Day: December 18, 2019

Before you open a new business in your community, you want to make sure that you will draw customers before you invest your money. How would you determine if people in your community will be interested in your idea? Large corporations conduct various types of research activities before deciding to establish a business presence in a community. They conduct research to determine if there are enough qualified employees who could work at their business. They examine the level of income of residents to determine if people could afford their services. They also conduct focus group interviews and surveys to determine if people are interested in their services.

Like large corporations, human and social services professionals should investigate the need for a program prior to implementation. Needs assessment is an initial step in program development. Just like the resources of a large corporation, human and social services resources (e.g., clinical skills, funds, and time) need to be protected. Thus, program planners should strive to initiate programs that are clearly needed.

The first phase of a needs assessment is pre-assessment. During this phase, program planners seek to discover the specific needs of their client populations. Imagine that in your community, you have observed that there are an increasing number of unaccompanied minors from Central American countries, or that there have been an increased number of heat-related fatalities among the aging population. It appears that there may be unmet service needs in your community, and a needs assessment can tell you more information about those needs and help inform your planning to meet them. The initial pre-assessment steps consist of planning who you need to target and how you will effectively gather the data and/or use existing data to inform your planning decisions.

In this Discussion, you consider human and social services issues that might benefit from needs assessments and begin the initial steps of implementing one for an issue of your choice.

To Prepare

Select an issue relevant to your professional interests that you believe would benefit from a needs assessment. Consider how you might go about implementing a needs assessment for this issue. Use the following questions to guide your thinking:

• Why do you believe a needs assessment is necessary?
• What is the target population you hope to gather data about?
• Are there existing data sources that you can use?
• Do you need to collect new data? If so, what methods will you use to collect it?

 

Post a description of the issue you selected. Explain how a needs assessment would benefit this issue and contribute to social change. Then explain the preliminary steps you might take to implement a needs assessment in this area. Include the type of sampling you would use to find key stakeholders and why this type of sampling is appropriate.

Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom. 

Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.

To Prepare

Review the case study assigned by your Instructor for this Assignment

Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.

Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors, such as pregnancy, drugs, or a psychological disorder.

Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

 

ASSIGNMENT: 

The case assignment for this week is as follows: 

Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs:
• Synthroid 100 mcg daily
• Nifedipine 30 mg daily • Prednisone 10 mg daily

 

Write a 1-page paper that addresses the following:

Explain your diagnosis for the patient, including your rationale for the diagnosis.

Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

 

REQUIRED READINGS

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.

Chapter 62, “Drugs for Peptic Ulcer Disease” (pp. 703–714)

Chapter 63, “Laxatives” (pp. 715–722)

Chapter 64, “Other Gastrointestinal Drugs” (pp. 723–735)

Chapter 78, “Antiviral Agents I: Drugs for Non-HIV Viral Infections” (pp. 867–886)

Chalasani, N., Younossi, Z., Lavine, J. E., Charlton, M., Cusi, K., Rinella, M., . . . Sanya, A. J. (2018). The diagnosis and management of nonalcoholic fatty liver disease: Practice guidance from the American Association for the Study of Liver Diseases. Hepatology, 67(1), 328–357. Retrieved from https://aasldpubs.onlinelibrary.wiley.com/doi/pdf/10.1002/hep.29367

This article details the diagnosis and management of nonalcoholic fatty liver disease. Review this article to gain an understanding of the underlying pathophysiology as well as the suggested pharmacotherapeutics that might be recommended to treat this disorder.

In your paper,
Create your assignment to meet the content and written communication expectations noted below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

• Redesign – Outcomes (2 Points): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Student Outcomes: Core Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media, and Technology Skills, and Life and Career Skills.
• Redesign – Support Systems (1 Point): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Support Systems: 21st Century Standards, Assessment for 21st Century Skills, 21st Century Curriculum and Instruction, and 21st Century Learning Environments.
• Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.
• Summary – Modification (1 Point): For each revision, summarize in a paragraph how you revised the activity to address the components of 21st Century Student Outcomes and 21st Century Support systems. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLO’s from your master’s program. .
• Summary – Reflection (1 Point): In one page, reflect on your experience with the redesign in terms of challenges you encountered and how you overcame those challenges, including any difficulties experienced in revising to address the components of 21st Century Student Outcomes and 21st Century Support systems.

 

Written Communication Expectations

• Page Requirement (.5 points): Two to four pages, not including title and references pages.
• APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
• Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook.

Overview

Consider the issues in your own community that present challenges for children and families. Poverty, access to health care, affordable housing, and access to multilingual resources are just a few examples of issues that affect children and families. As an early childhood professional, you have the responsibility to communicate and collaborate with agencies and government officials to advocate for change that can positively impact children and families.

For this Work Product, you will identify an advocacy issue relevant to your community and communicate and collaborate with agencies and/or organizations, along with government officials, to address the advocacy issue.

Your response to this Assessment should:

• Reflect the criteria provided in the Rubric.
• Adhere to the required assignment length.
• Use the APA course paper template available here. All submissions must follow the conventions of scholarly writing.
• Properly formatted APA citations and references must be provided where appropriate.

Professional Skills: Written Communication is assessed in this Competency. You are strongly encouraged to use the Writing Checklist and to review the Rubric prior to submitting.

This Assessment requires submission of one (1) document that includes a two- to three-page paper and two letters you will write to an agency and government official. Save this file as CC004_firstinitial_lastname (for example, CC004_J_Smith). When you are ready to upload your completed Assessment,  use the Assessment tab on the top navigation menu.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Rubric

This assessment has three-parts.  Click each of the items below to complete this assessment.

Part I: Advocacy Begins with Communication and Collaboration

Identify an advocacy issue related to children and families in your community, and write a two- to three-page paper that does the following:

• Explains what the issue is, why it is important in your community context, and why it is important to the early childhood field.
• Selects an agency and/or organization that you will collaborate with to help you address the advocacy issue you identified.
• Describes the mission of the agency and/or organization, and explains why you want to collaborate with this specific agency.

Part II: Communicating and Collaborating with Agencies

Using the agency you identified in Part I, write a two- to three-page letter to the advocacy agency. Your letter should include:

• An explanation of the issue(s) for which you are advocating, and why the issue is important in the context of the early childhood field. Use data and/or information from the professional knowledge base to support your explanation.
• An explanation of why you want to partner with this agency on the issue(s). Your explanation should compel the agency to want to partner with you on the issue.
• An explanation of how you envision the partnership working, including a specific suggestion regarding how you want the organization to support your advocacy effort.

Part III: Communicating and Collaborating with Government Officials

Using the same advocacy issue you identified in Part I, write a two- to three-page letter to a government official in your local, state, or federal government. Your letter should include:

• An explanation of the issue for which you are advocating, and why the issue is important in the context of the early childhood field. Use data and/or information from the professional knowledge base to support your explanation.
• A description of the agency with whom you will partner, and how that partnership will assist in the work regarding the advocacy issue.
• A request of the government official, explaining exactly what he or she can do to support the advocacy effort.

First,  think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family.  Do you  have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:

Part I: Evaluating Risk for Disease

• What genetic diseases or problems did you identify to be potential issues?
• Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
•  Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
• What information would help an individual who has been recently diagnosed with the disease?
• What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?

How important do you believe first impressions will be for you in your occupation? How do you use impression management to influence others’ perceptions of you? Do you think you have influenced your peers’ perceptions of you in this class? If so, how? 200 word minimum w/cited references.
*Tipton, D. (2017). Personal and professional growth for health care professionals. Burlington, MA: Jones & Bartlett Learning.

In this week’s video, you meet Eboni Logan, a teenager who reveals that she is pregnant. Eboni explains to her social worker that no one at her school talks about methods of birth control, as their only focus is on abstinence. Imagine that you are a social worker in Eboni’s school and you begin to notice an increase in teen pregnancy. This causes you to wonder about the effectiveness of abstinence-only education. This curiosity propels you to investigate further, but you are not sure what you should do first—develop a research question or conduct a literature review.

For this Discussion, review the literature on abstinence education. View the Sessions episode on the Eboni Logan case.

 

Post your explanation about what should come first—the development of a research question or a thorough literature review. Justify your answer by adding your thoughts about which process you believe to be more realistic and/or appropriate, and why. Finally, describe potential consequences of deciding on a research question without conducting a review of the literature. Please use the resources to support your answer.

MUST ANSWER EACH CASE AND FOLLOW DIRECTIONS CORRECTLY. .  Identify the type of criminal with a first choice and second choice (with written explanation  of both).  You need to analyze/Profile all six (6) cases!!  When writing this research/information  paper, please separate the Gain from the Comfort type

 

Case 1. This killer terrorized the Rochester, New York area with a series of 11 killings from 1988-1990. He was captured while revisiting a corpse at the site of one of his murders. He was a 26-year  old white male with a history of Army service overseas and an erratic, abusive relationship with his mother. His mother constantly berated him for his actions. He spoke of oral sex with his sister, but this was unsubstantiated. He blamed his actions on divorce  and alcohol. He was a bed wetter as a child, loved to set fires, and was cruel to animals. He claimed to have had sex with animals, chickens mostly, because they usually died during sex. He enjoyed having hookers “play dead” during sex, and apparently stepped  up into cannibalism. Most of his victims were young 11-year old girls he apparently killed for sex and pleasure.
A. Comfort-oriented
B. Lust-oriented
C. Thrill-oriented
D. Power-oriented
E. Gain-oriented

Case 2. This killer terrorized the Russian countryside from 1978-1990, often changing jobs to enable his sexual predilections and hard-core proclivities to be practiced. He preferred young children,  but also had an interest in prostitutes. He was married to a rather unremarkable and sexless wife who remained loyal and faithful to him. He would mostly capture and kill his victims in a blitz attack, then rape them and masturbate after wards at the scene  of the slaughter. At work, he was a school teacher who students often reported would stare off into space or ask “What was I talking about” during class.
A. Comfort-oriented
B. Lust-oriented
C. Thrill-oriented
D. Power-oriented
E. Gain-oriented

Case 3. This killer was raised by a college administrator in California and from 1962-1972 killed a total of 11 people, including his grandparents. As a child, he reportedly tried to kill his mother. He frequently would call police anonymously and taunt them  with pleas that he would turn himself in if they would only promise him a punishment of death by torture. With his victims, he made sex dolls or slaves out of them before killing them. He often would sit and stare at people, making them uncomfortable; then  stalk them to their homes to sexually defile them. His rapes escalated into frenzied rampages where he used his brute strength to pull his victims heads off. He kept the heads as trophies.
A. Comfort-oriented
B. Lust-oriented
C. Thrill-oriented
D. Power-oriented
E. Gain-oriented

Case 4. This killer, from 1979-1993, seduced gay boys in Milwaukee and performed crude brain surgery on them to make them zombies or sex slaves. He also admitted eating certain of their body parts to make them become part of himself. He “experimented” with  various chemical concoctions and acids to dissolve body parts. His homosexuality troubled him, and he was an alcoholic. Most of his killing sprees took place after phone calls to his mother.
A. Comfort-oriented
B. Lust-oriented
C. Thrill-oriented
D. Power-oriented
E. Gain-oriented

Case 5. This killer, from 1980-1993, was involved in the white slavery market of the Ukraine. He reportedly worked for middle eastern aristocrats who wanted sex slaves for their harems. He operated an abduction ring which attracted poor Ukrainian girls to modeling  jobs where he would place them in holding pens, and rape them repeatedly until they were broken. Often, when he wasn’t convinced they were broken, he would rape them and kill them. Interpol authorities said he did this to hundreds of women.
A. Comfort-oriented
B. Lust-oriented
C. Thrill-oriented
D. Power-oriented
E. Gain-oriented

Case 6. The killer was an assistant professor in engineering who held jobs at several major state universities. He was known as a “gypsy scholar” for moving around from state to state. It seems like  wherever he worked, colleagues in his department would show up dead, presumably poisoned by insect killer which had been traced to snack food items in the vending machines.  Not all the victims died, only about twenty in all, since ten or so recovered from  their illness.  The police investigation was hampered a great deal by the tendency of professors and their family survivors to sue the vending machine companies.  No one ever suspected the engineering professor because he kept a very low profile, although  campus police did consider him a suspect at one point, but he was good at playing the victim card himself, and even poisoned himself slightly to throw off suspicion.  He has recently been passed over for promotion in his last job, but this didn’t seem to bother  him, as he would just move on.  When he was finally caught, police went through his personal effects and found an extensive scrapbook of all his crimes, including sympathy and get well letters sent to his victims and/or their families.
A. Comfort-oriented
B. Lust-oriented
C. Thrill-oriented
D. Power-oriented
E. Gain-oriented

When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee. 

From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.

As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards.

To Prepare:

• Review the Resources and reflect on the web article Big Data Means Big Potential, Challenges for Nurse Execs. 
• Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.

By Day 3 of Week 4

Post a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.