Nursing homework help

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Most of the elderly at their end-of-life stage do not die at home as it is their desire. Despite the development of palliative care programs, it has remained a challenge to ensure that most of the elderly die in their homes. One of the main reasons that have made it difficult is the absence of a family caregiver who is willing to take care of an elderly patient. A patient who is at the end-of-life stage is supposed to have a person that is close to him or her so as to give them the attention they require. For elderly, having a committed family member would be significant because it gives them a sense of belonging and satisfaction, even as they near their death. However, it is hard to find such family caregivers, because most of them prefer taking their elderly relatives to a hospital where they can receive professional assistance. Moreover, few home caregivers have been trained to provide healthcare service properly; all these factors make it hard for attention to be given to elderly patients in their homes (Hudson, 2003).

As a nurse, one can support their clients during the end-of-life treatment by approaching the family member that is recommended by a patient and explain the need of having home-based care. It would be a key factor in ensuring that the family members understand the dynamics of providing care to the elderly from home. It would also be a way of ensuring that family members agree to take care of a patient, since they would be convinced from a professional point of view. Moreover, as a nurse, I would do my best to assist these family members in any way to ensure the comfort of a patient. For instance, a nurse can constantly visit a patient and provide the necessary care at home (Hudson, 2003).

 

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comment from post 5

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I agree with you Peggy, that helping families identify their strengths will help them function better.  While addressing the dysfunctional patterns it is also important to point out what the family is doing right.  Giving them positive reinforcement along with assigning tasks to help with dysfunctional patterns will help the family more than just pointing out the negative.  The family structural theory will help with this by identifying those positive strengths that the family encompasses.  It is our roles to also stay positive in implementing new ideas for the family.  It is our role as a healer to help individuals balance various parts of their lives (Edelman, Kudzma, Mandle, 2014). By doing so, we are helping the family succeed.

 

I NEED YOU TO COMMENT FROM THIS POST, NO MORE THAN 150 WORDS NEEDED AND A REFERENCE.

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Assignment 3: Quantitative Annotated Bibliography

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In this week’s discussion question you were asked to consider a potential problem (appropriate to your role option) that you would like to investigate through nursing research. For this assignment you will review current research from South’s Online Library and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is a brief summary and analysis of the journal article reviewed. For more information on annotated bibliographies please visit Purdue’s OWL: https://owl.english.purdue.edu/owl/resource/614/01/

A total of four annotated bibliographies are to be submitted (not to exceed one page each). The articles must come from nursing scholarly literature and may not be older than 5 years since publication. Please note that the articles must be research based and reflect a quantitative methodology (review our reading assignments). Web pages, magazines, textbooks, and other books are not acceptable.

Each annotation must address the following critical elements:

  • Explanation of the main purpose and scope of the cited work
  • Brief description of the research conducted
  • Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
  • Possible shortcomings or bias in the work
  • Conclusions or observations reached by the author
  • Summary as to why this research lends evidence to support the potential problem identified specific to your role option.

Please submit to the W1 Assignment 3 Dropbox by Monday, January 2, 2017.

Assignment 3 Grading Criteria
Maximum Points
Articles selected are appropriate to role option and support the potential problem identified.
20
Addresses required elements for each of the 4 nursing research articles that provide supportive evidence for the problem.
40
Articles selected meet guidelines (quantitative methodology, nursing scholarly literature, no older than 5 years since publication).
30
Followed APA guidelines for writing style, format, spelling, and grammar.
10
Total:
100

Shows the help line number for South University Online Inc. The number is 1-888-444-3404.

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Assignment and Discussion

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Endocrine and Musculoskeletal System

The endocrine and musculoskeletal systems play important roles in the regulation and coordination of activities throughout the body. When alterations of these systems occur, many patients require long-term drug therapies. In addition to drugs prescribed by their health care providers, patients with these disorders also often take herbal and dietary supplements. According to the American Diabetes Association, 22 percent of diabetic patients use herbal therapy and 31 percent use dietary supplements (American Diabetes Association, 2009). This may impact the effects of prescribed drugs, as well as pose a concern of adverse drug reactions in patients. When treating patients with endocrine and musculoskeletal disorders, it is important to educate patients on associated risks. As an advanced practice nurse prescribing drugs, you must carefully consider all drug, herbal, and dietary therapies prior to finalizing treatment plans.

This week you examine types of drugs prescribed to patients with endocrine and musculoskeletal disorders, as well as the impact of patient factors on the effects of drugs. You also explore ways to improve patient treatment plans including suggested drug therapies. Finally, you examine types of diabetes and the impact of diabetes drugs on patients.

Learning Objectives

By the end of this week, students will:

· Analyze types of drugs prescribed to treat endocrine and musculoskeletal disorders

· Evaluate the impact of patient factors on the effects of prescribed drugs for endocrine and musculoskeletal disorders

· Evaluate drug therapy plans to treat endocrine and musculoskeletal disorders

· Analyze patient education strategies for treatment and management of endocrine and musculoskeletal disorders

· Differentiate types of diabetes

· Evaluate the impact of diabetes drugs on patients

· Understand and apply key terms, concepts, and principles related to prescribing drugs to treat endocrine and musculoskeletal disorders

Photo Credit: Mark Hatfield/iStock / Getty Images Plus/Getty Images

 

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To access select media resources, please use the media player below.

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Arcangelo, V. P., & Peterson, A. M. (Eds.). (2013). Pharmacotherapeutics for advanced practice: A practical approach (3rd ed.). Ambler, PA: Lippincott Williams & Wilkins.

· Chapter 36, “Osteoarthritis and Rheumatoid Arthritis” (pp. 538–559)  This chapter examines the causes, pathophysiology, and diagnostic criteria of osteoarthritis and rheumatoid arthritis. It then outlines the process of selecting, administering, and managing drug therapy for both disorders.

 

· Chapter 37, “Fibromyalgia” (pp. 560–567)  This chapter explores the causes, pathophysiology, and diagnostic criteria of fibromyalgia. It also covers the process of selecting, administering, and managing drug therapy for this disorder.

 

· Chapter 45, “Diabetes Mellitus” (pp. 696–714)  This chapter begins by identifying the causes, pathophysiology, and diagnostic criteria of diabetes mellitus. It then examines the process of selecting, administering, and managing drug therapy for patients with diabetes mellitus.

 

· Chapter 46, “Thyroid Disorders” (pp. 715–729)  This chapter explores the causes, pathophysiology, diagnostic criteria, and administration of drug therapy for patients with thyroid disorders, including hypothyroidism, hyperthyroidism, thyroid nodules, subclinical thyroid disease, and thyroiditis. It also discusses the mechanisms of prescribed drugs, as well as proper dosages and potential adverse reactions.

Ben-Zacharia, A. (2011). Therapeutics for multiple sclerosis symptoms. The Mount Sinai Journal of Medicine, 78(2), 176–191.

Note: Retrieved from the Walden Library databases.

 

This article covers the diagnosis, treatment, and management of multiple sclerosis and explores methods for treating other health issues that arise from multiple sclerosis.

Kargiotis, O., Paschali, A., Messinis, L., & Papathanasopoulos, P. (2010). Quality of life in multiple sclerosis: Effects of current treatment options. International Review of Psychiatry, 22(1), 67–82.

Note: Retrieved from the Walden Library databases.

 

This article examines the process of evaluating and diagnosing patients who present with symptoms of multiple sclerosis and explores treatment and rehabilitation methods.

Peterson, K., Silverstein, J., Kaufman, F., & Warren-Boulton, E. (2007). Management of type 2 diabetes in youth: An update. American Family Physician, 76(5), 658–664.

Note: Retrieved from the Walden Library databases.

 

This article outlines the process of diagnosing, treating, and managing youths with or at risk of type 2 diabetes. It also suggests methods for body weight management and reducing cardiovascular disease risks.

 

Drugs.com. (2012). Retrieved from http://www.drugs.com/

 

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

 

Required Media

 

Laureate Education, Inc. (Executive Producer). (2012). The endocrine system and diabetes. Baltimore, MD: Author.

 

This media presentation explores the endocrine system and diabetes including diagnosis and treatment of the disease.

 

Note: The approximate length of this media piece is 5 minutes.

 

 

Laureate Education, Inc. (Executive Producer). (2012). Advanced pharmacology – Mid-course review. Baltimore, MD: Author.

 

This media is an interactive mid-course review covering course content.

 

ASSIGNMENT

 

 

Diabetes and Drug Treatments

Diabetes is an endocrine system disorder that affects millions of children and adults (ADA, 2011). If left untreated, diabetic patients are at risk for several alterations including heart disease, stroke, kidney failure, neuropathy, and blindness. There are various methods for treating diabetes, many of which include some form of drug therapy. The type of diabetes as well as the patient’s behavior factors will impact treatment recommendations. In this Assignment, you compare types of diabetes including drug treatments for type 1, type 2, gestational, and juvenile diabetes.

To prepare:

· Review this week’s media presentation on the endocrine system and diabetes, as well as Chapter 45 of the Arcangelo and Peterson text and the Peterson et al. article in the Learning Resources.

· Reflect on differences between types of diabetes including type 1, type 2, gestational, and juvenile diabetes.

· Select one type of diabetes.

· Consider one type of drug used to treat the type of diabetes you selected including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.

· Think about the short-term and long-term impact of the diabetes you selected on patients including effects of drug treatments.

By Day 7

Write a 2- to 3- page paper that addresses the following:

· Explain the differences between types of diabetes including type 1, type 2, gestational, and juvenile diabetes.

· Describe one type of drug used to treat the type of diabetes you selected including proper preparation and administration of this drug. Include dietary considerations related to treatment.

· Explain the short-term and long-term impact of this diabetes on patients including effects of drugs treatments.

 

Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

 

 

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Case Study, Mohr CHAPTER 14, Groups and Group Interventions

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Case Study, Mohr

CHAPTER 14, Groups and Group Interventions

In completing the case study, students will be addressing the following learning objectives:

Discuss the advantages of group therapy.

Discuss the nurse’s role in working with groups.

1. Mary, a student nurse, is studying for an upcoming examination in her psychiatric–mental health nursing class.  Mary is reviewing group psychiatric therapy and made some practice test questions on this topic.  Help Mary study by answering the following questions.

(Learning Objectives: 7, 10)

a. Why does group therapy benefit clients with a psychiatric diagnosis?

  • How can the psychiatric nurse best facilitate a community support group?

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Post 5 #3

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Re:Topic 5 DQ 1

I am currently treating a child that is immobile.  I provide care to her in multiple ways, but one specific way is ulcer prevention.  When I first started treating her, she had a stage 1 ulcer.  Treatment included wound care with antiseptics.  When I treated her, I was given a prescription and I investigated what the benefits of this ointment was on ulcers. I always like to inform myself and make sure the doctor has prescribed what is best and most effective for my patients.  An example of implementing EBD and its effects on ulcers, would be the article Antibiotics and antiseptics for pressure ulcers by Christie, Dumville, Goto, Tanner, Moore, and Norman. When applying EBP practice, I can consider whether to use antiseptics and/or antimicrobial treatment. In doing so, I research the effects and outcome on both types of treatments.  Per Christie, Dumville, Goto, Tanner, Moore, and Norman (2016) when comparing both of ointments on ulcers, “There was no consistent evidence of a benefit to using any particular antimicrobial treatment for pressure ulcers. However, there was some limited evidence that more ulcers healed when treated with some types of alternative dressings without antimicrobial properties than when treated with povidone iodine”. This research can be used by myself and nurses to treat ulcers, avoid unnecessary procedures, be a voice to our patients and physicians, and explore other possibilities of treatments of ulcers.

According to Youngblut and Brooten (2001) “Evidence-based practice (EBD) provides opportunities for nursing care to be more individualized, more effective, streamlined, and dynamic, and to maximize effects of clinical judgment.” Evidence based practices are the latest advances and knowledge developments, not supporting existing practices. In addition, it includes nurses being active and taking part in the clinical data and application of evidence.  In my opinion, applying EBD in practice will increase the value and reputation of nurses.  One way nurses can promote evidence based research is to be an “opinion leader” (Flodgren , Parmelli , Doumit , Gattellari , O’Brien , Grimshaw , Eccles 2011).

Flodgren, G., Parmelli, E., Doumit, G., Gattellari, M., O’Brien, M., Grimshaw, J., & Eccles, M. (2011). Effectiveness of the use of local opinion leaders to promote evidence-based practice and improving patient outcomes. Cochrane. Retrieved from http://www.cochrane.org/CD000125/EPOC_effectiveness-of-the-use-of-local-opinion-leaders-to-promote-evidence-based-practice-and-improving-patient-outcomes

Norman, G., Dumville, J. C., Moore, Z. E., Tanner, J., & Christie, J. (2015). Antibiotics and antiseptics for pressure ulcers. Protocols, 12(4), 468-76. doi:10.1002/14651858.cd011586

 

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Nursing homework help

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Response #1

Rochelle, you have a great post. Mrs. Sloan is a sound mind and cognitively intact. She has the right to refuse and right to choose her treatment. She is a competent adult that can make decisions for herself and determine what shall be done with own body. As an advance practical nurse, we should have an excellent communication skills necessary to engender trust and draw patients into a partnership of care (Flaherty & Resnick, 2014). We have to ensure that Mrs. Sloan has a clear understanding about the advance directives and know the pros and cons of her decisions. Although all patients who require CPR have acute illness by virtue of needing CPR, there may be differences in the type or severity of the acute illness leading to CPR that could influence outcomes. I will emphasize to her the benefits or pros and cons that she might get from CPR. There are some patients that get terrified when we talk about advance directives or end-of-life care, so we have to make sure that we explained it right and not sound to be morbid. The value of the APN role extends beyond specialized and expanded knowledge, critical thinking, and evidence-based practice to enhanced communication skills that facilitate direct patient care through informed decision-making, patient and family education, and psychosocial-spiritual care (Yeager, 2014). Great post.

 

References:

Flaherty, E., & Resnick, B. (Eds.). (2014). Geriatric nursing review syllabus: A core curriculum in advanced practice geriatric nursing (4th ed.). New York, NY: American Geriatrics Society.

Yeager, K. (2014). The Role of Advanced Practice Nursing in Palliative Care. Retrieved from http://nursing.onclive.com/publications/oncology-nurse/2014/March-2014/The-Role-of-Advanced-Practice-Nursing-in-Palliative-Care#sthash.1eA6sARh.dpuf

 

 

 

Response #2

Lisa, you have a very informative post. I certainly agree with you to encourage Ms. Strearn to elaborate on what other needs she would like to have fulfilled and who she would like to involve in the decision making. In case study #2, Ms. Stearn was already 81 years old and disoriented at times. She even performed poorly on a standardized mental state exam. Even though, she appropriately answered questions, her cognitive status is mildly cognitively impaired. As her nurse practitioner, we should establish a good patient-relationship so that she will be more comfortable in expressing her concerns why she is refusing bladder catheterization. We should have the ability to listen which is the most valuable skill that can be used and allow her the opportunity to tell her story. We have to have open communication and show to her that we are willing to take care of her and address her concerns (Knox, 2010). We should show empathy and be with the patient so she will feel her importance as a person and a human being. We should also explain well to the patient the complications that she might get if she refuse the treatments. Also, we have to find out the reason why she is refusing bladder catheterization, it may be because she was very conservative and ashamed to examine her private area since she had no sexual intercourse ever since. As a nurse practitioner, we should always remember to promote excellent communication with the patient and family, encourage appropriate advance care planning and decision making, and demonstrate empathy for patient and family emotions (Rabow, 2004). If the patient still refuse despite of all the explanations that we did, I will talk to the family and consult a psychologist to evaluate her capability in decision-making. Great post.

 

References:

Knox, P. (2010). Palliative Care Nurse Practitioners. Retrieved from http://nurse-practitioners-and-physician-assistants.advanceweb.com/features/articles/palliative-care-nurse-practitioners.aspx

Rabow, M. W., Hauser, J. M., & Adams, J. (2004). Supporting family caregivers at the end of life: “they don’t know what they don’t know”. Jama, 291(4), 483-491.

 

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Health Care Initiative Evaluation

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Purpose:

 

 

 

The purpose of this Assignment is to demonstrate how the DNP prepared nurse uses advanced levels of clinical judgment to analyze a health care initiative to improve patient populations and health system outcomes.

 

 

 

This Assignment will serve as the Course Level Assessment for:

 

 

 

Course Outcome 4: Appraise advanced levels of clinical judgment and systems thinking in designing programs to improve patient, population, and health system outcomes.

 

 

 

Directions:

 

 

 

Before you create this presentation, review these resources in the Writing Center:

 

 

 

PowerPoint Basics

 

Advanced PowerPoint

 

Creating Effective PowerPoint Presentations

 

For this Assignment you will create PowerPoint presentation:

 

 

 

containing 5 to 10 slides (use the notes pages to clarify your ideas);

 

supported with a minimum of five scholarly, peer review sources external to those assigned in class for this unit;

 

follow the conventions of Standard American English (correct grammar, punctuation, etc.);

 

well ordered, logical, and unified, as well as original and insightful;

 

display superior content, organization, style, and mechanics; and;

 

use APA 6th edition format.

 

Content for the presentation:

 

 

 

In your literature review this week, locate a health care initiative designed to improve patient populations or health systems outcomes that demonstrates advanced levels of DNP clinical judgment.

 

 

 

Analyze the initiative and develop a PowerPoint presentation to communicate your findings including answers to these questions:

 

 

 

Why was the practice initiative developed?

 

Who was the target population?

 

Who were the relevant stakeholders (who influenced and who was influenced by the program)?

 

How would you describe the evidence translated into the practice initiative?

 

How was the practice initiative implemented?

 

How were the outcomes of the practice initiative evaluated?

 

Based on your evaluation, what are your implementation recommendations to add to those already addressed for the practice initiative?

 

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.

 

 

 

Assignment Requirements:

 

 

 

Before finalizing your work, you should:

 

 

 

be sure to read the Assignment description carefully (as displayed above)

 

consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary;

 

utilize spelling and grammar check to minimize errors; and

 

Your PowerPoint Assignment should:

 

 

 

Include a title slide, conclusion slide, and references slide

 

Include notes on each slide

 

follow the conventions of Standard American English (correct grammar, punctuation, etc.);

 

be well ordered, logical, and unified, as well as original and insightful;

 

display superior content, organization, style, and mechanics; and;

 

use APA 6th edition format as outlined in the APA Progression Ladder

 

 

 

Consideration for evaluation:

 

A description of why the initiative was developed, the target population, and the relevant stakeholders is thorough, relevant to the topic, and is supported by scholarly peer-reviewed articles.

 

The evidence translated into practice and how the initiative was implemented is presented in a comprehensive, clear, and articulate description.

 

The evaluation method/ process of the outcomes of the initiative is presented in a comprehensive, clear, and articulate description.

 

Recommendations based on evaluation of the implementation of the initiative are comprehensive, insightful and supported by external peer reviewed resources.

 

All graphics are attractive (size and colors) and support the topic of the presentation. Font formats (color, size, bold, italic) enhance readability and content.

 

Text and references page are consistent with APA format. Ideas and information from other sources are cited correctly. Sources are scholarly.

 

Rules of grammar, word usage, and punctuation are followed. Assignment is spellchecked and proofread.

 

Overall style is consistent with that expected of formal, professional work.

 

Part two of assignment

 

Systems Level Change Assignment

 

Purpose:

 

The purpose of this Assignment is to evaluate how the DNP prepared nurse is a catalyst for change at the systems level in the clinical practice setting. Based on your new level of knowledge about the role of the DNP prepared nurse you will be better equipped to navigate the complicated terrain of initiating and instilling change by translating evidence into practice.

 

This Assignment will serve as the Course Level Assessment for:

 

Course Outcome 3: Assess how the role of the advanced practice nurse might be used as a catalyst for change in the clinical practice setting.

 

Directions:

 

For this Assignment you will create an document:

 

  • a minimum of 5 pages in length (excluding title page and references);
  • supported with a minimum of five scholarly, peer review sources external to those assigned in class for this unit;
  • follow the conventions of Standard American English (correct grammar, punctuation, etc.);
  • well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and;
  • use APA 6th edition format.

 

Content for this document:

 

  1. Review the health care initiative to translate evidence into practice that you analyzed for your PowerPoint presentation Assignment.
  2. Evaluate the change that successfully or unsuccessfully occurred as a result of the health care initiative analyzed in Unit 5 through the lens of:
    1. translational science
    2. complexity theory and transdisciplinary
    3. one organizational change theory.
  3. Conclude with your personal opinion of the value of organizational change theory, translational science, and complexity theory and transdisciplinary for the development, implementation, evaluation, and dissemination of initiatives in health care.

 

 

 

 

 

Consideration for evaluation:

 

 

 

A review of the initiative to translate evidence into practice for the assignment in Unit 5 is presented in a thorough and comprehensive description that is well developed and articulated.

 

Evaluation of the initiative through the lens of one organizational change theory is comprehensive and articulated well. Comprehension of the theory is demonstrated and the evaluation is well developed.

 

Evaluation of the initiative through the lens of translational science is comprehensive and articulated well. Comprehension of translational science is demonstrated and the evaluation is well developed.

 

Evaluation of the initiative through the lens of transdisciplinarity and complexity theory is comprehensive and articulated well. Comprehension of the theory is demonstrated and the evaluation is well developed.

 

An opinion of the value of organizational change theory, translational science, complexity theory, and transdisciplinarity in the initiative design process is comprehensive and the evaluation is well developed and articulated. All of the concepts are addressed and comprehension of the concepts is demonstrated.

 

Text, title page, and references page are consistent with APA format with no errors.

 

Ideas and information from other sources are cited correctly with no errors. Sources are scholarly.

 

Rules of grammar, word usage, and punctuation are followed with no errors. No misspelled words.

 

Overall style is consistent with that expected of formal, professional work.

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Post1#5

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Re:Topic 1 DQ 2

In order to provide effective teaching, clear objectives need to be applied. Health educators need to establish both clear and measurable learning objectives. Learning objectives should be specific. Both the patient and educator should come to in agreement on the subject matter that is to be addressed. Not only should the objective be specific, but it should also be explained at the patients/family level of understanding and learning style.

 

According to Petti & Fetro (2006) there are seven habits that need to be involved in teaching in order to be an effective. The first habit is being proactive. This involves the educator taking the time to understand patients learning style, incorporate proper teaching, and provide frequent teaching. The second habit is to begin with an open mind. Having a open mind will allow one to establish specific goals and outcomes that can be measurable. The third habit is to put first things first. This involves prioritizing patients and families needs. The fourth habit is to think win/win. This involves success for patient, patients family, and educator. The fifth habit is to seek first to understand then to be understood. The educator should take the time to learn as much information from patient as needed in order to establish an effective plan and obtain patients trust. This will also make patient feel he/she is important. Educators need to be able to communicate with a variety of cultural and socioeconomic backgrounds. The sixth habit is synergize. Synergize involves the collaboration between the learners and educator. The more people involved the more effective the teaching will be. For example the more patients families involves in patient care the more support the patient will receive. The last habit is to sharpen the saw. This allows for continuation of growth, expanding knowledge and change. An example of a specific and measurable teaching can involve teaching a patient about their medication metformin’s side effects. The outcome would be for the patient to name two side effects. The teaching will be provided at the patients/family educational level and learning style.

 

Health educators teaching will be more effective if they incorporate patients and their families. Learning objectives should be patient centered. Outcomes should be measurable, because only measurable things can be evaluated for effectiveness.

 

Reference

 

Petti, L., & Fetro, J. (2006). The Seven Habits of Highly Effective Health Educators. Retrieved from http://www.files.eric.ed.gov/fulltext/EJ763585.pdf

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Nursing homework help

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Module 03 Course Project – Ethical Responsibilities: Avoid Putting the Organization at Risk Knowledge of HIPAA is an essential part of a Medical Assistant’s role. For this section of the employee training manual, you will be providing an overview of the privacy aspect of HIPAA. Additionally, you will reflect on the protections provided by the law and how such protection can be reflected in your own philosophy of providing excellent patient services. You have determined that it is important to provide visual examples of some of the written communication that your coworkers will partake in while working in your department. This week for your project, you will construct a HIPAA overview and sample denial letter to include in your training manual. In a minimum of 1 full page, explain HIPAA’s role in helping new Medical Assistants act ethically and professionally in their practice. In 1 full page, draft a formal letter denying a patient request for information that conveys the denial in a professional and courteous manner. Use block formatting for the letter. For help with block formatting, see the answer to the “What is block format?” question in the Rasmussen library. http://rasmussen.libanswers.com/faq/33178 Remember that these two pieces are intended for different audiences. (The overview is for new Medical Assistants. The letter, although included in the training manual for new Medical Assistants to see as a sample, is intended to be read by patients.) Therefore, determine the appropriate manner of communication and content for each piece and be sure to apply a tone that is suitable for each audience. Submit your policy and letter as one document. Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates. Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:

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