History of CAM and Scope of Practice
Project description
History of CAM and Scope of Practice
Choose two CAM methods from the course text and locate information regarding historical and/or legal events that had an effect on the practices. Include the following in your post:
•Provide a summary of the historical and/or legal events that have impacted your two selected CAM methods.
History of CAM and Scope of Practice
Choose two CAM methods from the course text and locate information regarding historical and/or legal events that had an effect on the practices. Include the following in your post:
•Provide a summary of the historical and/or legal events that have impacted your two selected CAM methods.
•Provide an overview of the types of insurance coverage that are available for both CAM methods.
•Analyze the impact of quality research, with regards to the two CAM methods, and its effect on increased insurance coverage.
•Summarize how all of these factors have shaped the current scope of practice for the CAM system.
Research on your own and locate one scholarly or peer-reviewed source to support your discussion. This week’s required and recommended reading and any professional internet sources may be used in addition to the article you find, but they do not fulfill the research requirement.
Required Text
Cuellar, N. G. (2006). Conversations in complementary and alternative medicine: Insights and perspectives from leading practitioners. Sudbury, Massachusetts: Jones and Bartlett Publishers. ISBN: 9780763738884
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Required Articles
Ayonrinde, O. (2003). Importance of Cultural Sensitivity in Therapeutic Transactions: Considerations for Healthcare Providers. Disease Management & Health Outcomes; Apr2003, Vol. 11 Issue 4, p233-248. Retrieved from EBSCOHost.
Rubens, A. J., Wimberley, E. T. (2004). Contrasting the American college of healthcare executives’ code of ethics with undergraduate health administration students’ values and ethical decision choices. Hospital Topics. 2004 Summer 82(3): 10-7 (52 ref). Retrieved from EBSCOhost.
Required Reading
1.Read from the text, Conversations in complementary and alternative medicine:
1.Read from the text, Conversations in complementary and alternative medicine:
?Chapter 1 (pp.1-7): History of Complementary and Alternative Medicine
?Chapter 2 (pp.9-19): Health Information, Managed Care, and Complementary and Alternative Medicine
?Chapter 3 (pp.21-31): Ethics and Complementary and Alternative Medicine
Discussion Forum Grading Rubric
Close
Select the percentage value of the discussion 2 3 4 5 6
Close
Select a peformance value for each criterion
Select the percentage value of the discussion 2 3 4 5 6
Close
Select a peformance value for each criterion
Critical Thinking Skills/Original Thoughts
25%
Student applies relevant, professional, personal, or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic.
Student applies relevant professional, personal, or other real-world experiences to the discussion. Thought and analysis are present, but may lack depth or detail.
Student discusses professional, personal, or other real-world experiences, although these experiences may not be wholly relevant to the discussion topic. Student’s post demonstrates an incomplete analysis of the topic.
Student poorly applies professional, personal, or other real-world experiences to the topic. Student’s initial post is weak and lacks analysis of the discussion topic, and may miss the point of the discussion topic entirely.
Student demonstrates no critical thinking or original thoughts in initial post. Initial post is either non-existent, or severely limited.
Content/Subject Knowledge.
25%
Student thoroughly addresses all elements of the discussion prompt, and demonstrates an advanced knowledge of the topic. Student makes strong and precise connections to previous and/or current course content, or to real-life situations, in initial post.
Student addresses all elements of the discussion prompt, and demonstrates Distinguished knowledge of the discussion topic. Student relates content in initial post to course content, or to real-life situations, though the connection may lack depth.
Student addresses most of the elements of the discussion prompt, and demonstrates a basic knowledge of the discussion topic. Student may not relate the content in initial post to course content, or to real-life situations.
Student fails to address a majority of the elements in the discussion prompt, and does not demonstrate basic knowledge of the topic. The student does not clearly relate the topic of the discussion to any course content, or to real-life situations.
Student demonstrates no content/subject knowledge in initial post. Initial post is either non-existent, or severely limited.
Participation
20%
20%
Student responds with thorough and constructive analysis to the required number of peers, relating the response to relevant course concepts. Student may pose pertinent follow-up thoughts or questions about the topic, and demonstrates respect for the diverse opinions of fellow learners.
Student responds substantively to the required number of peers, relating the response to relevant course concepts. Student demonstrates respect for the diverse opinions of fellow learners.
Student responds to the required number of peers. Peer responses lack adequate analysis, offering a superficial reaction to the peer’s initial post. Student demonstrates respect for the diverse opinions of fellow learners.
Student responds to fewer than the required number of peers, and/or, student’s peer responses are brief and lack substance. Student may fail to demonstrate respect for the diverse opinions of fellow learners.
Student did not respond to any peers
Coherence & Organization
20%
Student effectively communicates a central idea or point that is weaved throughout the entirety of the post, in a coherent and logical manner. Post is easy to understand.
Student communicates a central idea or point that is weaved through most of the post in a coherent manner. Post is, for the most part, easy to understand.
Student communicates a main idea or point in the post, but may incorporate other unrelated topics, as well. Coherence and organization are somewhat visible in the post.
Student communicates several unconnected ideas or points in the discussion response, with no apparent pattern or coherence.
Student does not display any sense of organization or coherence. Initial post is either non-existent, or lacks any expression of ideas or points.
Mechanics
10%
Initial post contains very few, if any, minor errors related to grammar, spelling, and sentence structure. Post is easy to read and understand. Student properly cites resources (if applicable), per instructor expectations.
Initial post contains several minor errors related to grammar, spelling, and sentence structure, but they do not distract the reader from the content of the post. Student properly cites resources (if applicable), per instructor expectations.
Initial post contains errors related to grammar, spelling, and sentence structure. The errors do not distract the reader from the content of the post. Student cites resources (if applicable), per instructor expectations.
Initial post contains major errors related to grammar, spelling, sentence structure, and citations, which may distract the reader from the content of the post.
Initial post is either non-existent, or contains so many errors related to grammar, spelling, and sentence structure, that it cannot be read or understood.
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