yet! Besides, there’s really no room to install a partner in my office.”

January 8, 1994 (Afternoon)

After lunch Dr. Lou ran back to the office to take a look at Cathy’s husband’s arm before regular office hours started. This was a work-related case. As he treated the patient, he began thinking about industrial medicine as an alternative to full-time office practice. Right then the prospect seemed quite appealing. He had investigated the idea enough to know that there were only a few schools that provided this kind of training but one was within driving distance (Exhibit 8/8 contains information on industrial medicine). As health costs rose over the past decade, manufacturing organizations began to feel the cost pinch of providing health care insurance to employees. Some larger companies in the area began to recognize the cost benefit of maintaining a private physician on staff who was trained in the treatment of health care needs for

JANUARY

CASE 8: DR. LOUIS MICKAEL602

industrial workers. Dr. Lou had been considering going back for postgraduate training in industrial medicine, and while wrapping the man’s arm, he began to think about working for a large corporation. “Work like that could have a lot of benefits; it would give me a chance to do something a little different, at least part time for now,” he thought. “The income was almost comparable to what I net for the same time in the office, and some days I might even get home before 9:00 P.M.!”

End of the Day

As he was putting on his coat and getting ready to leave, Dr. Charles, the physician from across the hall, phoned to ask if Dr. Lou might be interested in buying him out. “I think you could use the space,” he said, “and my practice is going down the tubes. I can’t seem to get an upper hand with the finances. I’ve had to borrow every month to maintain the cash flow needed to pay my bills because patients can’t keep up with theirs. City General has offered me a staff position, and I’m seriously considering it. I thought I’d give you first chance.” After some minutes of other “office talk,” Dr. Charles said good night. “If I wanted to take on a new partner, that could work out well,” thought Dr. Lou. “It might be interesting to check into this. I wonder what his asking price would be? It could not be too much more than the value of my practice; although his patients are a bit younger and some of his equipment is a little newer. The

Exhibit 8/8: Industrial Medicine as a New Career for Dr. Mickael “Industrial Medicine” is an emerging physician specialty. Training in this new field entails postgraduate work and board certification.

As yet, only a few schools provide such training. One is located in Cincinnati, Ohio, which is geographically close enough to be feasible for Dr. Mickael. The time spent in actual attendance amounts to one two-week training period beginning in June of the year in which a physician is accepted for the training. Two additional training periods are each one week in duration: these take place in the months of October and March. After this, the physician was expected to individually study for and take the board certification exams, which were given only once per year; the exams were comprehensive and extended over a two-day period.

Training Program Costs: Industrial Medicine

University Residency: Three, on-site class sessions $4,000.00 Per night cost for room 47.87 Books and supplies (total) 580.53 Transportation, Air: Three, round-trip fares $1,650.00 Transportation, Ground: Car rental, per week with unlimited mileage $125.45

initial hospital proposal to buy me out indicated that my practice was worth about $175,000. So that means I should be able to negotiate with Dr. Charles for a little less than $200,000.” It was 9:30 P.M. when Dr. Lou finally left the office, and he still had hospital rounds to make. “This is another situation caused by these insurance regulations,” he thought. “I feel as though I’m continuously updating patients’ hospital records throughout the day, and more of my patients require hospitalization more often than they did when they were younger. All things being equal, I’m earning considerably less for doing the same things I did a decade ago, and in addition the paperwork has increased exponentially. There has to be a better way for me to deal with this business of practicing medicine.”

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DQ-W4

September 13, 2025/in General Questions /by Besttutor

To effectively develop policies and programs to improve population health, it is useful to use a framework to guide the process. Different organizations and governmental agencies (for example, Healthy People 2020) have created a variety of such frameworks, which establish measures for assessing population health. These measures frequently are derived from the examination of epidemiologic data, which include key measures of population health such as mortality, morbidity, life expectancy, etc. Within each measure are a variety of progress indicators that use epidemiologic data to assess improvement or change.

For this Discussion, you will apply a framework developed by Kindig, Asada, and Booske (2008) to a population health issue of interest to you. This framework includes five key health determinants that should be considered when developing policies and programs to improve population health: access to health care, individual behavior, social environment, physical environment, and genetics.

To prepare:

Review the article “A Population Health Framework for Setting National and State Health Goals,” focusing on population health determinants.

Review the information in the blog post “What Is Population Health?”

With this information in mind, elect a population health issue that is of interest to you-(SELECT CHILDHOOD OBESITY)

Using this week’s Learning Resources, the Walden Library, and other relevant resources, conduct a search to locate current data on your population health issue.

Consider how epidemiologic data has been used to design population health measures and policy initiatives in addressing this issue.

Post a summary of how the five population health determinants (access to health care, individual behavior, social environment, physical environment, and genetics) affect your selected health issue, and which determinants you think are most impactful for that particular issue and why.

Explain how epidemiologic data supports the significance of your issue, and explain how this data has been used in designing population health measures and policy initiatives.

(CHECK THE DOCUMENT AND VIDEOS ATTACHED BELLOW)

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Assignment: Windshield Survey/Community Assessment

September 13, 2025/in General Questions /by Besttutor

Conduct a “Windshield Survey” in a section of  your community. Instructions for the survey can be found in Stanhope and  Lancaster (2016) on page 416, Table 18-6. As you notice, conducting a  Windshield Survey requires that you either walk around or drive around a  particular section of the community and take notes about what you  observe. A Windshield Survey cannot be conducted by reviewing websites  or Google Earth only. It requires actually taking a look at the selected  area of the community. This survey should be focused on the problem and  population you have selected for your practicum project. If you choose,  for example, obesity among Hispanic schoolchildren, you might want to  locate a section of the community where many Hispanic children live, or  you might want to conduct the Windshield Survey around where Hispanic  children attend school. If Hispanic children are not found in a specific  section of your community (e.g., Chinatown in San Francisco or Harlem  in New York), then you may select the section of the community where you  live or work but pay particular attention to your practicum population  and practicum problem as you conduct a survey of the community as viewed  through the eyes of the public health nurse.

By Day 7 of Week 3

Submit a 3- to 4-page paper including:

  • Introduction to the community, including the name of the community  and any interesting or historical facts you would like to add about  where you live
  • Photographs of the selected area of the community that serve as evidence of your observations and hypotheses
  • Windshield Survey findings, including a description of the section of your community that you chose to survey
  • Description of the Vulnerable Population and Available Resources
    • Demographics of the vulnerable population
    • What social determinants create their vulnerable status?
    • What community strengths exist to assist this population?
  • Conclusions based on Nursing Assessment of the Community
    • Based on what you have found, what conclusions can you draw about  your community and your selected population for your practicum?
  • Select at least 5 scholarly resources to support your assessment.  Websites may be included but the paper must include scholarly resources  in its development.

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Professionalism and Social Media

September 13, 2025/in General Questions /by Besttutor

Social media plays a significant role in the lives of nurses in both their professional and personal lives. Additionally, social media is now considered a mainstream part of the process for recruiting and hiring candidates. Inappropriate or unethical conduct on social media can create legal problems for nurses as well as the field of nursing.

Login to all social media sites in which you engage (Note you can use Illinois State for social media site). Review your profile, pictures and posts. Based on the professional standards of nursing, identify items that would be considered unprofessional and potentially detrimental to your career and that negatively impact the reputation of the nursing field.

In 500-750 words, summarize the findings of your review. Include the following:

  1. Describe the posts or conversations in which you have engaged that might be considered inappropriate based on the professional standards of nursing.
  2. Discuss why nurses have a responsibility to uphold a standard of conduct consistent with the standards governing the profession of nursing at work and in their personal lives. Include discussion of how personal conduct can violate HIPAA or be considered unethical or unprofessional. Provide an example of each to support your answer.
  3. Based on the analysis of your social media, discuss what areas of your social media activity reflect Christian values as they relate to respecting human value and dignity for all individuals. Describe areas of your social media activity that could be improved.

Prepare this assignment according to the guidelines of APA Style Guide

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Advanced Pathophysiology

September 13, 2025/in General Questions /by Besttutor

Requirements Format:

1) **********minimum 6 full pages (3 page each document) ( not words)**************************** (cover or reference page not included)

2)¨**********APA norms  (All paragraphs must be narrative and cited in the text- each paragraphs)

3)********** It will be verified by Turnitin and SafeAssign

4) References not older than 5 years

5) Each answer must be identified according to the question number. Check the list of questions.

Your answer should start objectively answering the question

Question:

1)…………

2)…………

3)…………

Answer:

1)…………

2)…………

3)…………

_______________________________________________________

Requirements submission

You must answer (3) question2 times. 

You must submit 2 documents (each one 1 page).

Copy and paste will not be admitted. 

You should address the questions with different wording, different references, but always, objectively answering the questions

_____________________________________________________________

Case:

 

Alterations of Cardiovascular Function

Charles Bennington, a 55-year-old carpenter, develops severe crushing substernal chest pain with dyspnea, dizziness, diaphoresis, and nausea while unloading plywood from a truck. He is admitted to the emergency department and states that his symptoms have not resolved in the 40 min since they began, and that they are still severe. He indicates that he has had milder episodes of chest pain in the past, especially in conjunction with strenuous work.

Questions:

 

1. What is the pathophysiology behind Mr. Bennington’s prolonged chest pain?

2. Mr. Bennington’s blood pressure is low, he is tachycardic, and you hear crackles in his lungs. What is the pathophysiology behind these findings?

3. Mr. Bennington has acute coronary syndrome. Which two conditions does this diagnosis include?

4. Why is it important to obtain an ECG for Mr. Bennington as soon as possible?

5. Which blood studies could confirm the diagnosis of acute myocardial infarction?

6. As you examine Mr. Bennington after his ECG, why should you look for diminished pedal pulses and bruits?

7. Why is myocardial infarction more likely to occur in the left ventricle than in the right ventricle?

8. Mr. Bennington says, “Why did I get dizzy? The FNPs are focusing on my heart. Is there something wrong in my head also?” How should you respond?

9. Mr. Bennington was diagnosed with unstable angina. He asks, “What is unstable angina? How is that different from a heart attack?” How should you respond?

10. Why is it important for you to teach Mr. Bennington how to modify his risk factors for atherosclerosis?

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NURS 4

September 13, 2025/in General Questions /by Besttutor

Discussion

Discussion: Professional Nursing and State-Level Regulations

Boards of Nursing (BONs) exist in all 50 states, the District of Columbia, American Samoa, Guam, the Northern Mariana Islands, and the Virgin Islands. Similar entities may also exist for different regions. The mission of BONs is the protection of the public through the regulation of nursing practice. BONs put into practice state/region regulations for nurses that, among other things, lay out the requirements for licensure and define the scope of nursing practice in that state/region.

It can be a valuable exercise to compare regulations among various state/regional boards of nursing. Doing so can help share insights that could be useful should there be future changes in a state/region. In addition, nurses may find the need to be licensed in multiple states or regions.

To Prepare:

· Review the Resources and reflect on the mission of state/regional boards of nursing as the protection of the public through the regulation of nursing practice.

· Consider how key regulations may impact nursing practice.

· Review key regulations for nursing practice of your state’s/region’s board of nursing and those of at least one other state/region and select at least two APRN regulations to focus on for this Discussion..

By Day 3 of Week 5

Post a comparison of at least two APRN board of nursing regulations in your state/region with those of at least one other state/region. Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected.

By Day 6 of Week 5

Respond to at least two of your colleagues* on two different days and explain how the regulatory environment and the regulations selected by your colleague differ from your state/region. Be specific and provide examples.

*Note:  Throughout this program, your fellow students are referred to as colleagues.

 

RESOURCES BELOW

http://www.nursingworld.org/

https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_27/MS_NURS/NURS_6050/artifacts/USW1_NURS_6050_Halm_2018.pdf

https://www.ncsbn.org/index.htm

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Disaster management discussion board

September 13, 2025/in General Questions /by Besttutor

Disaster management discussion Board Questions

1. Week 1 Discussion Forum

This week, explain the various responsibilities and services of FEMA when a disaster occurs in the United States. Do some research on past disasters, and describe how FEMA supported the community and disaster efforts. Address 2-3 of the following.

How did FEMA help people prepare for the disaster?

What services did FEMA provide to the community?

Who else participated in the disaster relief efforts?

How much monetary damage was caused by the disaster? Or, how much did FEMA spend in relief?

What was public perception of FEMA and the response they provided?

Provide links to your sources for others to reference.

Support your answer with evidence from the disasters that you researched.

 

2. Week 2 Discussion Forum

Watch the videos and answer the questions that follow.

1. https://www.youtube.com/embed/zP4rgvu4xDE?rel=0

2. https://www.youtube.com/embed/e7ho6z32yyo?rel=0 Earthquakes (Video 2:56)

3. https://www.youtube.com/embed/dJBS94GVyuo?rel=0 Tsunamis (Video 3:28)

4. https://www.youtube.com/embed/5hghT1W33cY?rel=0 Wildfires (Video 3:12)

Choose one of the natural disasters represented in the videos above and answer the following:

What are some of the nursing implications of this disaster?

What diseases do you need be concerned about and how would you protect yourself and others? Be specific.

Support your answer with evidence from scholarly sources.

 

3. Week 3 Discussion Forum

For this week’s discussion, you are asked to research a bioterrorist incident. Begin by reviewing the Media Focus video on bioterrorism in Week 3 of the Content and Activities, then explore the Internet.

Give an example and details from national/international news of a bioterrorist attack.

 

Address all of the following in your post:

· What was the classification of biological agent used in the attack?

· Discuss the implications of the biological agent.

· Discuss the therapy for the biological agent.

· What are the decontamination procedures for the biological agent used in the attack?

· Define the appropriate level of PPE required for this type of biological agent?

· In your post, provide the name of the incident you have chosen, and support your answers with evidence/examples. Please provide a working link and a citation for your source(s).

Support your answer with evidence from scholarly sources.

 

4. Week 4 Discussion Forum

For this week’s discussion, we will be looking at local or national response protocols that were initiated during a critical incident, and you will choose your topic!

 

Search reputable local and national media for a man-made disaster to discuss.

 

Search for critical instances such as: hostage situations, mass shootings, multiple-vehicle or mass transit accidents with multiple critical injuries, and disease outbreaks.

 

In your initial post, describe the incident and address the following:

 

· Determine the incident type and explain your reasoning.

· What resources were deployed for this incident?

· What protocols were implemented successfully, and which were unsuccessful?

· Discuss way to improve the response to this type of incident in the future.

Support your answer with evidence. ​ Please provide a working link to your story source.

 

 

5. Week 5 Discussion Forum

We have already discussed weather related natural disasters and bioterrorism, and now we will focus on other types of disasters. For this week’s discussion, you are asked to research a technological or human induced disaster.

 

(This not the same as in Weeks 3 and 4 where you might have discussed hostage situations, mass shootings, multiple-vehicle or mass transit accidents with multiple critical injuries, bioterrorism, and disease outbreaks.) Here you want to look at situations such as radiological, nuclear accidents, technological disasters (electromagnetic pulse), and hazardous material spills.

 

In your post, provide the name of the incident you have chosen, and support your answers with evidence/examples. Please provide a working link and a citation for your source(s).

 

Select 2 of the items below to discuss:

 

· At what point does a technological or man-made event become labeled a disaster?

· Name and explain the impact categories associated with your disaster.

· How well do you think the United States is prepared for a disaster like the one you selected?

· Discuss the factors that can influence the effects a disaster may have on a community or region.

· What nursing interventions would be a priority for these victims?

· What community resources should be provided to the victims for follow up needs?

· Support your answer with evidence from scholarly sources.

 

6. Week 6 Discussion Forum

This week, read the journal article “Challenges and Resources for Participating in a Hurricane Sandy Hospital Evacuation” and complete the activity below.

https://learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com/5c12b64692d5f/4172331?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Hurricane%2520Sandy%2520Article-Week%25206.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200330T202359Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAZH6WM4PLTYPZRQMY%2F20200330%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=efcce76e24e6c915a990e430bad1cc751b7080e60e648f11836831798ee63d26

 

After completing the activity, discuss your role as a nurse in disaster preparedness and response. Describe your current patient population and discuss the challenges you might face in carrying out your responsibilities in a disaster.

How could you gain more hands-on training to supplement your academic study of disaster management? How could you feel more prepared? Discuss different training options that you could participate in (e.g., CERT training).

Support your answer with evidence from scholarly sources.

 

7. Week 7 Discussion Forum

This week you will put together your 72-hour disaster home “go bag” and evaluate your preparedness.

Here are the steps for your initial post:

1. Use the lists available at the Ready.gov website, FEMA, or the Red Cross website to gather items for your 72-hour home go bag. Add additional items that you think will be useful and essential for your family. (You are not required to purchase items, but you may if you choose.)

https://www.ready.gov/kit

https://www.fema.gov/media-library/assets/documents/90354

https://www.redcross.org/get-help/how-to-prepare-for-emergencies.html

 

2. Post a picture of all of the items you have gathered for your go bag. For the sake of personal and family privacy, keep personal/private items out of the photograph; you may list them (e.g., prescription medications).

You must take and submit a picture of your own items! You may not post a picture from the internet or any other source.

· Along with your photo, include the following information:

· A discussion of the items in your home go bag – what is present and what is missing.

· A brief explanation of the demographic considerations and potential disaster hazards in your area and why you included certain items.

· Your family, pets, and living situation considerations and why you included certain items.

· Are you prepared to help others in your community in the event of a disaster?

· Support your answers with evidence from scholarly sources.

Additional Resources

https://www.nytimes.com/2017/07/03/smarter-living/packing-emergency-kit-disaster.html

https://www.mysafela.org/survival-kit/

 

8. Week 8 Discussion Forum

Review the American Nurses Association (ANA) Code of Ethics

https://learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com/5c12b64692d5f/4297897?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Code%2520for%2520Ethics%2520for%2520Nurses%2520with%2520Interpretive%2520Statements_2015.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200330T203100Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAZH6WM4PLTYPZRQMY%2F20200330%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=b58ad11e14923565b55c2149fda5831d5e9bdd6ae977b839cc11f79fe5c74da9

Address the questions below in your discussion post this week:

· Does the law require you to respond in disaster situations?

· Do RNs have a contractual responsibility to respond in disaster situations?

· Are you familiar with the laws in your state?

Support your answers with evidence from scholarly sources.

 

 

 

9. Week 9 Discussion Forum

 

For this week’s discussion, click on the Additional Resources folder located on the main menu. Scroll down to Week 9 Resources.

 

https://emergency.cdc.gov/coping/index.asp

 

Choose one of the websites to visit and explore. Choose a subject/topic that you find most interesting. Provide a link to the website and the source citation in your post.

 

Address all of the following:

 

· Why did you select this resource/site? Why do you find the subject/topic interesting?

· What is the one thing you want others to know about this subject/topic that is found on the website?

· What information had the greatest impact on you? Explain.

 

Support your answers with evidence from the site that you visited and provide a citation for that website

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