What are the critical supervision characteristics that can improve group supervision based on the readings and your personal experiences?
What are the critical supervision characteristics that can improve group supervision based on the readings and your personal experiences?
You have been asked to write an article for a magazine about a major mass wasting event (a landslide, mudslide, debris flow, rock fall, etc.), informing the public about the hazards of landslides, why they happen in certain locations, and the types of devastation that may occur as a result.
You have been asked to write an article for a magazine (or newspaper your choice) about a major mass wasting event (a landslide, mudslide, debris flow, rock fall, etc.), informing the public about the hazards of landslides, why they happen in certain locations, and the types of devastation that may occur as a result.
You may choose from one of the following types of magazine/newspaper genre (audiences) for whom you would like to write:
NY Times, Washington Post, etc.
People, Cosmopolitan, Elle, etc.
US and World Report, Newsweek, etc.
National Geographic, Discover, Earth, etc.
Ranger Rick, Highlights, Sesame Street, etc.
Post your response to the Student Stress Scale and your stress score . What one issue can be addressed ASAP to improve your stress score?
Post your response to the Student Stress Scale and your stress score . What one issue can be addressed ASAP to improve your stress score?
You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content
Explain how the projects in which you were involved allowed you to demonstrate your knowledge, skills, and abilities (KSAs) in meeting the outcomes of your program.
Norfolk State University:
A. Explain how the projects in which you were involved allowed you to demonstrate your knowledge, skills, and abilities (KSAs) in meeting the outcomes of your program.
B. Describe the differences between the theories you learned in the classroom and the workplace practices in this internship experience. What were the reasons for these differences? Support your response with examples.
What is the policy alternative?
Please address the following in 3 pages, and use 5 scholarly resources/articles
What is the policy alternative?
What, if any, change(s) in the policy alternative are necessary, and where will they need to occur (local or state)?
Is this policy alternative congruent with social work values? Explain.
What is the feasibility of the alternative policy (political, economic, and administrative)?
Does the policy alternative meet the policy goals (e.g., social equality, redistribution of resources, social work values, and ethics)?
What are the forces that are for the policy? What are the forces that are against the policy?
What policy advocacy skills can be used to support the policy alternative?
How does the policy alternative affect clinical social work practice with clients?
What changes could be made in the policy to support the needs of clients seeking clinical services?
Explain fertilization process from cellular level to fetus
After studying the course materials located on Module 1: Lecture Materials & Resources page, answer the following:
Explain the following concepts:
Asexual – sexual reproduction.
Mitosis Meiosis
Diploid – Haploid
Gametes
Fertilization
Zygote
Syngamy
Blastocyst
Implantation
Gastrulation
Embryo – Fetus
Explain fertilization process from cellular level to fetus (as per video time 1:08:00)
After learning about fertilization process, and according to nature and objectively, and scientifically speaking, when does human life begin? Why?
Read and summarize Ethical and Religious Directives for Catholic Health Care Services (ERD) PART FOUR Introduction.
If you were the lead advanced practice nurse for the entire regional school district and immediate boss of the high-school advanced practice nurse in question, how would you handle communication and improvement strategies?
The Patient
An 18-year-old male was a high school student, lived in a community of approximately 20,000 people, and was a member of the high school basketball team. He died after the car in which he was a passenger struck a tree in a high-speed crash. The driver and two friends were returning from lunch-break in town. The accident occurred just outside school grounds at 12:48 pm. The driver and the back seat passenger, taken by ambulance to the hospital, were later released with minor injuries. The front seat passenger was pronounced dead at the scene. A reporter from the local newspaper interviewed the schools nurse practitioner, who disclosed the details of the accident, along with some sensitive health information, without authorization by the provider or the deceaseds family. Several weeks later, for educational purposes, this information was included in the Adult Education Driver Safety Course offered at the towns Public Library (a cooperative initiative between the high school and adult community). Although in the driver safety class the young mans name, birthdate, and social security number were not documented anywhere, most people in this modest-sized community were aware that the example case discussed in the course, was in fact not only true, but certain that the case was 100% about this college bound student, who tragically died.
Initial Post
One of your first tasks is to review the federally posted Security Risk Assessment (SRA) on HealthIT.gov. Then, review the patient case described above with the risk assessment in mind. No, you do NOT have to fill out this risk assessment. Simply familiarize yourself with it. If any specific required data points stand out to you, you may refer to them in your discussion board posting.
In an initial post, address the following:
1 If you were the lead advanced practice nurse for the entire regional school district and immediate boss of the high-school advanced practice nurse in question, how would you handle communication and improvement strategies?
2 If the school advanced practice nurse clearly removed all of the HIPAA Safe Harbor identifiers (the 18 identifiers in the provision) when answering the news reporter interview questions, is it possible that the deceaseds personal health information would still be exposed?
3 Considering the educational intention of the cooperative program between the high school and local library, who do you believe is accountable for sharing the private health information of the deceased that is included in the drivers safety course? Why?
Consider the following to guide your discussion:
Ethical implications to a deceased fellow student and to his family
Legal implications
Good Samaritan approach (no harm intended)
Emotional student and/or community impact of using a deceased fellow student as a case study in school
Cognitive learning impact of using a deceased fellow student as a case study in a school/community program.
Your original post must be 275-350 words in length. APA format, with the use of citations (not included in the word count).
Please Note: This discussion is set up so that you must make an initial post before you see any student responses.
Reply Posts
Respond to the posting of two classmates. Professionally challenge, discuss, debate, take a stance, enhance, or offer an opinion. 175-250 words for each response. APA format, with citations.
Due Date and Grading
You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content
The Patient
An 18-year-old male was a high school student, lived in a community of approximately 20,000 people, and was a member of the high school basketball team. He died after the car in which he was a passenger struck a tree in a high-speed crash. The driver and two friends were returning from lunch-break in town. The accident occurred just outside school grounds at 12:48 pm. The driver and the back seat passenger, taken by ambulance to the hospital, were later released with minor injuries. The front seat passenger was pronounced dead at the scene. A reporter from the local newspaper interviewed the schools nurse practitioner, who disclosed the details of the accident, along with some sensitive health information, without authorization by the provider or the deceaseds family. Several weeks later, for educational purposes, this information was included in the Adult Education Driver Safety Course offered at the towns Public Library (a cooperative initiative between the high school and adult community). Although in the driver safety class the young mans name, birthdate, and social security number were not documented anywhere, most people in this modest-sized community were aware that the example case discussed in the course, was in fact not only true, but certain that the case was 100% about this college bound student, who tragically died.
Initial Post
One of your first tasks is to review the federally posted Security Risk Assessment (SRA) on HealthIT.gov. Then, review the patient case described above with the risk assessment in mind. No, you do NOT have to fill out this risk assessment. Simply familiarize yourself with it. If any specific required data points stand out to you, you may refer to them in your discussion board posting.
In an initial post, address the following:
1 If you were the lead advanced practice nurse for the entire regional school district and immediate boss of the high-school advanced practice nurse in question, how would you handle communication and improvement strategies?
2 If the school advanced practice nurse clearly removed all of the HIPAA Safe Harbor identifiers (the 18 identifiers in the provision) when answering the news reporter interview questions, is it possible that the deceaseds personal health information would still be exposed?
3 Considering the educational intention of the cooperative program between the high school and local library, who do you believe is accountable for sharing the private health information of the deceased that is included in the drivers safety course? Why?
Consider the following to guide your discussion:
Ethical implications to a deceased fellow student and to his family
Legal implications
Good Samaritan approach (no harm intended)
Emotional student and/or community impact of using a deceased fellow student as a case study in school
Cognitive learning impact of using a deceased fellow student as a case study in a school/community program.
write a post about this scientist’s talk. What stem cells are they investigating? What question did they have at the start of their research? What did they do to address that question?
write a post about this scientist’s talk. What stem cells are they investigating? What question did they have at the start of their research? What did they do to address that question? What were their results, and what did they subsequently conclude from those results? Did they identify any future directions of the research? What remaining questions do you have? Option #1: Dr. Tyler Allen talking about “How Circulating Stem Cells Exit Blood Vessels””Injecting adult stem cells into the bloodstream could help regenerate tissue damaged by heart attacks. For this to happen, circulating stem cells need to exit blood vessels and reach the damaged tissue. While scientists knew that circulating stem cells are able to exit the bloodstream, how they did it was a mystery. In this lecture, Tyler Allen describes angiopellosis, a new way for circulating stem cells exit blood vessels when injected into the blood for therapies.”Link:
When Casey sees eight candies on the table that are placed like those below, she asks which two children get the candies. How would a Gestalt psychologist explain Caseys tendency to view the candy in two groups rather than as eight separate candies?
When Casey sees eight candies on the table that are placed like those below, she asks which two children get the candies. How would a Gestalt psychologist explain Casey?s tendency to view the candy in two groups rather than as eight separate candies?
All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Textbook is Wade, C., Tavris, C., & Garry, M. (2014). Psychology (11th ed.). Upper Saddle River, NJ: Pearson Education
textbook is not a required reference but a reference is required refered and/or cited in APA format
I know answer is This is an example of the Gestalt principle of proximity.
Describe the Dual Process Theory and Reasoning Process and how it applies to making decisions for the advanced practice nurse.
To answer this week’s discussion questions will require that you read three articles on dual processing theory and reducing diagnostic errors. You are expected to apply the course readings mentioned below (these can be found in the Week 4 Assigned readings) YOU WILL NOT BE ABLE TO ANSWER THIS WEEK’S DISCUSSION QUESTION WITHOUT READING THE ASSIGNED ARTICLES, See the questions outlined below.
Djulbegovic et al. (2012)
Monteiro et al., (2019)
Pierret (2016
Case: 1:
Chief Complaint: Pain in Right Side A 40-year-old man presents to his primary care provider (PCP) with right upper quadrant (RUQ) pain for 2 days. The pain is described as sore and rated 4 on 1 to 10 pain scale. The pain is intermittent and not worsening. He reports food does not seem to make it better or worse. No nausea or vomiting or diarrhea or constipation are reported.
Vital signs: heart rate, 75; blood pressure, 122/78; respiration rate, 15; afebrile.
Examination: No acute distress. Abdomen: mildly tender on palpation at RUQ; no masses, hepatomegaly or splenomegaly.
Diagnosis: Gallbladder disease.
Plan: Abdominal ultrasound with reflexive cholescintigraphy (hepatobiliary iminodiacetic acid) scan within 1 week. Patient instructed to call provider if worsening symptoms occur. He is also told to avoid any fatty foods or alcohol consumption. The patient is agreeable to plan.
Follow-up: Two days after the initial visit, the patient calls his PCP with worsening RUQ pain. Ultrasound imaging was scheduled for later that day. Patient then started having shortness of breath while at home and went to the local emergency department (ED). Computed tomography angiography of the chest revealed a right-sided pulmonary embolism. Patient did not have any family history of clotting disorders and no recent surgery, immobilization, or travel. Patient had been on testosterone injections for several years for low testosterone levels, and this was not updated in his medical record at his PC
Case 2
Chief Complaint: Fever and Sleepy A 3-year-old girl presents with her mother to a walk-in clinic with fever, nasal drainage, and fatigue for 2 days. She was observed hiding her head into her mothers chest during the examination.
Presentation occurred during flu season. The clinician had 6 positive flu tests that day, all with similar symptoms, but most including a cough.
Vital signs: heart rate, 125; respiration rate, 20; blood pressure, 100/72; temperature, 100.8F.
Examination: Lungs clear, heart rate regular, no murmur. Head, eyes, ears, nose, and throat: normocephalic, conjunctivae clear, tympanic membrane without bulging or redness, pharynx normal, nares normal with clear drainage, tonsils 1þ, no erythema or exudate. Patient did not want to look at the clinician in a brightly lit room. The patient was lethargic and had limited tearing when crying. Rapid flu test: Negative.
Diagnosis: Presumptive seasonal influenza.
Plan: Supportive care, including encouraging fluids, Over the counter acetaminophen for fever, and age-appropriate antiviral medication for the flu was prescribed.
Follow-up: Parents were unable to keep her fever down over the next 1 day, and she progressively became more lethargic. Patient was taken to the ED, and a diagnosis of viral meningitis and dehydration was made. Patient spent several days in the hospital, but did completely recover.
Describe the Dual Process Theory and Reasoning Process and how it applies to making decisions for the advanced practice nurse.
What are cognitive dispositions to respond? How are these applied in the APN setting.
Describe cognitive debiasing?
Describe how Type 1 (System 1) and Type 2 (System 2) processes and strategies can be applied to each case to help the NP make decisions and to decrease potential diagnostic error?
What considerations for change to practice should the NP consider in each situation as a way to decrease the chance of future diagnostic and care decisions.
Please be sure to adhere to the following when posting your weekly discussions: all discussion posts must be minimum 250 words, references must be cited in APA format 7th Edition, and must include minimum of 2 scholarly resources published within the past 5-7 years.
