Home>Homework Answsers>Nursing homework helpniceWORK2 years ago09.11.202315Report issuefiles (3)VIRTUALSTIMULATIONNR341_Max_Cook_Student_Instructions.pdfVIRTUALSTIMULATIONNR341OX_Steve_Chambers_Student_Instructions_MARCH_20231.docxVIRTUALSTIMULATIONNR341_Anika_Singh_Student_Instructions.pdfVIRTUALSTIMULATIONNR341_Max_Cook_Student_Instructions.pdfNR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 1Student Instructions for i-Human Virtual Simulation
NR341 Max CookPURPOSE:
The following information is to be used in guiding your preparation and participation in the virtual simulation
scenario for this course. This document will provide applicable course outcomes in preparation for your
simulation.SCENARIO OVERVIEW:
Max Cook is a 74-year-old male who presented to the emergency department (ED) 24 hours ago with
complaints of shortness of breath, decreased energy level, and fever. He had not been feeling well for several
days when he went to primary care provider who began treatment for pneumonia. Patient reported that he
did not feel that antibiotic was helping him, so he stopped taking his med 2 days ago. His overall health
declined rapidly over past 48 hours. Mr. Cook’s wife called the ambulance for transport to ED at Chamberlain
Hospital. He was admitted to the Medical Intensive Care Unit (ICU).LEARNER OBJECTIVES:1. Utilize clinical reasoning skills to perform a health history and physical assessment on an adult patient.
(CO 1, 3, 4, 6)2. Construct a plan of care based by prioritizing assessment findings and nursing diagnoses (CO 1, 3, 4, 6, 7)
3. Evaluate patient outcomes to determine the effectiveness of nursing interventions and need for ongoingcare (CO 1, 4, 6)
4. Communicate and collaborate with the patient, family and interdisciplinary healthcare team members(CO 1, 3, 6, 7)

STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing
your assessment, you are expected to document your findings as a nurses note in SBAR format.KEY FEATURES OF i-HUMAN:• As the nurse, you are expected to complete the case scenario using the following tabs: EHR,
History, Physical, Nursing Notes, Summary• Gear Heads: These are icons that open required questions and/or additional information
related to the case. The questions, information, and videos must be reviewed prior to
progressing to the next tab.• Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 2Confidentiality:
To preserve the educational value, integrity and safety of the learning environment, you agree to maintain strict
confidentiality about the proceedings of the simulation session, details of the training scenarios and the
performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the
Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health
Information (PHI) in client care environments.

You will not view, discuss, share, record or disclose any confidential information pertaining to the
session. You understand that lapses in confidentiality are considered academic misconduct and could result in
dismissal from the academic program.Fiction Agreement:
You will suspend judgment of realism for any given simulation in exchange for the promise of learning new
knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a
genuine desire to learn even when it may be difficult to do so.DUE DATE:
The virtual simulation is assigned to be completed during Week 4 prior to your scheduled debriefing with
faculty/peers.SIMULATION TIMING:• Pre-simulation preparation: 30-60 minutes
• Pre-brief: 30 minutes
• Run Time: 2-2.5 hours
• Debriefing: 60 minutesNR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 3ASSESSMENT & EVALUATION
Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify
areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to
your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation
tool.i-Human Evaluation – What does my total score mean?NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 4REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:In order to prepare for the simulation, you are required to complete the pre-simulation questions below and
submit this prework to the faculty via uploading your responses in Canvas prior to the start of the virtual
simulation. If you do not complete the pre-simulation questions and upload them, you will not be able to
access or participate in the simulation.1. Compare/contrast systemic inflammatory response syndrome (SIRS) and sepsis.2. What are key nursing interventions when caring for patient on a ventilator?3. Describe the purpose for the following types of vascular access devices: central venous catheter &
arterial line.4. A patient is experiencing worsening hypotension and is prescribed norepinephrine continuous
infusion.a. Prescription: Start Norepinephrine (levophed) 0.5 mcg/min and titrate to maximum of 12
mcg/min to maintain mean arterial pressure great than 65.b. Pharmacy has mixed the drip as Norepinephrine 4mg in 250mL of D5W.
c. How many mL/hr should the nurse program the pump to deliver 0.5mcg/min?**Immediately following the completion of the virtual simulation, you will complete the evaluation of the
simulation using the link provided.SCENARIO OVERVIEW:LEARNER OBJECTIVES:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurses note in SBAR format.ASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of cl…i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:VIRTUALSTIMULATIONNR341OX_Steve_Chambers_Student_Instructions_MARCH_20231.docxStudent Instructions for i-Human Virtual SimulationNR341/NR342 Steve ChambersPURPOSE:The following information is to be used in guiding your preparation and participation in the virtual simulation scenario for this course. This document will provide applicable course outcomes in preparation for your simulation.SCENARIO OVERVIEW:Your patient today is Steve Chambers. Steve was evaluated at the primary health care provider’s office today and is being directly admitted to the medical unit. Your client is being admitted for a two-week history of polyuria, polydipsia, and a 10-lb weight loss.LEARNER OBJECTIVES:1. Define the components of a comprehensive nursing assessment. (CO 1,2)2. Explain the approach for a comprehensive nursing assessment for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 2,3,4)3. Demonstrate an appropriate assessment for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 1,2)4. Distinguish between the treatment/intervention options for a admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 1.2.3.4)5. Recommend appropriate treatment/interventions for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. . (CO 1.2.3.4)6. Design an appropriate care plan for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 4, 5,6)STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive physical assessment, interpreting labs, and applying clinical judgment in your nursing plan of care. After completing your assessment, you are expected to document your findings as a Nurse’s Note in SBAR format.KEY FEATURES OF i-HUMAN:· As the nurse, you are expected to complete the case scenario using the following tabs: EHR, History, Physical, Analyze, Actions, Nursing Notes, Summary· There are required questions and/or additional information provided related to this case. The questions, information, and videos must be completed/reviewed prior to progressing to the next tab.· Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.CONFIDENTIALITY:To preserve the educational value, integrity, and safety of the learning environment, you agree to maintain strict confidentiality about the proceedings of the simulation session, details of the training scenarios, and the performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health Information (PHI) in client care environments.  You will not view, discuss, share, record, or disclose any confidential information pertaining to the session. You understand that lapses in confidentiality are considered academic misconduct and could result in dismissal from the academic program.FICTION AGREEMENT:You will suspend judgment of realism for any given simulation in exchange for the promise of learning new knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a genuine desire to learn even when it may be difficult to do so.DUE DATE:The virtual simulation must be completed duringWeek 5.SIMULATION TIMING:· Pre-simulation preparation: 30-60 minutes· Pre-brief: 15 minutes· Run Time: 2.75 hours· Debriefing: 60 minutesASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation tool.i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:To prepare for the simulation, you arerequiredto complete the pre-simulation questions below and submit this prework to the faculty via uploading your Word document in Canvas prior to the start of the virtual simulation. If you do not complete the pre-simulation questions and upload them, you willnotbe able to access or participate in the simulation.1. Contrast the common signs and symptoms of hypoglycemia and hyperglycemia2. List the key assessment findings and the priority nursing action in a client with diabetic ketoacidosis?3. Explain the correlation of the following laboratory values that should be analyzed frequently during the treatment of diabetic ketoacidosis.· Arterial blood gases· Glucose· Sodium· Potassium· Urinalysis**Immediately following the completion of the virtual simulation, you will complete the evaluation of the simulation using the link provided.©2023 Chamberlain University LLC. All rights reserved.Chamberlain University | National Management Offices | 500 W. Monroe St., Suite 1300 | Chicago, IL 60661image1.pngimage2.jpgVIRTUALSTIMULATIONNR341_Anika_Singh_Student_Instructions.pdfNR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 1Student Instructions for i-Human Virtual Simulation
NR341 Anika SinghPURPOSE:
The following information is to be used in guiding your preparation and participation in the virtual simulation
scenario for this course. This document will provide applicable course outcomes in preparation for your
simulation.SCENARIO OVERVIEW:
Anika Singh is a 46-year-old female who was returning to her home from India where she had traveled for business
purposes. This trip required a required a 14-hour transcontinental flight. While in flight, she began to experience severe
respiratory distress and chest pain. Emergency supportive care given to patient until plane was able to do an emergency
landing at a Chicago airport. Emergency personnel and ambulance met the plane upon landing and the patient was
transported to the emergency department (ED) at Chamberlain Hospital. She has just arrived at the ED receiving 10L of
oxygen per face mask, and on a cardiac transport monitor. While in route to the hospital, EMS gave courtesy call to ED
nurse. The health care provider has given authorization for initiation of standing orders for presenting complaints to be
started. It is now 8 hours since the onset of the patient’s complaints.LEARNER OBJECTIVES:1. Utilize clinical reasoning skills to perform a focused health history and physical assessment in an
emergent setting. (CO 1, 2, 7)2. Construct a plan of care based by prioritizing assessment findings and nursing diagnoses (CO 4, 5, 7)
3. Evaluate patient outcomes to determine the effectiveness of nursing interventions and need for ongoingcare (CO 4, 7)
4. Communicate and collaborate with the patient, family and interdisciplinary healthcare team members(CO 3)

STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing
your assessment, you are expected to document your findings as a nurses note in SBAR format.KEY FEATURES OF i-HUMAN:• As the nurse, you are expected to complete the case scenario using the following tabs: EHR,
History, Physical, Nursing Notes, Summary• Gear Heads: These are icons that open required questions and/or additional information
related to the case. The questions, information, and videos must be reviewed prior to
progressing to the next tab.NR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 2• Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.Confidentiality:
To preserve the educational value, integrity and safety of the learning environment, you agree to maintain strict
confidentiality about the proceedings of the simulation session, details of the training scenarios and the
performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the
Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health
Information (PHI) in client care environments.

You will not view, discuss, share, record or disclose any confidential information pertaining to the
session. You understand that lapses in confidentiality are considered academic misconduct and could result in
dismissal from the academic program.Fiction Agreement:
You will suspend judgment of realism for any given simulation in exchange for the promise of learning new
knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a
genuine desire to learn even when it may be difficult to do so.DUE DATE:
The virtual simulation is assigned to be completed during Week 2 prior to your scheduled debriefing with
faculty/peers.SIMULATION TIMING:• Pre-simulation preparation: 30-60 minutes
• Pre-brief: 30 minutes
• Run Time: 2-2.5 hours
• Debriefing: 60 minutesNR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 3ASSESSMENT & EVALUATION
Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify
areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to
your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation
tool.i-Human Evaluation – What does my total score mean?NR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 4REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:
In order to prepare for the simulation, you are required to complete the pre-simulation questions below and
submit this prework to the faculty via uploading your responses in Canvas prior to the start of the virtual
simulation. If you do not complete the pre-simulation questions and upload them, you will not be able to
access or participate in the simulation.1. What are common differential symptoms and associated diagnostic tests to determine the
underlying cause for these disorders?a. Acute myocardial infarction
b. Atrial fibrillation
c. Pulmonary embolism
d. Pneumonia2. Describe how to use the acronym ROME to interpret arterial blood gases.
3. Describe the process utilized for titration of oxygen. Include rate of oxygen flow and mechanism ofdelivery.
4. What conditions would indicate the need for intubation and ventilator support?**Immediately following the completion of the virtual simulation, you will complete the evaluation
of the simulation using the link provided.SCENARIO OVERVIEW:LEARNER OBJECTIVES:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurses note in SBAR format.ASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of cl…i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:VIRTUALSTIMULATIONNR341_Anika_Singh_Student_Instructions.pdfNR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 1Student Instructions for i-Human Virtual Simulation
NR341 Anika SinghPURPOSE:
The following information is to be used in guiding your preparation and participation in the virtual simulation
scenario for this course. This document will provide applicable course outcomes in preparation for your
simulation.SCENARIO OVERVIEW:
Anika Singh is a 46-year-old female who was returning to her home from India where she had traveled for business
purposes. This trip required a required a 14-hour transcontinental flight. While in flight, she began to experience severe
respiratory distress and chest pain. Emergency supportive care given to patient until plane was able to do an emergency
landing at a Chicago airport. Emergency personnel and ambulance met the plane upon landing and the patient was
transported to the emergency department (ED) at Chamberlain Hospital. She has just arrived at the ED receiving 10L of
oxygen per face mask, and on a cardiac transport monitor. While in route to the hospital, EMS gave courtesy call to ED
nurse. The health care provider has given authorization for initiation of standing orders for presenting complaints to be
started. It is now 8 hours since the onset of the patient’s complaints.LEARNER OBJECTIVES:1. Utilize clinical reasoning skills to perform a focused health history and physical assessment in an
emergent setting. (CO 1, 2, 7)2. Construct a plan of care based by prioritizing assessment findings and nursing diagnoses (CO 4, 5, 7)
3. Evaluate patient outcomes to determine the effectiveness of nursing interventions and need for ongoingcare (CO 4, 7)
4. Communicate and collaborate with the patient, family and interdisciplinary healthcare team members(CO 3)

STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing
your assessment, you are expected to document your findings as a nurses note in SBAR format.KEY FEATURES OF i-HUMAN:• As the nurse, you are expected to complete the case scenario using the following tabs: EHR,
History, Physical, Nursing Notes, Summary• Gear Heads: These are icons that open required questions and/or additional information
related to the case. The questions, information, and videos must be reviewed prior to
progressing to the next tab.NR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 2• Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.Confidentiality:
To preserve the educational value, integrity and safety of the learning environment, you agree to maintain strict
confidentiality about the proceedings of the simulation session, details of the training scenarios and the
performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the
Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health
Information (PHI) in client care environments.

You will not view, discuss, share, record or disclose any confidential information pertaining to the
session. You understand that lapses in confidentiality are considered academic misconduct and could result in
dismissal from the academic program.Fiction Agreement:
You will suspend judgment of realism for any given simulation in exchange for the promise of learning new
knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a
genuine desire to learn even when it may be difficult to do so.DUE DATE:
The virtual simulation is assigned to be completed during Week 2 prior to your scheduled debriefing with
faculty/peers.SIMULATION TIMING:• Pre-simulation preparation: 30-60 minutes
• Pre-brief: 30 minutes
• Run Time: 2-2.5 hours
• Debriefing: 60 minutesNR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 3ASSESSMENT & EVALUATION
Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify
areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to
your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation
tool.i-Human Evaluation – What does my total score mean?NR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 4REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:
In order to prepare for the simulation, you are required to complete the pre-simulation questions below and
submit this prework to the faculty via uploading your responses in Canvas prior to the start of the virtual
simulation. If you do not complete the pre-simulation questions and upload them, you will not be able to
access or participate in the simulation.1. What are common differential symptoms and associated diagnostic tests to determine the
underlying cause for these disorders?a. Acute myocardial infarction
b. Atrial fibrillation
c. Pulmonary embolism
d. Pneumonia2. Describe how to use the acronym ROME to interpret arterial blood gases.
3. Describe the process utilized for titration of oxygen. Include rate of oxygen flow and mechanism ofdelivery.
4. What conditions would indicate the need for intubation and ventilator support?**Immediately following the completion of the virtual simulation, you will complete the evaluation
of the simulation using the link provided.SCENARIO OVERVIEW:LEARNER OBJECTIVES:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurses note in SBAR format.ASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of cl…i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:VIRTUALSTIMULATIONNR341_Max_Cook_Student_Instructions.pdfNR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 1Student Instructions for i-Human Virtual Simulation
NR341 Max CookPURPOSE:
The following information is to be used in guiding your preparation and participation in the virtual simulation
scenario for this course. This document will provide applicable course outcomes in preparation for your
simulation.SCENARIO OVERVIEW:
Max Cook is a 74-year-old male who presented to the emergency department (ED) 24 hours ago with
complaints of shortness of breath, decreased energy level, and fever. He had not been feeling well for several
days when he went to primary care provider who began treatment for pneumonia. Patient reported that he
did not feel that antibiotic was helping him, so he stopped taking his med 2 days ago. His overall health
declined rapidly over past 48 hours. Mr. Cook’s wife called the ambulance for transport to ED at Chamberlain
Hospital. He was admitted to the Medical Intensive Care Unit (ICU).LEARNER OBJECTIVES:1. Utilize clinical reasoning skills to perform a health history and physical assessment on an adult patient.
(CO 1, 3, 4, 6)2. Construct a plan of care based by prioritizing assessment findings and nursing diagnoses (CO 1, 3, 4, 6, 7)
3. Evaluate patient outcomes to determine the effectiveness of nursing interventions and need for ongoingcare (CO 1, 4, 6)
4. Communicate and collaborate with the patient, family and interdisciplinary healthcare team members(CO 1, 3, 6, 7)

STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing
your assessment, you are expected to document your findings as a nurses note in SBAR format.KEY FEATURES OF i-HUMAN:• As the nurse, you are expected to complete the case scenario using the following tabs: EHR,
History, Physical, Nursing Notes, Summary• Gear Heads: These are icons that open required questions and/or additional information
related to the case. The questions, information, and videos must be reviewed prior to
progressing to the next tab.• Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 2Confidentiality:
To preserve the educational value, integrity and safety of the learning environment, you agree to maintain strict
confidentiality about the proceedings of the simulation session, details of the training scenarios and the
performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the
Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health
Information (PHI) in client care environments.

You will not view, discuss, share, record or disclose any confidential information pertaining to the
session. You understand that lapses in confidentiality are considered academic misconduct and could result in
dismissal from the academic program.Fiction Agreement:
You will suspend judgment of realism for any given simulation in exchange for the promise of learning new
knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a
genuine desire to learn even when it may be difficult to do so.DUE DATE:
The virtual simulation is assigned to be completed during Week 4 prior to your scheduled debriefing with
faculty/peers.SIMULATION TIMING:• Pre-simulation preparation: 30-60 minutes
• Pre-brief: 30 minutes
• Run Time: 2-2.5 hours
• Debriefing: 60 minutesNR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 3ASSESSMENT & EVALUATION
Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify
areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to
your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation
tool.i-Human Evaluation – What does my total score mean?NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 4REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:In order to prepare for the simulation, you are required to complete the pre-simulation questions below and
submit this prework to the faculty via uploading your responses in Canvas prior to the start of the virtual
simulation. If you do not complete the pre-simulation questions and upload them, you will not be able to
access or participate in the simulation.1. Compare/contrast systemic inflammatory response syndrome (SIRS) and sepsis.2. What are key nursing interventions when caring for patient on a ventilator?3. Describe the purpose for the following types of vascular access devices: central venous catheter &
arterial line.4. A patient is experiencing worsening hypotension and is prescribed norepinephrine continuous
infusion.a. Prescription: Start Norepinephrine (levophed) 0.5 mcg/min and titrate to maximum of 12
mcg/min to maintain mean arterial pressure great than 65.b. Pharmacy has mixed the drip as Norepinephrine 4mg in 250mL of D5W.
c. How many mL/hr should the nurse program the pump to deliver 0.5mcg/min?**Immediately following the completion of the virtual simulation, you will complete the evaluation of the
simulation using the link provided.SCENARIO OVERVIEW:LEARNER OBJECTIVES:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurses note in SBAR format.ASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of cl…i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:VIRTUALSTIMULATIONNR341OX_Steve_Chambers_Student_Instructions_MARCH_20231.docxStudent Instructions for i-Human Virtual SimulationNR341/NR342 Steve ChambersPURPOSE:The following information is to be used in guiding your preparation and participation in the virtual simulation scenario for this course. This document will provide applicable course outcomes in preparation for your simulation.SCENARIO OVERVIEW:Your patient today is Steve Chambers. Steve was evaluated at the primary health care provider’s office today and is being directly admitted to the medical unit. Your client is being admitted for a two-week history of polyuria, polydipsia, and a 10-lb weight loss.LEARNER OBJECTIVES:1. Define the components of a comprehensive nursing assessment. (CO 1,2)2. Explain the approach for a comprehensive nursing assessment for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 2,3,4)3. Demonstrate an appropriate assessment for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 1,2)4. Distinguish between the treatment/intervention options for a admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 1.2.3.4)5. Recommend appropriate treatment/interventions for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. . (CO 1.2.3.4)6. Design an appropriate care plan for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 4, 5,6)STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive physical assessment, interpreting labs, and applying clinical judgment in your nursing plan of care. After completing your assessment, you are expected to document your findings as a Nurse’s Note in SBAR format.KEY FEATURES OF i-HUMAN:· As the nurse, you are expected to complete the case scenario using the following tabs: EHR, History, Physical, Analyze, Actions, Nursing Notes, Summary· There are required questions and/or additional information provided related to this case. The questions, information, and videos must be completed/reviewed prior to progressing to the next tab.· Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.CONFIDENTIALITY:To preserve the educational value, integrity, and safety of the learning environment, you agree to maintain strict confidentiality about the proceedings of the simulation session, details of the training scenarios, and the performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health Information (PHI) in client care environments.  You will not view, discuss, share, record, or disclose any confidential information pertaining to the session. You understand that lapses in confidentiality are considered academic misconduct and could result in dismissal from the academic program.FICTION AGREEMENT:You will suspend judgment of realism for any given simulation in exchange for the promise of learning new knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a genuine desire to learn even when it may be difficult to do so.DUE DATE:The virtual simulation must be completed duringWeek 5.SIMULATION TIMING:· Pre-simulation preparation: 30-60 minutes· Pre-brief: 15 minutes· Run Time: 2.75 hours· Debriefing: 60 minutesASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation tool.i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:To prepare for the simulation, you arerequiredto complete the pre-simulation questions below and submit this prework to the faculty via uploading your Word document in Canvas prior to the start of the virtual simulation. If you do not complete the pre-simulation questions and upload them, you willnotbe able to access or participate in the simulation.1. Contrast the common signs and symptoms of hypoglycemia and hyperglycemia2. List the key assessment findings and the priority nursing action in a client with diabetic ketoacidosis?3. Explain the correlation of the following laboratory values that should be analyzed frequently during the treatment of diabetic ketoacidosis.· Arterial blood gases· Glucose· Sodium· Potassium· Urinalysis**Immediately following the completion of the virtual simulation, you will complete the evaluation of the simulation using the link provided.©2023 Chamberlain University LLC. All rights reserved.Chamberlain University | National Management Offices | 500 W. Monroe St., Suite 1300 | Chicago, IL 60661image1.pngimage2.jpgVIRTUALSTIMULATIONNR341_Anika_Singh_Student_Instructions.pdfNR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 1Student Instructions for i-Human Virtual Simulation
NR341 Anika SinghPURPOSE:
The following information is to be used in guiding your preparation and participation in the virtual simulation
scenario for this course. This document will provide applicable course outcomes in preparation for your
simulation.SCENARIO OVERVIEW:
Anika Singh is a 46-year-old female who was returning to her home from India where she had traveled for business
purposes. This trip required a required a 14-hour transcontinental flight. While in flight, she began to experience severe
respiratory distress and chest pain. Emergency supportive care given to patient until plane was able to do an emergency
landing at a Chicago airport. Emergency personnel and ambulance met the plane upon landing and the patient was
transported to the emergency department (ED) at Chamberlain Hospital. She has just arrived at the ED receiving 10L of
oxygen per face mask, and on a cardiac transport monitor. While in route to the hospital, EMS gave courtesy call to ED
nurse. The health care provider has given authorization for initiation of standing orders for presenting complaints to be
started. It is now 8 hours since the onset of the patient’s complaints.LEARNER OBJECTIVES:1. Utilize clinical reasoning skills to perform a focused health history and physical assessment in an
emergent setting. (CO 1, 2, 7)2. Construct a plan of care based by prioritizing assessment findings and nursing diagnoses (CO 4, 5, 7)
3. Evaluate patient outcomes to determine the effectiveness of nursing interventions and need for ongoingcare (CO 4, 7)
4. Communicate and collaborate with the patient, family and interdisciplinary healthcare team members(CO 3)

STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing
your assessment, you are expected to document your findings as a nurses note in SBAR format.KEY FEATURES OF i-HUMAN:• As the nurse, you are expected to complete the case scenario using the following tabs: EHR,
History, Physical, Nursing Notes, Summary• Gear Heads: These are icons that open required questions and/or additional information
related to the case. The questions, information, and videos must be reviewed prior to
progressing to the next tab.NR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 2• Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.Confidentiality:
To preserve the educational value, integrity and safety of the learning environment, you agree to maintain strict
confidentiality about the proceedings of the simulation session, details of the training scenarios and the
performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the
Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health
Information (PHI) in client care environments.

You will not view, discuss, share, record or disclose any confidential information pertaining to the
session. You understand that lapses in confidentiality are considered academic misconduct and could result in
dismissal from the academic program.Fiction Agreement:
You will suspend judgment of realism for any given simulation in exchange for the promise of learning new
knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a
genuine desire to learn even when it may be difficult to do so.DUE DATE:
The virtual simulation is assigned to be completed during Week 2 prior to your scheduled debriefing with
faculty/peers.SIMULATION TIMING:• Pre-simulation preparation: 30-60 minutes
• Pre-brief: 30 minutes
• Run Time: 2-2.5 hours
• Debriefing: 60 minutesNR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 3ASSESSMENT & EVALUATION
Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify
areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to
your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation
tool.i-Human Evaluation – What does my total score mean?NR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 4REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:
In order to prepare for the simulation, you are required to complete the pre-simulation questions below and
submit this prework to the faculty via uploading your responses in Canvas prior to the start of the virtual
simulation. If you do not complete the pre-simulation questions and upload them, you will not be able to
access or participate in the simulation.1. What are common differential symptoms and associated diagnostic tests to determine the
underlying cause for these disorders?a. Acute myocardial infarction
b. Atrial fibrillation
c. Pulmonary embolism
d. Pneumonia2. Describe how to use the acronym ROME to interpret arterial blood gases.
3. Describe the process utilized for titration of oxygen. Include rate of oxygen flow and mechanism ofdelivery.
4. What conditions would indicate the need for intubation and ventilator support?**Immediately following the completion of the virtual simulation, you will complete the evaluation
of the simulation using the link provided.SCENARIO OVERVIEW:LEARNER OBJECTIVES:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurses note in SBAR format.ASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of cl…i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:VIRTUALSTIMULATIONNR341_Max_Cook_Student_Instructions.pdfNR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 1Student Instructions for i-Human Virtual Simulation
NR341 Max CookPURPOSE:
The following information is to be used in guiding your preparation and participation in the virtual simulation
scenario for this course. This document will provide applicable course outcomes in preparation for your
simulation.SCENARIO OVERVIEW:
Max Cook is a 74-year-old male who presented to the emergency department (ED) 24 hours ago with
complaints of shortness of breath, decreased energy level, and fever. He had not been feeling well for several
days when he went to primary care provider who began treatment for pneumonia. Patient reported that he
did not feel that antibiotic was helping him, so he stopped taking his med 2 days ago. His overall health
declined rapidly over past 48 hours. Mr. Cook’s wife called the ambulance for transport to ED at Chamberlain
Hospital. He was admitted to the Medical Intensive Care Unit (ICU).LEARNER OBJECTIVES:1. Utilize clinical reasoning skills to perform a health history and physical assessment on an adult patient.
(CO 1, 3, 4, 6)2. Construct a plan of care based by prioritizing assessment findings and nursing diagnoses (CO 1, 3, 4, 6, 7)
3. Evaluate patient outcomes to determine the effectiveness of nursing interventions and need for ongoingcare (CO 1, 4, 6)
4. Communicate and collaborate with the patient, family and interdisciplinary healthcare team members(CO 1, 3, 6, 7)

STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing
your assessment, you are expected to document your findings as a nurses note in SBAR format.KEY FEATURES OF i-HUMAN:• As the nurse, you are expected to complete the case scenario using the following tabs: EHR,
History, Physical, Nursing Notes, Summary• Gear Heads: These are icons that open required questions and/or additional information
related to the case. The questions, information, and videos must be reviewed prior to
progressing to the next tab.• Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 2Confidentiality:
To preserve the educational value, integrity and safety of the learning environment, you agree to maintain strict
confidentiality about the proceedings of the simulation session, details of the training scenarios and the
performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the
Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health
Information (PHI) in client care environments.

You will not view, discuss, share, record or disclose any confidential information pertaining to the
session. You understand that lapses in confidentiality are considered academic misconduct and could result in
dismissal from the academic program.Fiction Agreement:
You will suspend judgment of realism for any given simulation in exchange for the promise of learning new
knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a
genuine desire to learn even when it may be difficult to do so.DUE DATE:
The virtual simulation is assigned to be completed during Week 4 prior to your scheduled debriefing with
faculty/peers.SIMULATION TIMING:• Pre-simulation preparation: 30-60 minutes
• Pre-brief: 30 minutes
• Run Time: 2-2.5 hours
• Debriefing: 60 minutesNR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 3ASSESSMENT & EVALUATION
Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify
areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to
your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation
tool.i-Human Evaluation – What does my total score mean?NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 4REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:In order to prepare for the simulation, you are required to complete the pre-simulation questions below and
submit this prework to the faculty via uploading your responses in Canvas prior to the start of the virtual
simulation. If you do not complete the pre-simulation questions and upload them, you will not be able to
access or participate in the simulation.1. Compare/contrast systemic inflammatory response syndrome (SIRS) and sepsis.2. What are key nursing interventions when caring for patient on a ventilator?3. Describe the purpose for the following types of vascular access devices: central venous catheter &
arterial line.4. A patient is experiencing worsening hypotension and is prescribed norepinephrine continuous
infusion.a. Prescription: Start Norepinephrine (levophed) 0.5 mcg/min and titrate to maximum of 12
mcg/min to maintain mean arterial pressure great than 65.b. Pharmacy has mixed the drip as Norepinephrine 4mg in 250mL of D5W.
c. How many mL/hr should the nurse program the pump to deliver 0.5mcg/min?**Immediately following the completion of the virtual simulation, you will complete the evaluation of the
simulation using the link provided.SCENARIO OVERVIEW:LEARNER OBJECTIVES:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurses note in SBAR format.ASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of cl…i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:VIRTUALSTIMULATIONNR341OX_Steve_Chambers_Student_Instructions_MARCH_20231.docxStudent Instructions for i-Human Virtual SimulationNR341/NR342 Steve ChambersPURPOSE:The following information is to be used in guiding your preparation and participation in the virtual simulation scenario for this course. This document will provide applicable course outcomes in preparation for your simulation.SCENARIO OVERVIEW:Your patient today is Steve Chambers. Steve was evaluated at the primary health care provider’s office today and is being directly admitted to the medical unit. Your client is being admitted for a two-week history of polyuria, polydipsia, and a 10-lb weight loss.LEARNER OBJECTIVES:1. Define the components of a comprehensive nursing assessment. (CO 1,2)2. Explain the approach for a comprehensive nursing assessment for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 2,3,4)3. Demonstrate an appropriate assessment for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 1,2)4. Distinguish between the treatment/intervention options for a admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 1.2.3.4)5. Recommend appropriate treatment/interventions for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. . (CO 1.2.3.4)6. Design an appropriate care plan for an adult admitted for a 2-week history of polyuria, polydipsia, and a 10-lb weight loss. (CO 4, 5,6)STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive physical assessment, interpreting labs, and applying clinical judgment in your nursing plan of care. After completing your assessment, you are expected to document your findings as a Nurse’s Note in SBAR format.KEY FEATURES OF i-HUMAN:· As the nurse, you are expected to complete the case scenario using the following tabs: EHR, History, Physical, Analyze, Actions, Nursing Notes, Summary· There are required questions and/or additional information provided related to this case. The questions, information, and videos must be completed/reviewed prior to progressing to the next tab.· Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.CONFIDENTIALITY:To preserve the educational value, integrity, and safety of the learning environment, you agree to maintain strict confidentiality about the proceedings of the simulation session, details of the training scenarios, and the performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health Information (PHI) in client care environments.  You will not view, discuss, share, record, or disclose any confidential information pertaining to the session. You understand that lapses in confidentiality are considered academic misconduct and could result in dismissal from the academic program.FICTION AGREEMENT:You will suspend judgment of realism for any given simulation in exchange for the promise of learning new knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a genuine desire to learn even when it may be difficult to do so.DUE DATE:The virtual simulation must be completed duringWeek 5.SIMULATION TIMING:· Pre-simulation preparation: 30-60 minutes· Pre-brief: 15 minutes· Run Time: 2.75 hours· Debriefing: 60 minutesASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation tool.i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:To prepare for the simulation, you arerequiredto complete the pre-simulation questions below and submit this prework to the faculty via uploading your Word document in Canvas prior to the start of the virtual simulation. If you do not complete the pre-simulation questions and upload them, you willnotbe able to access or participate in the simulation.1. Contrast the common signs and symptoms of hypoglycemia and hyperglycemia2. List the key assessment findings and the priority nursing action in a client with diabetic ketoacidosis?3. Explain the correlation of the following laboratory values that should be analyzed frequently during the treatment of diabetic ketoacidosis.· Arterial blood gases· Glucose· Sodium· Potassium· Urinalysis**Immediately following the completion of the virtual simulation, you will complete the evaluation of the simulation using the link provided.©2023 Chamberlain University LLC. All rights reserved.Chamberlain University | National Management Offices | 500 W. Monroe St., Suite 1300 | Chicago, IL 60661image1.pngimage2.jpgVIRTUALSTIMULATIONNR341_Anika_Singh_Student_Instructions.pdfNR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 1Student Instructions for i-Human Virtual Simulation
NR341 Anika SinghPURPOSE:
The following information is to be used in guiding your preparation and participation in the virtual simulation
scenario for this course. This document will provide applicable course outcomes in preparation for your
simulation.SCENARIO OVERVIEW:
Anika Singh is a 46-year-old female who was returning to her home from India where she had traveled for business
purposes. This trip required a required a 14-hour transcontinental flight. While in flight, she began to experience severe
respiratory distress and chest pain. Emergency supportive care given to patient until plane was able to do an emergency
landing at a Chicago airport. Emergency personnel and ambulance met the plane upon landing and the patient was
transported to the emergency department (ED) at Chamberlain Hospital. She has just arrived at the ED receiving 10L of
oxygen per face mask, and on a cardiac transport monitor. While in route to the hospital, EMS gave courtesy call to ED
nurse. The health care provider has given authorization for initiation of standing orders for presenting complaints to be
started. It is now 8 hours since the onset of the patient’s complaints.LEARNER OBJECTIVES:1. Utilize clinical reasoning skills to perform a focused health history and physical assessment in an
emergent setting. (CO 1, 2, 7)2. Construct a plan of care based by prioritizing assessment findings and nursing diagnoses (CO 4, 5, 7)
3. Evaluate patient outcomes to determine the effectiveness of nursing interventions and need for ongoingcare (CO 4, 7)
4. Communicate and collaborate with the patient, family and interdisciplinary healthcare team members(CO 3)

STUDENT ROLES DURING SIMULATION:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing
your assessment, you are expected to document your findings as a nurses note in SBAR format.KEY FEATURES OF i-HUMAN:• As the nurse, you are expected to complete the case scenario using the following tabs: EHR,
History, Physical, Nursing Notes, Summary• Gear Heads: These are icons that open required questions and/or additional information
related to the case. The questions, information, and videos must be reviewed prior to
progressing to the next tab.NR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 2• Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.Confidentiality:
To preserve the educational value, integrity and safety of the learning environment, you agree to maintain strict
confidentiality about the proceedings of the simulation session, details of the training scenarios and the
performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the
Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health
Information (PHI) in client care environments.

You will not view, discuss, share, record or disclose any confidential information pertaining to the
session. You understand that lapses in confidentiality are considered academic misconduct and could result in
dismissal from the academic program.Fiction Agreement:
You will suspend judgment of realism for any given simulation in exchange for the promise of learning new
knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a
genuine desire to learn even when it may be difficult to do so.DUE DATE:
The virtual simulation is assigned to be completed during Week 2 prior to your scheduled debriefing with
faculty/peers.SIMULATION TIMING:• Pre-simulation preparation: 30-60 minutes
• Pre-brief: 30 minutes
• Run Time: 2-2.5 hours
• Debriefing: 60 minutesNR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 3ASSESSMENT & EVALUATION
Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify
areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to
your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation
tool.i-Human Evaluation – What does my total score mean?NR341 Anika Singh Student Instructions
© 2021 Chamberlain University. All Rights Reserved.Revised 4.1.2021 4REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:
In order to prepare for the simulation, you are required to complete the pre-simulation questions below and
submit this prework to the faculty via uploading your responses in Canvas prior to the start of the virtual
simulation. If you do not complete the pre-simulation questions and upload them, you will not be able to
access or participate in the simulation.1. What are common differential symptoms and associated diagnostic tests to determine the
underlying cause for these disorders?a. Acute myocardial infarction
b. Atrial fibrillation
c. Pulmonary embolism
d. Pneumonia2. Describe how to use the acronym ROME to interpret arterial blood gases.
3. Describe the process utilized for titration of oxygen. Include rate of oxygen flow and mechanism ofdelivery.
4. What conditions would indicate the need for intubation and ventilator support?**Immediately following the completion of the virtual simulation, you will complete the evaluation
of the simulation using the link provided.SCENARIO OVERVIEW:LEARNER OBJECTIVES:You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurses note in SBAR format.ASSESSMENT & EVALUATIONFaculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of cl…i-Human Evaluation – What does my total score mean?REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:123Bids(75)MathProgrammingnicohwilliamPROF_ALISTEREmily ClareSheryl Hoganfirstclass tutorProf Double RDemi_Rosesherry proffMUSYOKIONES A+Isabella HarvardDr CloverDiscount AssignJudithTutorpacesetters2121STELLAR GEEK A+Jahky BProWritingGuruColeen AndersonDr. Everleigh_JKShow All Bidsother Questions(10)1010Unit 4 DB: Religion and EmpireOperations managementDiscussion oneLiterature Search Strategy, CRAAP Test, Annotated BibliographyHuman Resource Management 5316: U7 Assignment 1- Model Buildinghow muchPhilosophical Frameworks and Social SituationsD4Education Assignment 5 | Tips on Learning to Talk

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Home>Homework Answsers>Nursing homework helpinterviewplease follow all directions2 years ago03.12.202310Report issuefiles (2)HUMN_6161_Week02_RatingSamplesForMISpirit.pdfWeek2_Assignment1.pdfinterview.pdfHUMN_6161_Week02_RatingSamplesForMISpirit.pdf22From Building Motivational Interviewing Skills: A Practitioner Workbook by David B. Rosengren. Copyright 2009 by The Guilford Press. Permission to
photocopy this exercise is granted to purchasers of this book for personal use only (see copyright page for details).(cont.)ExErcisE 2.2 Rating Samples for MI SpiritHere are examples of short client statements and prac ti tion er responses. Review these exchanges and then decide if
the prac ti tion er’s response is consistent with the spirit of MI (thumbs up) or not (thumbs down). You might want to jot
down a few notes as to why you rated each sample as you did. Then look at the discussion for each example at the
end of this exercise.1. Sarah’s husband (Richard) : I’m just furious that she lied to me and had this affair behind my back. I can’t
believe I didn’t see it. I feel like such an idiot.Prac ti tion er: In retrospect, what signs did you overlook?Thumbs up Thumbs downWhy?2. Arthur: I know my dad told you I’m depressed, but I’m not. Just because I don’t want to play football doesn’t
mean I’m depressed.Prac ti tion er: Your father is worrying needlessly. What do you think he’s seeing that makes him worry this
way?Thumbs up Thumbs downWhy?3. Tanya : I need to come up with some sort of plan to help me get back on track now. This health crisis has
thrown me for a loop. I can’t think about anything else. What do you think I should do?Prac ti tion er: Well, I have some ideas about what might help, but first let me hear what you’ve already consid-
ered.Thumbs up Thumbs downWhy?4. Arthur: I’m not going to keep that stupid thought journal. How does it help me to monitor my “loser” thinking?
I’m coming here to feel better, and paying attention to all that makes me feel worse.Prac ti tion er: OK, Arthur, you might be right. This works for many folks, but not everyone. Maybe we need to try
a different way to approach this. We’ve talked about other ways to approach this issue. What makes sense to
you to practice instead?Thumbs up Thumbs downWhy?5. Tanya : They told me I have to have this surgery right away. But I don’t trust them, so I haven’t scheduled it
yet.23Rating Samples for MI Spirit (p. 2 of 2)Prac ti tion er: Why take the chance? They’re the experts, after all. Let’s call from this phone right now—maybe
you can get in this week.Thumbs up Thumbs downWhy?6. Sarah: I’ve had it with Richard’s guilt mongering. Okay, so I had an affair. I’m ready to end it and start working
on our marriage, but I don’t think he’s ever going to let me forget it. Maybe we should just get a divorce.Prac ti tion er: Sarah, you are the only one who can decide if you should stay in this marriage or leave it. I wonder
what signs you would need to feel more optimistic about working on things with Richard.Thumbs up Thumbs downWhy?7. Arthur’s mother (Peggy) : They had a little “surprise party” for me. Everyone showed up when I wasn’t looking
and then spent the next 2 hours telling me how my drinking hurt them. They think I’m an alcoholic! I might have
a drinking problem, but I’m damn sure not an alcoholic.Prac ti tion er: (gently) Peggy, if it walks like a duck and quacks like a duck, it’s probably a duck. I think if all those
people are telling you you’re an alcoholic, they’re probably right. You might be in denial, don’t you think?Thumbs up Thumbs downWhy?8. Arthur’s father (Lloyd) : I think Arthur is taking over too many of the household responsibilities. A boy his age
ought to be playing sports and chasing girls. Instead, he’s worrying about his younger brother and how the
house looks. He even does laundry. I can tell you I never did that at his age. But when I try to push him toward
more normal things, like football, he just gets mad at me and says I don’t understand him. What am I supposed
to do?Prac ti tion er: In families where alcohol has been a problem, it often works like this. What if you tried the chess
club or the school newspaper instead of pushing him toward football? I think he’d be more receptive to that. I
don’t think you recognize how smart Arthur is. It could be that he will never be all that interested in football.Thumbs up Thumbs downWhy?9. Tanya : My doctor gave me a long list of all the things I have to do to manage my care. It’s overwhelming. I have
to take medication three times a day. I can’t even remember to feed my dog every single day. I just can’t do it.
But I’m afraid I’ll die if I don’t.Prac ti tion er: (encouraging) You can do this. You have to.Thumbs up Thumbs downWhy?Week2_Assignment1.pdfinterview.pdfDue Dec 10 by 10:59pm Points 50 Submitting a text entry box or a file upload
Attempts 0 Allowed Attempts 2Start AssignmentBack to Week at a Glance
(https://waldenu.instructure.com/courses/92806/modules/items/3157567)There is an old adage that “practice makes perfect,” which is particularly relevant to learning a new set of
skills like those associated with motivational interviewing. Over the next several weeks, the Assignments
are designed to give you opportunities to practice specific motivational interviewing skills that are
introduced in the Discussions.In this week’s Discussion, you practiced applying the spirit of motivational interviewing to a service user
in the case study to which you were assigned. As you may remember, the spirit of motivational
interviewing is a heart-set and mindset that encompasses four elements that are crucial for building a
relationship with a service user: partnership, acceptance, compassion, and evocation (Miller & Rollnick,
2013). In this Assignment, you will review a series of practitioner statements to determine whether the
statements reflect the spirit of motivational interviewing.Reference:
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change(3rd ed.). The
Guilford Press.THE SPIRIT OF MOTIVATIONAL
INTERVIEWINGRESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCES (https://waldenu.instructure.com/courses/92806/modules/items/3157591)https://waldenu.instructure.com/courses/92806/modules/items/3157567https://waldenu.instructure.com/courses/92806/modules/items/3157567https://waldenu.instructure.com/courses/92806/modules/items/3157591HUMN_6161_Week2_Assignment_RubricReview the Learning Resources on the spirit of motivational interviewing.
Review the document entitled, “Rating Samples for MI Spirit.” Consider whether each of the
exchanges is consistent with the spirit of motivational interviewing. Why, or why not?Submit a 2- to 3-page paper that addresses the following:Explain whether each exchange in the “Rating Samples for MI Spirit” document is consistent with the
spirit of motivational interviewing. Why, or why not? Be specific.
In instances where you do not believe that the exchange is consistent with the spirit of motivational
interviewing, explain how the practitioner could have responded to be consistent with the spirit of
motivational interviewing. Again, be specific.Before submitting your final assignment, you can check your draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.1. To submit your completed assignment, save your Assignment
as WK2Assgn1_LastName_Firstinitial.2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.TO PREPAREBY DAY 7SUBMISSION AND GRADING INFORMATIONhttps://waldenu.instructure.com/courses/92806/modules/items/3157591Criteria Ratings Pts20 pts22.5 pts7.5 ptsExplain
whether
each
exchange in
the “Rating
Samples for
MI Spirit”
document is
consistent
with the
spirit of
motivational
interviewing.
Why, or why
not? Be
specific.20 to >17.8 pts
Exceeds
Expectations
Explanation of
whether each
exchange is
consistent with the
spirit of
motivational
interviewing is
accurate and
complete. Specific
and convincing
justifications are
provided.17.8 to >15.8 pts
Meets
Expectations
Explanation of
whether each
exchange is
consistent with the
spirit of motivational
interviewing is
mostly accurate and
complete. Relevant
justifications are
provided.15.8 to >13.8 pts
FairExplanation of
whether each
exchange is
consistent with the
spirit of motivational
interviewing is
somewhat
inaccurate and/or
incomplete. Vague
justifications are
provided.13.8 to >0 pts
Needs
Improvement
Explanation of
whether each
exchange is
consistent with
the spirit of
motivational
interviewing is
inaccurate,
incomplete, or
missing
altogether. No
justifications are
provided.In instances
where you
do not
believe that
the
exchange is
consistent
with the
spirit of
motivational
interviewing,
explain how
the
practitioner
could have
responded
to be
consistent
with the
spirit of
motivational
interviewing.
Again, be
specific.22.5 to >20.02 pts
Exceeds
Expectations
Explanation of how
the practitioner
could have
responded is
specific,
appropriate, and
consistent with the
spirit of
motivational
interviewing.20.02 to >17.78 pts
Meets Expectations
Explanation of how
the practitioner could
have responded is
mostly specific,
appropriate, and
consistent with the
spirit of motivational
interviewing,
although there may
be minor errors,
inaccuracies, or
missing details.17.78 to >15.52 pts
Fair
Explanation of how
the practitioner could
have responded is
vague, somewhat
inaccurate, or
somewhat
inconsistent with the
spirit of motivational
interviewing. There
may be errors,
inaccuracies, or
missing details.15.52 to >0 pts
Needs
Improvement
Explanation of
how the
practitioner
could have
responded is
missing,
inaccurate, or
inconsistent with
the spirit of
motivational
interviewing.
There may be
major errors,
inaccuracies,
and missing
details.Scholarly
Writing and
APA Style7.5 to >6.68 pts
Exceeds
Expectations6.68 to >5.93 pts
Meets
Expectations5.93 to >5.18 pts
Fair5.18 to >0 pts
Needs
ImprovementTotal Points: 50Criteria Ratings PtsThe paper is clear
and coherent.
Student writes with
proper grammar,
sentence structure,
and punctuation to
convey their
scholarly message.
Fewer than 5
errors occur in the
paper. The paper
displays proper
scholarly voice,
organization, and
focus. Student
paraphrases
evidence from
scholarly sources
correctly and
integrates and
analyzes it
effectively. Includes
citations and a
reference list that
are mostly
formatted correctly
in APA Style.
Headings and
paper formatting
reflect proper APA.The paper is mostly
clear and coherent.
Errors in grammar,
sentence structure,
and punctuation are
minor, minimal (5-8),
and do not interfere
with the scholarly
message. The paper
displays effective
scholarly voice,
organization, and
focus. Student
paraphrases
evidence from
scholarly sources
correctly, but
integration and
analysis could be
improved. Includes
citations and a
reference list, but
they contain minor
APA errors.
Headings and paper
formatting contain
minor APA errors.The paper is
somewhat clear and
coherent. Errors in
grammar, sentence
structure, and
punctuation are
minor but frequent
(9-12) and
occasionally
interfere with the
message. The paper
has lapses in
scholarly voice. The
paper lacks clear
organization or
occasionally strays
from the focus.
Student occasionally
paraphrases source
information
incorrectly. Includes
citations and a
reference list, but
they contain major
APA errors.
Headings and paper
formatting contain
major APA errors.The paper lacks
clarity and
coherence.
Errors in
grammar,
sentence
structure, and
punctuation are
major, pervasive
(13+), and
interfere with the
message. The
paper shows little
or no attention to
scholarly voice,
organization, and
focus. Student
consistently
paraphrases
source
information
incorrectly
(resulting in
accidental
plagiarism)
and/or relies
exclusively on
direct quotes.
Citations are
infrequent or
missing. Little or
no attempt has
been made to
provide a
reference list or
to formatWeek2_Assignment1.pdfinterview.pdfDue Dec 10 by 10:59pm Points 50 Submitting a text entry box or a file upload
Attempts 0 Allowed Attempts 2Start AssignmentBack to Week at a Glance
(https://waldenu.instructure.com/courses/92806/modules/items/3157567)There is an old adage that “practice makes perfect,” which is particularly relevant to learning a new set of
skills like those associated with motivational interviewing. Over the next several weeks, the Assignments
are designed to give you opportunities to practice specific motivational interviewing skills that are
introduced in the Discussions.In this week’s Discussion, you practiced applying the spirit of motivational interviewing to a service user
in the case study to which you were assigned. As you may remember, the spirit of motivational
interviewing is a heart-set and mindset that encompasses four elements that are crucial for building a
relationship with a service user: partnership, acceptance, compassion, and evocation (Miller & Rollnick,
2013). In this Assignment, you will review a series of practitioner statements to determine whether the
statements reflect the spirit of motivational interviewing.Reference:
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change(3rd ed.). The
Guilford Press.THE SPIRIT OF MOTIVATIONAL
INTERVIEWINGRESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCES (https://waldenu.instructure.com/courses/92806/modules/items/3157591)https://waldenu.instructure.com/courses/92806/modules/items/3157567https://waldenu.instructure.com/courses/92806/modules/items/3157567https://waldenu.instructure.com/courses/92806/modules/items/3157591HUMN_6161_Week2_Assignment_RubricReview the Learning Resources on the spirit of motivational interviewing.
Review the document entitled, “Rating Samples for MI Spirit.” Consider whether each of the
exchanges is consistent with the spirit of motivational interviewing. Why, or why not?Submit a 2- to 3-page paper that addresses the following:Explain whether each exchange in the “Rating Samples for MI Spirit” document is consistent with the
spirit of motivational interviewing. Why, or why not? Be specific.
In instances where you do not believe that the exchange is consistent with the spirit of motivational
interviewing, explain how the practitioner could have responded to be consistent with the spirit of
motivational interviewing. Again, be specific.Before submitting your final assignment, you can check your draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.1. To submit your completed assignment, save your Assignment
as WK2Assgn1_LastName_Firstinitial.2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.TO PREPAREBY DAY 7SUBMISSION AND GRADING INFORMATIONhttps://waldenu.instructure.com/courses/92806/modules/items/3157591Criteria Ratings Pts20 pts22.5 pts7.5 ptsExplain
whether
each
exchange in
the “Rating
Samples for
MI Spirit”
document is
consistent
with the
spirit of
motivational
interviewing.
Why, or why
not? Be
specific.20 to >17.8 pts
Exceeds
Expectations
Explanation of
whether each
exchange is
consistent with the
spirit of
motivational
interviewing is
accurate and
complete. Specific
and convincing
justifications are
provided.17.8 to >15.8 pts
Meets
Expectations
Explanation of
whether each
exchange is
consistent with the
spirit of motivational
interviewing is
mostly accurate and
complete. Relevant
justifications are
provided.15.8 to >13.8 pts
FairExplanation of
whether each
exchange is
consistent with the
spirit of motivational
interviewing is
somewhat
inaccurate and/or
incomplete. Vague
justifications are
provided.13.8 to >0 pts
Needs
Improvement
Explanation of
whether each
exchange is
consistent with
the spirit of
motivational
interviewing is
inaccurate,
incomplete, or
missing
altogether. No
justifications are
provided.In instances
where you
do not
believe that
the
exchange is
consistent
with the
spirit of
motivational
interviewing,
explain how
the
practitioner
could have
responded
to be
consistent
with the
spirit of
motivational
interviewing.
Again, be
specific.22.5 to >20.02 pts
Exceeds
Expectations
Explanation of how
the practitioner
could have
responded is
specific,
appropriate, and
consistent with the
spirit of
motivational
interviewing.20.02 to >17.78 pts
Meets Expectations
Explanation of how
the practitioner could
have responded is
mostly specific,
appropriate, and
consistent with the
spirit of motivational
interviewing,
although there may
be minor errors,
inaccuracies, or
missing details.17.78 to >15.52 pts
Fair
Explanation of how
the practitioner could
have responded is
vague, somewhat
inaccurate, or
somewhat
inconsistent with the
spirit of motivational
interviewing. There
may be errors,
inaccuracies, or
missing details.15.52 to >0 pts
Needs
Improvement
Explanation of
how the
practitioner
could have
responded is
missing,
inaccurate, or
inconsistent with
the spirit of
motivational
interviewing.
There may be
major errors,
inaccuracies,
and missing
details.Scholarly
Writing and
APA Style7.5 to >6.68 pts
Exceeds
Expectations6.68 to >5.93 pts
Meets
Expectations5.93 to >5.18 pts
Fair5.18 to >0 pts
Needs
ImprovementTotal Points: 50Criteria Ratings PtsThe paper is clear
and coherent.
Student writes with
proper grammar,
sentence structure,
and punctuation to
convey their
scholarly message.
Fewer than 5
errors occur in the
paper. The paper
displays proper
scholarly voice,
organization, and
focus. Student
paraphrases
evidence from
scholarly sources
correctly and
integrates and
analyzes it
effectively. Includes
citations and a
reference list that
are mostly
formatted correctly
in APA Style.
Headings and
paper formatting
reflect proper APA.The paper is mostly
clear and coherent.
Errors in grammar,
sentence structure,
and punctuation are
minor, minimal (5-8),
and do not interfere
with the scholarly
message. The paper
displays effective
scholarly voice,
organization, and
focus. Student
paraphrases
evidence from
scholarly sources
correctly, but
integration and
analysis could be
improved. Includes
citations and a
reference list, but
they contain minor
APA errors.
Headings and paper
formatting contain
minor APA errors.The paper is
somewhat clear and
coherent. Errors in
grammar, sentence
structure, and
punctuation are
minor but frequent
(9-12) and
occasionally
interfere with the
message. The paper
has lapses in
scholarly voice. The
paper lacks clear
organization or
occasionally strays
from the focus.
Student occasionally
paraphrases source
information
incorrectly. Includes
citations and a
reference list, but
they contain major
APA errors.
Headings and paper
formatting contain
major APA errors.The paper lacks
clarity and
coherence.
Errors in
grammar,
sentence
structure, and
punctuation are
major, pervasive
(13+), and
interfere with the
message. The
paper shows little
or no attention to
scholarly voice,
organization, and
focus. Student
consistently
paraphrases
source
information
incorrectly
(resulting in
accidental
plagiarism)
and/or relies
exclusively on
direct quotes.
Citations are
infrequent or
missing. Little or
no attempt has
been made to
provide a
reference list or
to formatHUMN_6161_Week02_RatingSamplesForMISpirit.pdf22From Building Motivational Interviewing Skills: A Practitioner Workbook by David B. Rosengren. Copyright 2009 by The Guilford Press. Permission to
photocopy this exercise is granted to purchasers of this book for personal use only (see copyright page for details).(cont.)ExErcisE 2.2 Rating Samples for MI SpiritHere are examples of short client statements and prac ti tion er responses. Review these exchanges and then decide if
the prac ti tion er’s response is consistent with the spirit of MI (thumbs up) or not (thumbs down). You might want to jot
down a few notes as to why you rated each sample as you did. Then look at the discussion for each example at the
end of this exercise.1. Sarah’s husband (Richard) : I’m just furious that she lied to me and had this affair behind my back. I can’t
believe I didn’t see it. I feel like such an idiot.Prac ti tion er: In retrospect, what signs did you overlook?Thumbs up Thumbs downWhy?2. Arthur: I know my dad told you I’m depressed, but I’m not. Just because I don’t want to play football doesn’t
mean I’m depressed.Prac ti tion er: Your father is worrying needlessly. What do you think he’s seeing that makes him worry this
way?Thumbs up Thumbs downWhy?3. Tanya : I need to come up with some sort of plan to help me get back on track now. This health crisis has
thrown me for a loop. I can’t think about anything else. What do you think I should do?Prac ti tion er: Well, I have some ideas about what might help, but first let me hear what you’ve already consid-
ered.Thumbs up Thumbs downWhy?4. Arthur: I’m not going to keep that stupid thought journal. How does it help me to monitor my “loser” thinking?
I’m coming here to feel better, and paying attention to all that makes me feel worse.Prac ti tion er: OK, Arthur, you might be right. This works for many folks, but not everyone. Maybe we need to try
a different way to approach this. We’ve talked about other ways to approach this issue. What makes sense to
you to practice instead?Thumbs up Thumbs downWhy?5. Tanya : They told me I have to have this surgery right away. But I don’t trust them, so I haven’t scheduled it
yet.23Rating Samples for MI Spirit (p. 2 of 2)Prac ti tion er: Why take the chance? They’re the experts, after all. Let’s call from this phone right now—maybe
you can get in this week.Thumbs up Thumbs downWhy?6. Sarah: I’ve had it with Richard’s guilt mongering. Okay, so I had an affair. I’m ready to end it and start working
on our marriage, but I don’t think he’s ever going to let me forget it. Maybe we should just get a divorce.Prac ti tion er: Sarah, you are the only one who can decide if you should stay in this marriage or leave it. I wonder
what signs you would need to feel more optimistic about working on things with Richard.Thumbs up Thumbs downWhy?7. Arthur’s mother (Peggy) : They had a little “surprise party” for me. Everyone showed up when I wasn’t looking
and then spent the next 2 hours telling me how my drinking hurt them. They think I’m an alcoholic! I might have
a drinking problem, but I’m damn sure not an alcoholic.Prac ti tion er: (gently) Peggy, if it walks like a duck and quacks like a duck, it’s probably a duck. I think if all those
people are telling you you’re an alcoholic, they’re probably right. You might be in denial, don’t you think?Thumbs up Thumbs downWhy?8. Arthur’s father (Lloyd) : I think Arthur is taking over too many of the household responsibilities. A boy his age
ought to be playing sports and chasing girls. Instead, he’s worrying about his younger brother and how the
house looks. He even does laundry. I can tell you I never did that at his age. But when I try to push him toward
more normal things, like football, he just gets mad at me and says I don’t understand him. What am I supposed
to do?Prac ti tion er: In families where alcohol has been a problem, it often works like this. What if you tried the chess
club or the school newspaper instead of pushing him toward football? I think he’d be more receptive to that. I
don’t think you recognize how smart Arthur is. It could be that he will never be all that interested in football.Thumbs up Thumbs downWhy?9. Tanya : My doctor gave me a long list of all the things I have to do to manage my care. It’s overwhelming. I have
to take medication three times a day. I can’t even remember to feed my dog every single day. I just can’t do it.
But I’m afraid I’ll die if I don’t.Prac ti tion er: (encouraging) You can do this. You have to.Thumbs up Thumbs downWhy?Week2_Assignment1.pdfinterview.pdfDue Dec 10 by 10:59pm Points 50 Submitting a text entry box or a file upload
Attempts 0 Allowed Attempts 2Start AssignmentBack to Week at a Glance
(https://waldenu.instructure.com/courses/92806/modules/items/3157567)There is an old adage that “practice makes perfect,” which is particularly relevant to learning a new set of
skills like those associated with motivational interviewing. Over the next several weeks, the Assignments
are designed to give you opportunities to practice specific motivational interviewing skills that are
introduced in the Discussions.In this week’s Discussion, you practiced applying the spirit of motivational interviewing to a service user
in the case study to which you were assigned. As you may remember, the spirit of motivational
interviewing is a heart-set and mindset that encompasses four elements that are crucial for building a
relationship with a service user: partnership, acceptance, compassion, and evocation (Miller & Rollnick,
2013). In this Assignment, you will review a series of practitioner statements to determine whether the
statements reflect the spirit of motivational interviewing.Reference:
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change(3rd ed.). The
Guilford Press.THE SPIRIT OF MOTIVATIONAL
INTERVIEWINGRESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCES (https://waldenu.instructure.com/courses/92806/modules/items/3157591)https://waldenu.instructure.com/courses/92806/modules/items/3157567https://waldenu.instructure.com/courses/92806/modules/items/3157567https://waldenu.instructure.com/courses/92806/modules/items/3157591HUMN_6161_Week2_Assignment_RubricReview the Learning Resources on the spirit of motivational interviewing.
Review the document entitled, “Rating Samples for MI Spirit.” Consider whether each of the
exchanges is consistent with the spirit of motivational interviewing. Why, or why not?Submit a 2- to 3-page paper that addresses the following:Explain whether each exchange in the “Rating Samples for MI Spirit” document is consistent with the
spirit of motivational interviewing. Why, or why not? Be specific.
In instances where you do not believe that the exchange is consistent with the spirit of motivational
interviewing, explain how the practitioner could have responded to be consistent with the spirit of
motivational interviewing. Again, be specific.Before submitting your final assignment, you can check your draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.1. To submit your completed assignment, save your Assignment
as WK2Assgn1_LastName_Firstinitial.2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.TO PREPAREBY DAY 7SUBMISSION AND GRADING INFORMATIONhttps://waldenu.instructure.com/courses/92806/modules/items/3157591Criteria Ratings Pts20 pts22.5 pts7.5 ptsExplain
whether
each
exchange in
the “Rating
Samples for
MI Spirit”
document is
consistent
with the
spirit of
motivational
interviewing.
Why, or why
not? Be
specific.20 to >17.8 pts
Exceeds
Expectations
Explanation of
whether each
exchange is
consistent with the
spirit of
motivational
interviewing is
accurate and
complete. Specific
and convincing
justifications are
provided.17.8 to >15.8 pts
Meets
Expectations
Explanation of
whether each
exchange is
consistent with the
spirit of motivational
interviewing is
mostly accurate and
complete. Relevant
justifications are
provided.15.8 to >13.8 pts
FairExplanation of
whether each
exchange is
consistent with the
spirit of motivational
interviewing is
somewhat
inaccurate and/or
incomplete. Vague
justifications are
provided.13.8 to >0 pts
Needs
Improvement
Explanation of
whether each
exchange is
consistent with
the spirit of
motivational
interviewing is
inaccurate,
incomplete, or
missing
altogether. No
justifications are
provided.In instances
where you
do not
believe that
the
exchange is
consistent
with the
spirit of
motivational
interviewing,
explain how
the
practitioner
could have
responded
to be
consistent
with the
spirit of
motivational
interviewing.
Again, be
specific.22.5 to >20.02 pts
Exceeds
Expectations
Explanation of how
the practitioner
could have
responded is
specific,
appropriate, and
consistent with the
spirit of
motivational
interviewing.20.02 to >17.78 pts
Meets Expectations
Explanation of how
the practitioner could
have responded is
mostly specific,
appropriate, and
consistent with the
spirit of motivational
interviewing,
although there may
be minor errors,
inaccuracies, or
missing details.17.78 to >15.52 pts
Fair
Explanation of how
the practitioner could
have responded is
vague, somewhat
inaccurate, or
somewhat
inconsistent with the
spirit of motivational
interviewing. There
may be errors,
inaccuracies, or
missing details.15.52 to >0 pts
Needs
Improvement
Explanation of
how the
practitioner
could have
responded is
missing,
inaccurate, or
inconsistent with
the spirit of
motivational
interviewing.
There may be
major errors,
inaccuracies,
and missing
details.Scholarly
Writing and
APA Style7.5 to >6.68 pts
Exceeds
Expectations6.68 to >5.93 pts
Meets
Expectations5.93 to >5.18 pts
Fair5.18 to >0 pts
Needs
ImprovementTotal Points: 50Criteria Ratings PtsThe paper is clear
and coherent.
Student writes with
proper grammar,
sentence structure,
and punctuation to
convey their
scholarly message.
Fewer than 5
errors occur in the
paper. The paper
displays proper
scholarly voice,
organization, and
focus. Student
paraphrases
evidence from
scholarly sources
correctly and
integrates and
analyzes it
effectively. Includes
citations and a
reference list that
are mostly
formatted correctly
in APA Style.
Headings and
paper formatting
reflect proper APA.The paper is mostly
clear and coherent.
Errors in grammar,
sentence structure,
and punctuation are
minor, minimal (5-8),
and do not interfere
with the scholarly
message. The paper
displays effective
scholarly voice,
organization, and
focus. Student
paraphrases
evidence from
scholarly sources
correctly, but
integration and
analysis could be
improved. Includes
citations and a
reference list, but
they contain minor
APA errors.
Headings and paper
formatting contain
minor APA errors.The paper is
somewhat clear and
coherent. Errors in
grammar, sentence
structure, and
punctuation are
minor but frequent
(9-12) and
occasionally
interfere with the
message. The paper
has lapses in
scholarly voice. The
paper lacks clear
organization or
occasionally strays
from the focus.
Student occasionally
paraphrases source
information
incorrectly. Includes
citations and a
reference list, but
they contain major
APA errors.
Headings and paper
formatting contain
major APA errors.The paper lacks
clarity and
coherence.
Errors in
grammar,
sentence
structure, and
punctuation are
major, pervasive
(13+), and
interfere with the
message. The
paper shows little
or no attention to
scholarly voice,
organization, and
focus. Student
consistently
paraphrases
source
information
incorrectly
(resulting in
accidental
plagiarism)
and/or relies
exclusively on
direct quotes.
Citations are
infrequent or
missing. Little or
no attempt has
been made to
provide a
reference list or
to formatHUMN_6161_Week02_RatingSamplesForMISpirit.pdf22From Building Motivational Interviewing Skills: A Practitioner Workbook by David B. Rosengren. Copyright 2009 by The Guilford Press. Permission to
photocopy this exercise is granted to purchasers of this book for personal use only (see copyright page for details).(cont.)ExErcisE 2.2 Rating Samples for MI SpiritHere are examples of short client statements and prac ti tion er responses. Review these exchanges and then decide if
the prac ti tion er’s response is consistent with the spirit of MI (thumbs up) or not (thumbs down). You might want to jot
down a few notes as to why you rated each sample as you did. Then look at the discussion for each example at the
end of this exercise.1. Sarah’s husband (Richard) : I’m just furious that she lied to me and had this affair behind my back. I can’t
believe I didn’t see it. I feel like such an idiot.Prac ti tion er: In retrospect, what signs did you overlook?Thumbs up Thumbs downWhy?2. Arthur: I know my dad told you I’m depressed, but I’m not. Just because I don’t want to play football doesn’t
mean I’m depressed.Prac ti tion er: Your father is worrying needlessly. What do you think he’s seeing that makes him worry this
way?Thumbs up Thumbs downWhy?3. Tanya : I need to come up with some sort of plan to help me get back on track now. This health crisis has
thrown me for a loop. I can’t think about anything else. What do you think I should do?Prac ti tion er: Well, I have some ideas about what might help, but first let me hear what you’ve already consid-
ered.Thumbs up Thumbs downWhy?4. Arthur: I’m not going to keep that stupid thought journal. How does it help me to monitor my “loser” thinking?
I’m coming here to feel better, and paying attention to all that makes me feel worse.Prac ti tion er: OK, Arthur, you might be right. This works for many folks, but not everyone. Maybe we need to try
a different way to approach this. We’ve talked about other ways to approach this issue. What makes sense to
you to practice instead?Thumbs up Thumbs downWhy?5. Tanya : They told me I have to have this surgery right away. But I don’t trust them, so I haven’t scheduled it
yet.23Rating Samples for MI Spirit (p. 2 of 2)Prac ti tion er: Why take the chance? They’re the experts, after all. Let’s call from this phone right now—maybe
you can get in this week.Thumbs up Thumbs downWhy?6. Sarah: I’ve had it with Richard’s guilt mongering. Okay, so I had an affair. I’m ready to end it and start working
on our marriage, but I don’t think he’s ever going to let me forget it. Maybe we should just get a divorce.Prac ti tion er: Sarah, you are the only one who can decide if you should stay in this marriage or leave it. I wonder
what signs you would need to feel more optimistic about working on things with Richard.Thumbs up Thumbs downWhy?7. Arthur’s mother (Peggy) : They had a little “surprise party” for me. Everyone showed up when I wasn’t looking
and then spent the next 2 hours telling me how my drinking hurt them. They think I’m an alcoholic! I might have
a drinking problem, but I’m damn sure not an alcoholic.Prac ti tion er: (gently) Peggy, if it walks like a duck and quacks like a duck, it’s probably a duck. I think if all those
people are telling you you’re an alcoholic, they’re probably right. You might be in denial, don’t you think?Thumbs up Thumbs downWhy?8. Arthur’s father (Lloyd) : I think Arthur is taking over too many of the household responsibilities. A boy his age
ought to be playing sports and chasing girls. Instead, he’s worrying about his younger brother and how the
house looks. He even does laundry. I can tell you I never did that at his age. But when I try to push him toward
more normal things, like football, he just gets mad at me and says I don’t understand him. What am I supposed
to do?Prac ti tion er: In families where alcohol has been a problem, it often works like this. What if you tried the chess
club or the school newspaper instead of pushing him toward football? I think he’d be more receptive to that. I
don’t think you recognize how smart Arthur is. It could be that he will never be all that interested in football.Thumbs up Thumbs downWhy?9. Tanya : My doctor gave me a long list of all the things I have to do to manage my care. It’s overwhelming. I have
to take medication three times a day. I can’t even remember to feed my dog every single day. I just can’t do it.
But I’m afraid I’ll die if I don’t.Prac ti tion er: (encouraging) You can do this. You have to.Thumbs up Thumbs downWhy?Week2_Assignment1.pdfinterview.pdfDue Dec 10 by 10:59pm Points 50 Submitting a text entry box or a file upload
Attempts 0 Allowed Attempts 2Start AssignmentBack to Week at a Glance
(https://waldenu.instructure.com/courses/92806/modules/items/3157567)There is an old adage that “practice makes perfect,” which is particularly relevant to learning a new set of
skills like those associated with motivational interviewing. Over the next several weeks, the Assignments
are designed to give you opportunities to practice specific motivational interviewing skills that are
introduced in the Discussions.In this week’s Discussion, you practiced applying the spirit of motivational interviewing to a service user
in the case study to which you were assigned. As you may remember, the spirit of motivational
interviewing is a heart-set and mindset that encompasses four elements that are crucial for building a
relationship with a service user: partnership, acceptance, compassion, and evocation (Miller & Rollnick,
2013). In this Assignment, you will review a series of practitioner statements to determine whether the
statements reflect the spirit of motivational interviewing.Reference:
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change(3rd ed.). The
Guilford Press.THE SPIRIT OF MOTIVATIONAL
INTERVIEWINGRESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCES (https://waldenu.instructure.com/courses/92806/modules/items/3157591)https://waldenu.instructure.com/courses/92806/modules/items/3157567https://waldenu.instructure.com/courses/92806/modules/items/3157567https://waldenu.instructure.com/courses/92806/modules/items/3157591HUMN_6161_Week2_Assignment_RubricReview the Learning Resources on the spirit of motivational interviewing.
Review the document entitled, “Rating Samples for MI Spirit.” Consider whether each of the
exchanges is consistent with the spirit of motivational interviewing. Why, or why not?Submit a 2- to 3-page paper that addresses the following:Explain whether each exchange in the “Rating Samples for MI Spirit” document is consistent with the
spirit of motivational interviewing. Why, or why not? Be specific.
In instances where you do not believe that the exchange is consistent with the spirit of motivational
interviewing, explain how the practitioner could have responded to be consistent with the spirit of
motivational interviewing. Again, be specific.Before submitting your final assignment, you can check your draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.1. To submit your completed assignment, save your Assignment
as WK2Assgn1_LastName_Firstinitial.2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.TO PREPAREBY DAY 7SUBMISSION AND GRADING INFORMATIONhttps://waldenu.instructure.com/courses/92806/modules/items/3157591Criteria Ratings Pts20 pts22.5 pts7.5 ptsExplain
whether
each
exchange in
the “Rating
Samples for
MI Spirit”
document is
consistent
with the
spirit of
motivational
interviewing.
Why, or why
not? Be
specific.20 to >17.8 pts
Exceeds
Expectations
Explanation of
whether each
exchange is
consistent with the
spirit of
motivational
interviewing is
accurate and
complete. Specific
and convincing
justifications are
provided.17.8 to >15.8 pts
Meets
Expectations
Explanation of
whether each
exchange is
consistent with the
spirit of motivational
interviewing is
mostly accurate and
complete. Relevant
justifications are
provided.15.8 to >13.8 pts
FairExplanation of
whether each
exchange is
consistent with the
spirit of motivational
interviewing is
somewhat
inaccurate and/or
incomplete. Vague
justifications are
provided.13.8 to >0 pts
Needs
Improvement
Explanation of
whether each
exchange is
consistent with
the spirit of
motivational
interviewing is
inaccurate,
incomplete, or
missing
altogether. No
justifications are
provided.In instances
where you
do not
believe that
the
exchange is
consistent
with the
spirit of
motivational
interviewing,
explain how
the
practitioner
could have
responded
to be
consistent
with the
spirit of
motivational
interviewing.
Again, be
specific.22.5 to >20.02 pts
Exceeds
Expectations
Explanation of how
the practitioner
could have
responded is
specific,
appropriate, and
consistent with the
spirit of
motivational
interviewing.20.02 to >17.78 pts
Meets Expectations
Explanation of how
the practitioner could
have responded is
mostly specific,
appropriate, and
consistent with the
spirit of motivational
interviewing,
although there may
be minor errors,
inaccuracies, or
missing details.17.78 to >15.52 pts
Fair
Explanation of how
the practitioner could
have responded is
vague, somewhat
inaccurate, or
somewhat
inconsistent with the
spirit of motivational
interviewing. There
may be errors,
inaccuracies, or
missing details.15.52 to >0 pts
Needs
Improvement
Explanation of
how the
practitioner
could have
responded is
missing,
inaccurate, or
inconsistent with
the spirit of
motivational
interviewing.
There may be
major errors,
inaccuracies,
and missing
details.Scholarly
Writing and
APA Style7.5 to >6.68 pts
Exceeds
Expectations6.68 to >5.93 pts
Meets
Expectations5.93 to >5.18 pts
Fair5.18 to >0 pts
Needs
ImprovementTotal Points: 50Criteria Ratings PtsThe paper is clear
and coherent.
Student writes with
proper grammar,
sentence structure,
and punctuation to
convey their
scholarly message.
Fewer than 5
errors occur in the
paper. The paper
displays proper
scholarly voice,
organization, and
focus. Student
paraphrases
evidence from
scholarly sources
correctly and
integrates and
analyzes it
effectively. Includes
citations and a
reference list that
are mostly
formatted correctly
in APA Style.
Headings and
paper formatting
reflect proper APA.The paper is mostly
clear and coherent.
Errors in grammar,
sentence structure,
and punctuation are
minor, minimal (5-8),
and do not interfere
with the scholarly
message. The paper
displays effective
scholarly voice,
organization, and
focus. Student
paraphrases
evidence from
scholarly sources
correctly, but
integration and
analysis could be
improved. Includes
citations and a
reference list, but
they contain minor
APA errors.
Headings and paper
formatting contain
minor APA errors.The paper is
somewhat clear and
coherent. Errors in
grammar, sentence
structure, and
punctuation are
minor but frequent
(9-12) and
occasionally
interfere with the
message. The paper
has lapses in
scholarly voice. The
paper lacks clear
organization or
occasionally strays
from the focus.
Student occasionally
paraphrases source
information
incorrectly. Includes
citations and a
reference list, but
they contain major
APA errors.
Headings and paper
formatting contain
major APA errors.The paper lacks
clarity and
coherence.
Errors in
grammar,
sentence
structure, and
punctuation are
major, pervasive
(13+), and
interfere with the
message. The
paper shows little
or no attention to
scholarly voice,
organization, and
focus. Student
consistently
paraphrases
source
information
incorrectly
(resulting in
accidental
plagiarism)
and/or relies
exclusively on
direct quotes.
Citations are
infrequent or
missing. Little or
no attempt has
been made to
provide a
reference list or
to format12Bids(60)Dr. Ellen RMMathProgrammingnicohwilliamPROF_ALISTERProf Double RSheryl HoganDemi_RoseFiona DavaIsabella HarvardMUSYOKIONES A+Dr CloverJudithTutorDiscount AssignSTELLAR GEEK A+Jahky BTop MalaikaProWritingGuruColeen AndersonDr. Everleigh_JKBrilliant GeekShow All Bidsother Questions(10)Suzanne123Relationship Dynamics on Org ChangeComparison PaperC++ 2-Dimensional Blackjack Programanalysis essayBrand Personality Presentationpaper for NJOSH onlyResearch paperliterature review-ony the 1-page proposal part- for Dr. Rocal ONLYWhat individual or collective actions can people take to improve our food systems, and what would be their impact?

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Home>Homework Answsers>Nursing homework helpnursinga year ago14.02.202440Report issuefiles (2)example_datacollectionspreadsheet_guide.xlsxAssessment2BenchmarksandQualityMeasures.docxexample_datacollectionspreadsheet_guide.xlsxDashboard TrackingOn this spreadsheet, create a dashboard you will use to compare your office data to the benchmark data you are using. Create at least one graph. See example.Number of patients reviewed:Range of dates of services reviewed:This cell left blank intentionally.This cell left blank intentionally.MeasureBenchmarkThis cell left blank intentionally.Quality Measure 113This cell left blank intentionally.Quality Measure 211This cell left blank intentionally.Quality Measure 342This cell left blank intentionally.Quality Measure 400This cell left blank intentionally.Quality Measure 500This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.End of WorksheetThis cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.Comparison DataMeasure Quality Measure 1 Quality Measure 2 Quality Measure 3 Quality Measure 4 Quality Measure 5 1 1 4 0 0 Benchmark Qu ality Measure 1 Quality Measure 2 Quality Measure 3 Quality Measure 4 Quality Measure 5 3 1 2 0 0 Quality Measure 1 Quality Measure 2 Quality Measure 3 Quality Measure 4 Quality Measure 5Data CollectionOn this spreadsheet, create a data collection form you will use to collect your office data. See example below.This cell left blank intentionally.This cell left blank intentionally.Patient
First NamePatient
Last NameAgeQuality Measure 1Quality Measure 2Quality Measure 3Quality Measure 4Quality Measure 512345End of WorksheetThis cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.TrendingPlace a line graph on this spreadsheet that shows the trending of your topic over the last 5–10 years of data you have located.Assessment2BenchmarksandQualityMeasures.docxAssessment 2 Benchmarks and Quality MeasuresIdentify the benchmarks and quality measures used to compare to the office data for your proposal (Excel spreadsheet). Assess the compatibility of the proposed data and examine potential issues related to information quality (1–3 pages).IntroductionA key part of your proposal will be to identify benchmarks and trends for the topic you have chosen for your documentation review. Benchmarks can come from national or state quality standards or trends. If your proposal is approved, you as the office manager will want to try to answer this question: How does our office data compare to national or state trends?You need to identify your benchmarks before you can collect and then compare the data. You decide what your benchmarks are. They could be based on national averages, state averages, or quality standards. For example, here is one quality standard: All patients with chronic, stable coronary artery disease are on an antiplatelet therapy or have supporting documentation as to why they cannot take an antiplatelet therapy. For instance, they may have an allergy.Another question to consider when establishing benchmarks is this: Are you comparing apples to apples or apples to oranges? In addition, if you are retrieving information from a national database or data from an HIE, how do you know your office data is comparable to the information you are retrieving? Consult your suggested resources for answers to these questions.For this second assessment, you are to:· Analyze statistical trends and assess quality measures relevant to your proposal.· Assess the compatibility of data drawn from multiple sources.· Determine the effects of health information quality on an HIE.This assessment is completed in three steps:1. Step One – Preparation: Locate data related to quality measures or trends relevant to your topic from specific websites.2. Step Two – Data Collection: Create a data collection tracking spreadsheet and dashboard.3. Step Three – Data Compatibility: Write a short paper on data compatibility and quality.Please study this assessment’s scoring guide to better understand the performance levels relating to each criterion on which you will be evaluated.InstructionsStep One: PreparationLocate data related to quality measures relevant to your topic from one or more of these websites:·Agency for Healthcare Research and Quality. (n.d.). https://www.ahrq.gov/·Centers for Disease Control and Prevention. (n.d.). https://www.cdc.gov/·The Joint Commission. (n.d.). https://www.jointcommission.org/·NCQA. (n.d.). https://www.ncqa.org/·Occupational Safety and Health Administration. (n.d.). https://www.osha.gov/index.html· Any other site that contains national or state health care quality measures.Step Two: Data CollectionUsing theData Collection Spreadsheet Guide [XLSX]Download Data Collection Spreadsheet Guide [XLSX]as an example, ;create a spreadsheet containing three tabs: Dashboard Tracking, Data Collection, and Trending.On the first tab,Dashboard Tracking,draw from the information you gathered in Step One as part of your preparation for this assessment:· Identify the specific benchmark data you will compare with your office data. Remember it is up to you to establish your benchmarks.· Organize or create a spreadsheet to display the totals, percentages, averages, and so on of your office data and of the national or state data you will be using for comparison.Note: Your Office Data column will be blank because you are not collecting any office data. This is only a proposal to do an information review of the quality of care provided by the physician group. Data does, however, need to appear in the Benchmark (national/state) data column.· Include at least one comparison graph of your choice on this tab.On the second tab,Data Collection,draw from the information you gathered in Step One as part of your preparation for this assessment:· Create a form you will use to collect specific data from the patients’ records.· Include a row for each patient.· Provide a column for each data collection point (quality measure) you will be comparing.Note:The information on this page is totaled, averaged, et cetera, with the results linked to the first tab.To create your third tab,Trends, you will need to do some additional research. Identify national benchmarks for the condition you have chosen that could be compared to your office data. For example, if the trend in your office is that you are seeing more patients with asthma, but the national trend is decreasing, you have discovered a discrepancy that needs to be investigated.To perform your analysis:· Visit one or more of the following websites containing national data:· Agency for Healthcare Research and Quality. (n.d.).Healthcare cost and utilization project. https://hcupnet.ahrq.gov/#setup· Centers for Disease Control and Prevention. (n.d.).CDC WONDER. https://wonder.cdc.gov/WelcomeT.html· Any other site that contains national or state health care data.· Locate and analyze statistical data relevant to the selected condition.· Examine trends:· What other meaningful trends exist? For example, consider the number of new cases, increases or decreases of cases within a specific age range or location, et cetera.· How do the national and state trends compare?· Is the national trend increasing or decreasing?· What is the percentage of cases who expire from the disease?· Identify the trending of one statistical result relating to the condition you selected over the last 5–10 years.· Create a line graph on the third tab of your spreadsheet,Trends, that illustrates the national and/or state trending of the disease you selected over the past 5–10 years.Note: Remember you have not collected your office data yet for comparison purposes. You could add that data at a later time.Step 3: Data CompatibilityWrite a short section to add to the proposal you will complete in Assessment 3. Be sure this section of your proposal includes all of the following headings and your narrative addresses each of the bullet points.Introduction· Provide a brief 1–2 sentence, high-level summary explaining data compatibility.Data Compatibility· Assess the compatibility of the data:· How can you ensure data from multiple sources is compatible?· How do you know the data you are using for comparison is compatible with your office data?· What challenges are associated with data standardization? We do not want to compare apples with oranges. You want to be sure data from multiple sources:· Represents the same condition.· Uses similar statistical analysis.· And so on.Effects of Health Information Quality on the HIE· Explain the difference between an HIE and a national database.· Explain what problems can develop if facilities submit incomplete or inaccurate information to an HIE.· Explain what problems can develop if facilities submit incomplete or inaccurate information to a national database.· Explain how incomplete or inaccurate data may affect your proposal.Conclusion· Briefly reinforce your paper’s main points.Additional RequirementsYour assessment should meet the following requirements:·Excel spreadsheet:Your spreadsheet must contain three tabs, be organized, contain appropriate graphs, and have correct spelling.·Written communication:Your paper needs to be clear and well organized, with correct spelling, grammar, and syntax, to support orderly exposition of content.·Title page:Develop a descriptive title of approximately 5–15 words. It should stir interest yet maintain professional decorum.·References:Include a minimum of two citations of peer-reviewed sources in current APA format.·Length:1–3 typed, double-spaced content pages, not including the title page and references page.·Font and font size:Times New Roman, 12 point.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:· Competency 4: Determine how a health information exchange (HIE) or other external health care databases affect the management of patient data, clinical knowledge, and population data.· Assess the compatibility of data from multiple sources.· Explain the effects of health information quality on an HIE.· Competency 5: Apply quality and change management concepts to health care information management.· Analyze statistical trends relevant to a selected condition.· Assess quality measures relevant to a selected condition.· Competency 6: Communicate in a manner that is scholarly, professional, respectful of the diversity, dignity, and integrity of others, and is consistent with the expectations for healthcare professionals.· Write clearly, with correct spelling, grammar, and syntax, and good organization.· Apply proper APA formatting and style to citations and references.Assessment2BenchmarksandQualityMeasures.docxAssessment 2 Benchmarks and Quality MeasuresIdentify the benchmarks and quality measures used to compare to the office data for your proposal (Excel spreadsheet). Assess the compatibility of the proposed data and examine potential issues related to information quality (1–3 pages).IntroductionA key part of your proposal will be to identify benchmarks and trends for the topic you have chosen for your documentation review. Benchmarks can come from national or state quality standards or trends. If your proposal is approved, you as the office manager will want to try to answer this question: How does our office data compare to national or state trends?You need to identify your benchmarks before you can collect and then compare the data. You decide what your benchmarks are. They could be based on national averages, state averages, or quality standards. For example, here is one quality standard: All patients with chronic, stable coronary artery disease are on an antiplatelet therapy or have supporting documentation as to why they cannot take an antiplatelet therapy. For instance, they may have an allergy.Another question to consider when establishing benchmarks is this: Are you comparing apples to apples or apples to oranges? In addition, if you are retrieving information from a national database or data from an HIE, how do you know your office data is comparable to the information you are retrieving? Consult your suggested resources for answers to these questions.For this second assessment, you are to:· Analyze statistical trends and assess quality measures relevant to your proposal.· Assess the compatibility of data drawn from multiple sources.· Determine the effects of health information quality on an HIE.This assessment is completed in three steps:1. Step One – Preparation: Locate data related to quality measures or trends relevant to your topic from specific websites.2. Step Two – Data Collection: Create a data collection tracking spreadsheet and dashboard.3. Step Three – Data Compatibility: Write a short paper on data compatibility and quality.Please study this assessment’s scoring guide to better understand the performance levels relating to each criterion on which you will be evaluated.InstructionsStep One: PreparationLocate data related to quality measures relevant to your topic from one or more of these websites:·Agency for Healthcare Research and Quality. (n.d.). https://www.ahrq.gov/·Centers for Disease Control and Prevention. (n.d.). https://www.cdc.gov/·The Joint Commission. (n.d.). https://www.jointcommission.org/·NCQA. (n.d.). https://www.ncqa.org/·Occupational Safety and Health Administration. (n.d.). https://www.osha.gov/index.html· Any other site that contains national or state health care quality measures.Step Two: Data CollectionUsing theData Collection Spreadsheet Guide [XLSX]Download Data Collection Spreadsheet Guide [XLSX]as an example, ;create a spreadsheet containing three tabs: Dashboard Tracking, Data Collection, and Trending.On the first tab,Dashboard Tracking,draw from the information you gathered in Step One as part of your preparation for this assessment:· Identify the specific benchmark data you will compare with your office data. Remember it is up to you to establish your benchmarks.· Organize or create a spreadsheet to display the totals, percentages, averages, and so on of your office data and of the national or state data you will be using for comparison.Note: Your Office Data column will be blank because you are not collecting any office data. This is only a proposal to do an information review of the quality of care provided by the physician group. Data does, however, need to appear in the Benchmark (national/state) data column.· Include at least one comparison graph of your choice on this tab.On the second tab,Data Collection,draw from the information you gathered in Step One as part of your preparation for this assessment:· Create a form you will use to collect specific data from the patients’ records.· Include a row for each patient.· Provide a column for each data collection point (quality measure) you will be comparing.Note:The information on this page is totaled, averaged, et cetera, with the results linked to the first tab.To create your third tab,Trends, you will need to do some additional research. Identify national benchmarks for the condition you have chosen that could be compared to your office data. For example, if the trend in your office is that you are seeing more patients with asthma, but the national trend is decreasing, you have discovered a discrepancy that needs to be investigated.To perform your analysis:· Visit one or more of the following websites containing national data:· Agency for Healthcare Research and Quality. (n.d.).Healthcare cost and utilization project. https://hcupnet.ahrq.gov/#setup· Centers for Disease Control and Prevention. (n.d.).CDC WONDER. https://wonder.cdc.gov/WelcomeT.html· Any other site that contains national or state health care data.· Locate and analyze statistical data relevant to the selected condition.· Examine trends:· What other meaningful trends exist? For example, consider the number of new cases, increases or decreases of cases within a specific age range or location, et cetera.· How do the national and state trends compare?· Is the national trend increasing or decreasing?· What is the percentage of cases who expire from the disease?· Identify the trending of one statistical result relating to the condition you selected over the last 5–10 years.· Create a line graph on the third tab of your spreadsheet,Trends, that illustrates the national and/or state trending of the disease you selected over the past 5–10 years.Note: Remember you have not collected your office data yet for comparison purposes. You could add that data at a later time.Step 3: Data CompatibilityWrite a short section to add to the proposal you will complete in Assessment 3. Be sure this section of your proposal includes all of the following headings and your narrative addresses each of the bullet points.Introduction· Provide a brief 1–2 sentence, high-level summary explaining data compatibility.Data Compatibility· Assess the compatibility of the data:· How can you ensure data from multiple sources is compatible?· How do you know the data you are using for comparison is compatible with your office data?· What challenges are associated with data standardization? We do not want to compare apples with oranges. You want to be sure data from multiple sources:· Represents the same condition.· Uses similar statistical analysis.· And so on.Effects of Health Information Quality on the HIE· Explain the difference between an HIE and a national database.· Explain what problems can develop if facilities submit incomplete or inaccurate information to an HIE.· Explain what problems can develop if facilities submit incomplete or inaccurate information to a national database.· Explain how incomplete or inaccurate data may affect your proposal.Conclusion· Briefly reinforce your paper’s main points.Additional RequirementsYour assessment should meet the following requirements:·Excel spreadsheet:Your spreadsheet must contain three tabs, be organized, contain appropriate graphs, and have correct spelling.·Written communication:Your paper needs to be clear and well organized, with correct spelling, grammar, and syntax, to support orderly exposition of content.·Title page:Develop a descriptive title of approximately 5–15 words. It should stir interest yet maintain professional decorum.·References:Include a minimum of two citations of peer-reviewed sources in current APA format.·Length:1–3 typed, double-spaced content pages, not including the title page and references page.·Font and font size:Times New Roman, 12 point.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:· Competency 4: Determine how a health information exchange (HIE) or other external health care databases affect the management of patient data, clinical knowledge, and population data.· Assess the compatibility of data from multiple sources.· Explain the effects of health information quality on an HIE.· Competency 5: Apply quality and change management concepts to health care information management.· Analyze statistical trends relevant to a selected condition.· Assess quality measures relevant to a selected condition.· Competency 6: Communicate in a manner that is scholarly, professional, respectful of the diversity, dignity, and integrity of others, and is consistent with the expectations for healthcare professionals.· Write clearly, with correct spelling, grammar, and syntax, and good organization.· Apply proper APA formatting and style to citations and references.example_datacollectionspreadsheet_guide.xlsxDashboard TrackingOn this spreadsheet, create a dashboard you will use to compare your office data to the benchmark data you are using. Create at least one graph. See example.Number of patients reviewed:Range of dates of services reviewed:This cell left blank intentionally.This cell left blank intentionally.MeasureBenchmarkThis cell left blank intentionally.Quality Measure 113This cell left blank intentionally.Quality Measure 211This cell left blank intentionally.Quality Measure 342This cell left blank intentionally.Quality Measure 400This cell left blank intentionally.Quality Measure 500This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.End of WorksheetThis cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.Comparison DataMeasure Quality Measure 1 Quality Measure 2 Quality Measure 3 Quality Measure 4 Quality Measure 5 1 1 4 0 0 Benchmark Qu ality Measure 1 Quality Measure 2 Quality Measure 3 Quality Measure 4 Quality Measure 5 3 1 2 0 0 Quality Measure 1 Quality Measure 2 Quality Measure 3 Quality Measure 4 Quality Measure 5Data CollectionOn this spreadsheet, create a data collection form you will use to collect your office data. See example below.This cell left blank intentionally.This cell left blank intentionally.Patient
First NamePatient
Last NameAgeQuality Measure 1Quality Measure 2Quality Measure 3Quality Measure 4Quality Measure 512345End of WorksheetThis cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.TrendingPlace a line graph on this spreadsheet that shows the trending of your topic over the last 5–10 years of data you have located.Assessment2BenchmarksandQualityMeasures.docxAssessment 2 Benchmarks and Quality MeasuresIdentify the benchmarks and quality measures used to compare to the office data for your proposal (Excel spreadsheet). Assess the compatibility of the proposed data and examine potential issues related to information quality (1–3 pages).IntroductionA key part of your proposal will be to identify benchmarks and trends for the topic you have chosen for your documentation review. Benchmarks can come from national or state quality standards or trends. If your proposal is approved, you as the office manager will want to try to answer this question: How does our office data compare to national or state trends?You need to identify your benchmarks before you can collect and then compare the data. You decide what your benchmarks are. They could be based on national averages, state averages, or quality standards. For example, here is one quality standard: All patients with chronic, stable coronary artery disease are on an antiplatelet therapy or have supporting documentation as to why they cannot take an antiplatelet therapy. For instance, they may have an allergy.Another question to consider when establishing benchmarks is this: Are you comparing apples to apples or apples to oranges? In addition, if you are retrieving information from a national database or data from an HIE, how do you know your office data is comparable to the information you are retrieving? Consult your suggested resources for answers to these questions.For this second assessment, you are to:· Analyze statistical trends and assess quality measures relevant to your proposal.· Assess the compatibility of data drawn from multiple sources.· Determine the effects of health information quality on an HIE.This assessment is completed in three steps:1. Step One – Preparation: Locate data related to quality measures or trends relevant to your topic from specific websites.2. Step Two – Data Collection: Create a data collection tracking spreadsheet and dashboard.3. Step Three – Data Compatibility: Write a short paper on data compatibility and quality.Please study this assessment’s scoring guide to better understand the performance levels relating to each criterion on which you will be evaluated.InstructionsStep One: PreparationLocate data related to quality measures relevant to your topic from one or more of these websites:·Agency for Healthcare Research and Quality. (n.d.). https://www.ahrq.gov/·Centers for Disease Control and Prevention. (n.d.). https://www.cdc.gov/·The Joint Commission. (n.d.). https://www.jointcommission.org/·NCQA. (n.d.). https://www.ncqa.org/·Occupational Safety and Health Administration. (n.d.). https://www.osha.gov/index.html· Any other site that contains national or state health care quality measures.Step Two: Data CollectionUsing theData Collection Spreadsheet Guide [XLSX]Download Data Collection Spreadsheet Guide [XLSX]as an example, ;create a spreadsheet containing three tabs: Dashboard Tracking, Data Collection, and Trending.On the first tab,Dashboard Tracking,draw from the information you gathered in Step One as part of your preparation for this assessment:· Identify the specific benchmark data you will compare with your office data. Remember it is up to you to establish your benchmarks.· Organize or create a spreadsheet to display the totals, percentages, averages, and so on of your office data and of the national or state data you will be using for comparison.Note: Your Office Data column will be blank because you are not collecting any office data. This is only a proposal to do an information review of the quality of care provided by the physician group. Data does, however, need to appear in the Benchmark (national/state) data column.· Include at least one comparison graph of your choice on this tab.On the second tab,Data Collection,draw from the information you gathered in Step One as part of your preparation for this assessment:· Create a form you will use to collect specific data from the patients’ records.· Include a row for each patient.· Provide a column for each data collection point (quality measure) you will be comparing.Note:The information on this page is totaled, averaged, et cetera, with the results linked to the first tab.To create your third tab,Trends, you will need to do some additional research. Identify national benchmarks for the condition you have chosen that could be compared to your office data. For example, if the trend in your office is that you are seeing more patients with asthma, but the national trend is decreasing, you have discovered a discrepancy that needs to be investigated.To perform your analysis:· Visit one or more of the following websites containing national data:· Agency for Healthcare Research and Quality. (n.d.).Healthcare cost and utilization project. https://hcupnet.ahrq.gov/#setup· Centers for Disease Control and Prevention. (n.d.).CDC WONDER. https://wonder.cdc.gov/WelcomeT.html· Any other site that contains national or state health care data.· Locate and analyze statistical data relevant to the selected condition.· Examine trends:· What other meaningful trends exist? For example, consider the number of new cases, increases or decreases of cases within a specific age range or location, et cetera.· How do the national and state trends compare?· Is the national trend increasing or decreasing?· What is the percentage of cases who expire from the disease?· Identify the trending of one statistical result relating to the condition you selected over the last 5–10 years.· Create a line graph on the third tab of your spreadsheet,Trends, that illustrates the national and/or state trending of the disease you selected over the past 5–10 years.Note: Remember you have not collected your office data yet for comparison purposes. You could add that data at a later time.Step 3: Data CompatibilityWrite a short section to add to the proposal you will complete in Assessment 3. Be sure this section of your proposal includes all of the following headings and your narrative addresses each of the bullet points.Introduction· Provide a brief 1–2 sentence, high-level summary explaining data compatibility.Data Compatibility· Assess the compatibility of the data:· How can you ensure data from multiple sources is compatible?· How do you know the data you are using for comparison is compatible with your office data?· What challenges are associated with data standardization? We do not want to compare apples with oranges. You want to be sure data from multiple sources:· Represents the same condition.· Uses similar statistical analysis.· And so on.Effects of Health Information Quality on the HIE· Explain the difference between an HIE and a national database.· Explain what problems can develop if facilities submit incomplete or inaccurate information to an HIE.· Explain what problems can develop if facilities submit incomplete or inaccurate information to a national database.· Explain how incomplete or inaccurate data may affect your proposal.Conclusion· Briefly reinforce your paper’s main points.Additional RequirementsYour assessment should meet the following requirements:·Excel spreadsheet:Your spreadsheet must contain three tabs, be organized, contain appropriate graphs, and have correct spelling.·Written communication:Your paper needs to be clear and well organized, with correct spelling, grammar, and syntax, to support orderly exposition of content.·Title page:Develop a descriptive title of approximately 5–15 words. It should stir interest yet maintain professional decorum.·References:Include a minimum of two citations of peer-reviewed sources in current APA format.·Length:1–3 typed, double-spaced content pages, not including the title page and references page.·Font and font size:Times New Roman, 12 point.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:· Competency 4: Determine how a health information exchange (HIE) or other external health care databases affect the management of patient data, clinical knowledge, and population data.· Assess the compatibility of data from multiple sources.· Explain the effects of health information quality on an HIE.· Competency 5: Apply quality and change management concepts to health care information management.· Analyze statistical trends relevant to a selected condition.· Assess quality measures relevant to a selected condition.· Competency 6: Communicate in a manner that is scholarly, professional, respectful of the diversity, dignity, and integrity of others, and is consistent with the expectations for healthcare professionals.· Write clearly, with correct spelling, grammar, and syntax, and good organization.· Apply proper APA formatting and style to citations and references.example_datacollectionspreadsheet_guide.xlsxDashboard TrackingOn this spreadsheet, create a dashboard you will use to compare your office data to the benchmark data you are using. Create at least one graph. See example.Number of patients reviewed:Range of dates of services reviewed:This cell left blank intentionally.This cell left blank intentionally.MeasureBenchmarkThis cell left blank intentionally.Quality Measure 113This cell left blank intentionally.Quality Measure 211This cell left blank intentionally.Quality Measure 342This cell left blank intentionally.Quality Measure 400This cell left blank intentionally.Quality Measure 500This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.End of WorksheetThis cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.Comparison DataMeasure Quality Measure 1 Quality Measure 2 Quality Measure 3 Quality Measure 4 Quality Measure 5 1 1 4 0 0 Benchmark Qu ality Measure 1 Quality Measure 2 Quality Measure 3 Quality Measure 4 Quality Measure 5 3 1 2 0 0 Quality Measure 1 Quality Measure 2 Quality Measure 3 Quality Measure 4 Quality Measure 5Data CollectionOn this spreadsheet, create a data collection form you will use to collect your office data. See example below.This cell left blank intentionally.This cell left blank intentionally.Patient
First NamePatient
Last NameAgeQuality Measure 1Quality Measure 2Quality Measure 3Quality Measure 4Quality Measure 512345End of WorksheetThis cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.This cell left blank intentionally.TrendingPlace a line graph on this spreadsheet that shows the trending of your topic over the last 5–10 years of data you have located.Assessment2BenchmarksandQualityMeasures.docxAssessment 2 Benchmarks and Quality MeasuresIdentify the benchmarks and quality measures used to compare to the office data for your proposal (Excel spreadsheet). Assess the compatibility of the proposed data and examine potential issues related to information quality (1–3 pages).IntroductionA key part of your proposal will be to identify benchmarks and trends for the topic you have chosen for your documentation review. Benchmarks can come from national or state quality standards or trends. If your proposal is approved, you as the office manager will want to try to answer this question: How does our office data compare to national or state trends?You need to identify your benchmarks before you can collect and then compare the data. You decide what your benchmarks are. They could be based on national averages, state averages, or quality standards. For example, here is one quality standard: All patients with chronic, stable coronary artery disease are on an antiplatelet therapy or have supporting documentation as to why they cannot take an antiplatelet therapy. For instance, they may have an allergy.Another question to consider when establishing benchmarks is this: Are you comparing apples to apples or apples to oranges? In addition, if you are retrieving information from a national database or data from an HIE, how do you know your office data is comparable to the information you are retrieving? Consult your suggested resources for answers to these questions.For this second assessment, you are to:· Analyze statistical trends and assess quality measures relevant to your proposal.· Assess the compatibility of data drawn from multiple sources.· Determine the effects of health information quality on an HIE.This assessment is completed in three steps:1. Step One – Preparation: Locate data related to quality measures or trends relevant to your topic from specific websites.2. Step Two – Data Collection: Create a data collection tracking spreadsheet and dashboard.3. Step Three – Data Compatibility: Write a short paper on data compatibility and quality.Please study this assessment’s scoring guide to better understand the performance levels relating to each criterion on which you will be evaluated.InstructionsStep One: PreparationLocate data related to quality measures relevant to your topic from one or more of these websites:·Agency for Healthcare Research and Quality. (n.d.). https://www.ahrq.gov/·Centers for Disease Control and Prevention. (n.d.). https://www.cdc.gov/·The Joint Commission. (n.d.). https://www.jointcommission.org/·NCQA. (n.d.). https://www.ncqa.org/·Occupational Safety and Health Administration. (n.d.). https://www.osha.gov/index.html· Any other site that contains national or state health care quality measures.Step Two: Data CollectionUsing theData Collection Spreadsheet Guide [XLSX]Download Data Collection Spreadsheet Guide [XLSX]as an example, ;create a spreadsheet containing three tabs: Dashboard Tracking, Data Collection, and Trending.On the first tab,Dashboard Tracking,draw from the information you gathered in Step One as part of your preparation for this assessment:· Identify the specific benchmark data you will compare with your office data. Remember it is up to you to establish your benchmarks.· Organize or create a spreadsheet to display the totals, percentages, averages, and so on of your office data and of the national or state data you will be using for comparison.Note: Your Office Data column will be blank because you are not collecting any office data. This is only a proposal to do an information review of the quality of care provided by the physician group. Data does, however, need to appear in the Benchmark (national/state) data column.· Include at least one comparison graph of your choice on this tab.On the second tab,Data Collection,draw from the information you gathered in Step One as part of your preparation for this assessment:· Create a form you will use to collect specific data from the patients’ records.· Include a row for each patient.· Provide a column for each data collection point (quality measure) you will be comparing.Note:The information on this page is totaled, averaged, et cetera, with the results linked to the first tab.To create your third tab,Trends, you will need to do some additional research. Identify national benchmarks for the condition you have chosen that could be compared to your office data. For example, if the trend in your office is that you are seeing more patients with asthma, but the national trend is decreasing, you have discovered a discrepancy that needs to be investigated.To perform your analysis:· Visit one or more of the following websites containing national data:· Agency for Healthcare Research and Quality. (n.d.).Healthcare cost and utilization project. https://hcupnet.ahrq.gov/#setup· Centers for Disease Control and Prevention. (n.d.).CDC WONDER. https://wonder.cdc.gov/WelcomeT.html· Any other site that contains national or state health care data.· Locate and analyze statistical data relevant to the selected condition.· Examine trends:· What other meaningful trends exist? For example, consider the number of new cases, increases or decreases of cases within a specific age range or location, et cetera.· How do the national and state trends compare?· Is the national trend increasing or decreasing?· What is the percentage of cases who expire from the disease?· Identify the trending of one statistical result relating to the condition you selected over the last 5–10 years.· Create a line graph on the third tab of your spreadsheet,Trends, that illustrates the national and/or state trending of the disease you selected over the past 5–10 years.Note: Remember you have not collected your office data yet for comparison purposes. You could add that data at a later time.Step 3: Data CompatibilityWrite a short section to add to the proposal you will complete in Assessment 3. Be sure this section of your proposal includes all of the following headings and your narrative addresses each of the bullet points.Introduction· Provide a brief 1–2 sentence, high-level summary explaining data compatibility.Data Compatibility· Assess the compatibility of the data:· How can you ensure data from multiple sources is compatible?· How do you know the data you are using for comparison is compatible with your office data?· What challenges are associated with data standardization? We do not want to compare apples with oranges. You want to be sure data from multiple sources:· Represents the same condition.· Uses similar statistical analysis.· And so on.Effects of Health Information Quality on the HIE· Explain the difference between an HIE and a national database.· Explain what problems can develop if facilities submit incomplete or inaccurate information to an HIE.· Explain what problems can develop if facilities submit incomplete or inaccurate information to a national database.· Explain how incomplete or inaccurate data may affect your proposal.Conclusion· Briefly reinforce your paper’s main points.Additional RequirementsYour assessment should meet the following requirements:·Excel spreadsheet:Your spreadsheet must contain three tabs, be organized, contain appropriate graphs, and have correct spelling.·Written communication:Your paper needs to be clear and well organized, with correct spelling, grammar, and syntax, to support orderly exposition of content.·Title page:Develop a descriptive title of approximately 5–15 words. It should stir interest yet maintain professional decorum.·References:Include a minimum of two citations of peer-reviewed sources in current APA format.·Length:1–3 typed, double-spaced content pages, not including the title page and references page.·Font and font size:Times New Roman, 12 point.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:· Competency 4: Determine how a health information exchange (HIE) or other external health care databases affect the management of patient data, clinical knowledge, and population data.· Assess the compatibility of data from multiple sources.· Explain the effects of health information quality on an HIE.· Competency 5: Apply quality and change management concepts to health care information management.· Analyze statistical trends relevant to a selected condition.· Assess quality measures relevant to a selected condition.· Competency 6: Communicate in a manner that is scholarly, professional, respectful of the diversity, dignity, and integrity of others, and is consistent with the expectations for healthcare professionals.· Write clearly, with correct spelling, grammar, and syntax, and good organization.· Apply proper APA formatting and style to citations and references.12Bids(66)Miss DeannaDr. Ellen RMEmily ClareMathProgrammingDr. Sarah BlakeMISS HILLARY A+abdul_rehman_Prof Double RDoctor.NamiraYoung NyanyaSTELLAR GEEK A+Prof. TOPGRADEProWritingGuruJahky BUbaid TariqDr. Adeline ZoeAshley Elliesherry proffTutor Cyrus KenDr. Sophie MilesShow All Bidsother Questions(10)Reserve For Njosh OnlyLiturgy ProgamNightingale onlyis2Training and Development Analysis (1)Finance problemtim.writerscase analysisphd Isaac Newton/WVCModule 6 Homework Assignment*****A++ Rated Tutorial Already***** Use as a Guide Paper*****

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Home>Homework Answsers>Nursing homework helpa year ago28.02.20246Report issuefiles (1)week1discussion.docxweek1discussion.docxHello StudentsFriendly reminders below for Week 1 assignments. We have add extra learning resources for you and if trouble understanding or getting anything to work, please let me know.The case scenarios are different for each week. I will post these in announcements.Scenario Week 1 – Discussion Board: Patient is a 48-year-old male with complaints of stiffness in his fingers that migrates to his upper arm joints and increased fatigue over the last few months. The patient works in a bank and types frequently. He commented that he thought he could have carpal tunnel syndrome, but the fatigue was beginning to worry him. The patient reports a family history of rheumatoid arthritis. He is currently taking Motrin for pain which partially relieves the symptoms. He rates his pain a 5/10 at present, aching in both hands. The patient’s vital signs are 120/80, Pulse 78, Res 16, Temp 100.1 F. He denies any recent weight changes. Physical exam reveals: Edema to 4th and 5th PIP joints bilaterally with tenderness in the same joints. His grip strength is decreased bilaterally. No edema of knees or ankles noted.Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:· The role genetics plays in the disease.· Why the patient is presenting with the specific symptoms described.· The physiologic response to the stimulus presented in the scenario and why you think this response occurred.· The cells that are involved in this process.· How another characteristic (e.g., gender, genetics) would change your response.week1discussion.docxHello StudentsFriendly reminders below for Week 1 assignments. We have add extra learning resources for you and if trouble understanding or getting anything to work, please let me know.The case scenarios are different for each week. I will post these in announcements.Scenario Week 1 – Discussion Board: Patient is a 48-year-old male with complaints of stiffness in his fingers that migrates to his upper arm joints and increased fatigue over the last few months. The patient works in a bank and types frequently. He commented that he thought he could have carpal tunnel syndrome, but the fatigue was beginning to worry him. The patient reports a family history of rheumatoid arthritis. He is currently taking Motrin for pain which partially relieves the symptoms. He rates his pain a 5/10 at present, aching in both hands. The patient’s vital signs are 120/80, Pulse 78, Res 16, Temp 100.1 F. He denies any recent weight changes. Physical exam reveals: Edema to 4th and 5th PIP joints bilaterally with tenderness in the same joints. His grip strength is decreased bilaterally. No edema of knees or ankles noted.Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:· The role genetics plays in the disease.· Why the patient is presenting with the specific symptoms described.· The physiologic response to the stimulus presented in the scenario and why you think this response occurred.· The cells that are involved in this process.· How another characteristic (e.g., gender, genetics) would change your response.Bids(52)Dr. Ellen RMDr. Aylin JMPROF_ALISTERProf Double RDr. Sarah Blakefirstclass tutorDemi_RoseDr CloverJudithTutorMISS HILLARY A+Discount AssigngrA+de plusProWritingGuruDr. Everleigh_JKColeen AndersonIsabella HarvardWIZARD_KIMTeacher A+ WorkYoung NyanyaSTELLAR GEEK A+Show All Bidsother Questions(10)ADVANCED Econ hwk. Experts only. ECON 321. View attached pics. Due in 28 hours.shown belowEnglish Research PaperAssignment 3: Community Agency ObservationAS AGREED- THE REMAINING PAYMENTAssignmentonlinepublic administrationReviewneed help

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