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PHI-413V Christian concept of the imago Dei and worldview essay

1. What is the Christian concept of the imago Dei? How might it be important to health care, and why is it relevant?

2. According to your worldview, what value does a human person have? How does your position affect your stance on controversial bioethical issues, such as abortion, designer babies, and stem cell research?

PHI-413V Topic 1 Overview Foundational Issues in Christian Spirituality and Ethics

Introduction Welcome to Grand Canyon University’s course on Ethical and Spiritual Decision-Making in health care. Some students may be apprehensive and object to taking this course because they feel such a course is not necessary for their major. PHI-413V Christian concept of the imago Dei and worldview essay Yet Grand Canyon

University has a long-standing Christian heritage, meaning that our Christian faith is fundamental to all that we do. We want all students to feel welcome here, regardless of their religion or beliefs, but we also want all students to at least understand the Christian worldview and be challenged to think carefully about the deeper questions of life.

In addition, this course serves several key purposes for training in health care.

First, it is important to understand that many of the foundational beliefs that the fields of medicine and health care take for granted (such as the intrinsic dignity and value of all human beings, regardless of race, gender, religion, socioeconomic status, etc.) are deeply held Christian values that come from the Christian worldview and have shaped the practice of medicine for almost 2,000 years. Second, all human beings hold beliefs, live, and act in the context of their worldview.

All decisions, including health care decisions, that human beings make are informed by their most deeply held values and beliefs which comprise a person’s worldview. Thus, it is important to understand how a patient’s worldview will shape their decision-making and values in health care.

Third, decision-making in health care often times involves ethical decisions about right or wrong, and it is crucial for health care practitioners to have an understanding of the nature of ethical decision-making, as well as some practical training.

Fundamentally, this course is about how the Christian worldview approaches various issues and questions in health care. In understanding the Christian worldview, one will also come to learn how different worldviews might approach the same questions.

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Some students may be unsure what their worldview is or have a worldview that is very different from Christianity and wonder how they will fit into such a class. Everyone has a mixture of beliefs that make him or her unique.

Please be assured that the goal is to help each student feel comfortable interacting with other students and to have a positive experience.

The College of Theology and instructors hope to encourage critical thinking about one’s worldview and purpose in life. This is an opportunity to think about what you believe, challenge your assumptions, learn from others, and move forward on your unique life journey.

Throughout this course, you will be seeking wisdom. And from the Christian worldview, all wisdom comes from God.

This is why James, the brother of Jesus, wrote in his letter, “If any of you lacks wisdom, let him ask God, who gives generously to all without reproach, and it will be given him” (James 1:5 NIV).

Understanding what a worldview is, and in particular the elements of Christian worldview, will help one understand the foundations of Christian spirituality and ethics. PHI-413V Christian concept of the imago Dei and worldview essay What Is a Worldview?

The following definitions are helpful: • “A set of assumptions or beliefs about reality that affect how we think and how we live” (Cosgrove, 2006, p. 19). • “The comprehensive perspective from which we interpret all of reality” (Keller, 2012, p. 157). Worldview is often described as a set of lenses through which we view the world. As a descriptive lens, our worldview influences our perception of the world. What is true? What is reality?

As a prescriptive lens, our worldview influences our evaluation of what is true. What does it mean? How should we live?

One may readily see that if one views the nature of the universe as consisting of only physical matter and energy, then that person’s understanding of the meaning of life and how we should live will likely be far different from one whose perception of the universe includes a spiritual realm where life continues after death and goodness is rewarded.

While it is true that all people have their own private worldviews with values and beliefs that have been shaped by culture, education, experiences, and relationships, it is also valuable to speak of shared worldviews, those foundational assumptions or beliefs that many people hold in common.

For the sake of this course, the course content will be reduced from the many-shared worldviews to three basic worldview families. What Are the Three Basic Worldview Families?

Though there are many different worldviews, for the purpose of this course they have been simplified into three basic worldview families.

There are many variations within these families. PHI-413V Christian concept of the imago Dei and worldview essay

Atheism Atheism is the worldview of those who believe only in what their senses can detect— only what may be analyzed and understood in a scientific laboratory. This view believes in no God or spiritual realm.

The cosmos consists of only the natural or physical realm of matter and energy. Other names often associated with this worldview family are naturalism and secular humanism.

Most whose worldview values and behavior are aligned with atheism prefer to be considered agnostics. These are uncertain of the existence of God, skeptical for the most part, yet open to the possibility.

Pantheism Pantheism is the worldview of spiritualism, the belief that “all is God” as the word implies. Pantheists believe in a spiritual realm, but no relational God who has revealed himself to humanity and is actively involved in the lives of those who believe in him.

This worldview family consists of the Eastern religions of Hinduism and Buddhism, as well as the more eclectic Western belief known as New Age.

Pantheists typically embrace an impersonal oneness of which all humans may become a part, becoming godlike themselves as they reach higher levels of spirituality.

Theism Theism, or monotheism, is the worldview of the three major religions, Judaism, Christianity, and Islam.

Though these three have huge differences rendering them incompatible with each other, they do nonetheless have some similarities. Theists all believe in a single, personal, and relational God who is the creator and sustainer of all that exists.

They all likewise believe in absolute truth and morality, and an afterlife. The focus of this course is Christianity, so the course will be comparing these three worldviews: atheism, pantheism, and Christianity.

Another common worldview name, deism, is somewhat of an enigma—having a basic belief in God, but a God who is not relational or involved in human life.

So although falling under the broad category of theism, deists may effectively live as atheists. Many people have complex worldviews that are a mix of various beliefs from the major worldview families. PHI-413V Christian concept of the imago Dei and worldview essay

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In the same way that Christian spirituality finds its foundations in the reality of the triune God of the Bible, ethics also has its foundations in God. Ethics, broadly speaking, is the study of good and bad, right and wrong.

Every worldview has to explain the foundations of ethics (in line with worldview question #5 above) such that it explains the basis of what counts as good and bad, right or wrong.

In the Christian worldview, there is a God who exists and has created the world with a moral structure and purpose such that what is truly right and good is a reflection of God’s character.

God’s own holy, loving and perfect character is the standard of right and wrong. Badness or what is wrong is then defined as anything that is contrary to God’s character, his will, or to his design and purpose for his creation.

The Bible reveals what God’s character is like. Exodus 34:6-7 says, The LORD, the LORD, the compassionate and gracious God, slow to anger and abounding in love and faithfulness, maintaining love to thousands, and forgiving wickedness, rebellion and sin.

Yet he does not leave the guilty unpunished; he punishes the children and their children for the sin of the parents to the third and fourth generation. Similarly, 1 John 4:7-9 says, Dear friends, let us love one another, for love comes from God. Everyone who loves has been born of God and knows God. Whoever does not love does not know God, because God is love.

This is how God showed his love among us: He sent his one and only Son into the world that we might live through him. Psalm 18:30 declares, “As for God, his way is perfect: The LORD’s word is flawless; he shields all who take refuge in him.” Many more verses could be surveyed, but the Bible makes clear that God is perfectly good and holy.

Knowing right and wrong then will mean knowing that which accords to God’s character. Right or wrong can be discovered in multiple ways.

It can be discovered in God’s creation by examining the natural world or by the use of human reason. In this way, one discovers God’s design for the way things are supposed to be by examining what is built into creation; this is often referred to as “natural law.” For example, one can know by means of reason and observation that murder is wrong or that a broken bone is bad and not the way it is supposed to be.

Conversely, one might come to know that feeding the homeless is good, and loving one’s spouse is right. One does not need to be religious or even believe in God to be able to know propositions of “natural law.” Nevertheless, the Christian worldview holds that these truths are built into the world by God.

Second, right or wrong can be discovered by reading the Bible or looking at the example of Jesus Christ. The Bible reveals God’s commands and principles such as the Ten Commandments or the teachings of Jesus on the sermon on the mount. In addition, the Bible provides us with examples of virtuous people.

The perfect man and moral exemplar (though much more than only a man and an exemplar) in the Christian tradition is Jesus Christ himself. The Christian is to not only obey God’s commands, but to be transformed into the kind of person that reflects the character of God.

Jesus Christ is the perfect representation of such a life; Christians, thus, ought to embody the virtues and character of Jesus himself.

The attaining of these virtues will not only be a matter of intellectual knowledge of right and wrong, but an active surrender and transformation by means of God’s own Holy Spirit.

The wisdom to navigate all the complexities of ethical decision-making will be a consequence of a person’s character and the active guidance of the Holy Spirit.

PHI-413V Christian concept of the imago Dei and worldview essay Knowledge of God, Knowledge of Ethics A key component of the foundations of Christian spirituality and ethics as described above is the view that people can have genuine knowledge of God and knowledge of right and wrong.

A few observations about the word knowledge need to be considered. First, by knowledge we mean the opposite of mere opinion. Knowledge is more than just an educated guess; it is being in touch with the real world as it really is.

Thus, knowledge in this sense is not merely subjective, but is rather an objective description of reality. For example, the proposition “the earth is round” is an objectively true description of reality, even if some people happen to subjectively deny that the earth is round. Subjective beliefs may be true or false.

What would make subjective beliefs true would be if they matched the real objective world.

Fundamentally, knowledge is the possession and awareness of truth. There are two philosophies, however, that stand in contrast to the Christian belief that one can have knowledge of God and knowledge of right and wrong, namely scientism and postmodernism.

These two philosophies are very influential in today’s society, although they are not compatible with the Christian worldview.

It is important to understand these philosophies because not only are they not compatible with the Christian worldview, they arguably have negative effects on the practice of medicine and health care. Scientism Although the term scientism has the word science in it, it is crucial to recognize that (1) scientism is not the same thing as (2) science. In the Christian worldview, science is a great and good thing. In fact, the Christian worldview has always encouraged careful investigation of the natural world.

In the Christian worldview, medical technology is considered a good gift from God insofar as God has created the kind of world that has a structure that can be discovered and manipulated to bring about the good of human beings (Rae & Cox, 1999). Scientism, however, is not compatible with the Christian worldview.

Scientism is the belief that the best or only way to have any knowledge of reality is by means of the sciences (Moreland & Craig, 2003, pp. 346-350). In other words, if something is not known scientifically then it is not known at all, and the only way to hold true beliefs about anything is to know them scientifically. That may sound reasonable and even commonsense, but there are two problems with scientism: (1) scientism is a self-refuting philosophy, and (2) science has clear limits.

First, if the only way to have true beliefs is through science, then the thesis of scientism itself (“the only way to have any knowledge of the world”) could not be true because it cannot be proven scientifically.

Thus, the thesis of scientism fails its own truth test. Scientism’s thesis is, in fact, a philosophical statement. Philosophers call such propositions self-refuting because they invalidate themselves by definition, similarly to someone claiming, “I cannot speak a word of English.”

Second, while science is a powerful way of gaining knowledge of the natural world, science is limited and is not the only way of gaining knowledge.

Consider the following two limitations of science (though there are many others); science cannot tell us anything about (1) ethics or (2) how one ought to use the results of science (University of California Museum of Paleontology, n.d.).

Science is wonderful and describes the way things are, but it has no authority to tell us what we ought to do morally.

Science cannot tell me whether or not I ought to love my spouse, keep my promises, or give to the poor. Even when it comes to ethical issues that involve science, science cannot determine what the right thing to do would be.

For example, science might be able to describe the nasty effects of a terminal disease on a person or explain the state of a person’s brain if that person is in a vegetative state. However, science cannot determine whether euthanasia or physician-assisted suicide is good, bad, right, or wrong. Science also cannot determine how scientific data and results ought to be used.

Science might enable the discovery of chemical processes or structures, but should the results be used for creating biotechnology to engineer human DNA?

Should the results of scientific research be used to create bioweapons for military purposes? Such questions are beyond the bounds of what science can answer.

Remember scientism is NOT science; it is a philosophical thesis that claims that science is the only methodology to gain knowledge and that every other claim to knowledge is either mere opinion or false.

However, as Nicholas Rescher remarks, “to take this stance [of scientism] is not to celebrate science but to distort it” (as cited in Moreland & Craig, 2003).

Postmodern Relativism Postmodernism is a broad philosophical position that claims that there is no such thing as truth or an objective reality that can be known. A common way in which postmodernism is expressed is through a view called relativism.

Relativism is the view that there is no such thing as truth in the common sense of that concept. Every claim about the nature of reality is simply relative to either an individual or a society/culture.

Another way to put this is to say that truth is invented by people (whether it is individuals or entire societies) instead of being discovered.

According to this way of thinking, there is not genuine truth to be had or known, only subjective opinions or beliefs. While certain questions are no doubt matters of subjective opinion, such as “what is the best flavor of ice cream?” or “what is the proper way to shake hands?” not all questions are.

This is most clearly seen when we consider moral or ethical propositions about right or wrong. It would be a serious mistake to claim that the propositions “murder is wrong” or “racism is evil” are mere subjective matters of opinion. However, that is what relativism implies.

If all truth including morality is simply a human invention, then there is no standard for genuine truth, and it follows that there is no genuine right or wrong.

However, this is certainly false. Whether or not the Nazi party, made up of thousands of individuals, believed that killing 6 million Jews was a good thing, we have to say without any hesitation that they were genuinely wrong. But it is not possible to be wrong unless there is genuine objective truth to be known.

Both scientism and postmodern relativism are incompatible with the foundations of Christian spirituality and ethics. The Christian worldview holds science in high regard and accepts it as one of the most powerful communal ways of obtaining knowledge about the world.

However, contrary to scientism, the Christian worldview does not accept science as the only way of knowing things about the world. Secondly, contrary to postmodern relativism, the Christian worldview holds that genuine objective knowledge of God and of right and wrong is possible.

It follows then that who God is and what is right and wrong are not merely matters of subjective opinion, but genuine truths to be discovered.

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Conclusion The foundations discussed above provide the framework for Christian ways of ethical and spiritual decision-making in health care.

It is important to understand therefore that the Christian way of ethical and spiritual decision-making is distinct from other worldviews and is not the same as Buddhist, Muslim, or even atheist ways of ethical and spiritual decision-making.

It is not fair or respectful to paint all religions or worldviews with the same brush under the heading of “spirituality” and ignore the differences. Topic 2 will discuss a foundational principle to the practice of medicine and health care, as well as bioethics namely, the principle of respect for persons.

The Christian worldview goes even further and states all human beings are made in the image of God and therefore have intrinsic value and are worthy of dignity and respect.

Topic 3 will discuss the field of bioethics and introduce some of the main methodologies of ethical decision-making in health care.

The focus in this section will be on the methodology called principlism which stresses the application of four moral principles to all ethical decisions in health care.

Prinipalism will be used and interpreted in light of the Christian worldview and the overarching narrative presented in the Bible. Topic 4 will briefly introduce issues of death, dying, and grief.

The focus will be on ethical issues at the end of life and the Christian worldview regarding death in light of the biblical narrative and the hope of resurrection inaugurated by the person and work of Jesus Christ.

Topic 5 will conclude with discussion about the facilitating of ethical and spiritual decision-making for patients, and the practical application of the principles and tools introduced in this course.

References Cosgrove, M. P. (2006). Foundations of Christian thought: Faith, learning, and the Christian worldview. Grand Rapids, MI: Kregel. Keller, T. (2012). Every good endeavor: Connecting your work to God’s work. New York, NY: Dutton. Moreland, J. P., & Craig, W. L. (2003). Philosophical foundations for a Christian worldview. Downers Grove, IL: IVP Academic. Puchalski, C., Ferrell, B., Virani, R., Otis-Green, S., Baird, P., Bull, J., … Sulmasy D. (2009). Improving the quality of spiritual care as a dimension of palliative care: The report of the consensus conference. Journal of Palliative Medicine, 12(10), 885-904. Rae, Scott B., & Cox, P. M. (1999). Bioethics: A Christian approach in a pluralistic age. Grand Rapids, MI: Wm. B. Eerdmans Publishing Co. University of California Museum of Paleontology. (n.d.). Science has limits: A few things that science does not do. Retrieved from https://undsci.berkeley.edu/article/0_0_0/whatisscience_12 © 2019. Grand Canyon University. All Rights Reserved. PHI-413V Christian concept of the imago Dei and worldview essay

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Qualitative Analysis: Collecting, Analyzing, and Interpreting (Discussion)

This weeks discussion you will explore differences in methods when conducting qualitative research. You will consider strengths and weaknesses of the approaches and provide recommendations or improvement.

In your Discussion Post you will select a topic (Dementia) and analyze how qualitative research can and should be used to explore the problem or issue. Please, this instructor likes headings and examples, and details. Thanks again, writer 1193 is my preference.

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Advocacy Through Legislation Assessment Description

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Advocacy Through Legislation Assessment Description

Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system. For this assignment, identify a problem or concern in your state, community, or organization that has the capacity for advocacy through legislation. Research the issue and use the \"Advocacy Through Legislation\" template to complete this assignment. You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Attachments https://halo.gcu.edu/resource/cf0d2ecc-cf8f-418b-bbd7-448008bda66a

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GCU NRS490 Week 10 :Assignment Scholarly Activities

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GCU NRS490 Week 10 :Assignment Scholarly Activities

NRS 490 Topic 10 Assignment Scholarly Activities Throughout the RN-to-BSN program, students are … to participate in scholarly activities outside of clinical practice or professional practice.

Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are … scholarly activity while you are in the BSN program, which should … documented by the end of this course.

In addition to this submission, you are … to interdisciplinary initiatives on a regular basis. Submit, as the assignment, a summary report of the scholarly activity, including who, what, where, when and any relevant take-home points.

Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

APA format is not … for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. You are not … to submit this assignment to LopesWrite.

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7063.1.1 : Practicing as an Advanced Nursing Professional,7063.1.2 : Recommend Regulatory Policies,7063.1.3 : Impact of Interprofessional Team Roles

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Task instructions:

A. Discuss two differences in how an advanced professional nurse advocates for an at-risk population in the community versus how an advanced professional nurse advocates for an individual patient in the clinical practice setting. Include scholarly source(s) as part of your response. collaboration within and Advocacy Action Team (AAT). Include one scholarly source to support your description.

C. Analyze data that validates a health issue affecting an at-risk population in the county or state where you live or work. Include relevant source(s) as part of your response.

D. Describe two characteristics of the at-risk population identified in part C.

E. Analyze how a specific social determinant of health (SDOH) in the county or state predisposes the at-risk population from part C to the health issue identified in part C.

F. Analyze how current policy is insufficient to address the SDOH identified in part E.

Note: Current policy may include county ordinance, county or state regulation, state law, program, school curriculum, health initiative, etc.

G. Provide a policy proposal to address the SDOH identified in part E. Include scholarly source(s) to support your policy proposal as part of your response. 1. Describe how the policy proposal could impact the health issue from part C. 2. Discuss how the policy proposal will address population diversity to ensure equitable resource distribution. 3. Describe how the policy proposal upholds two provisions from the ANA Code of Ethics. Include relevant source(s) as part of your response. 4. Describe two actual or potential barriers in your county or state that impede the implementation of the policy proposal.

H. Provide the name and title of one policymaker with authority to move the policy proposal forward. 1. Provide the rationale for choosing the policymaker identified in part H.

I. Describe two strategies you will use as an advanced professional nurse to strengthen your professional practice as a policy advocate.

J. Create an (I)SBAR summary of the policy proposal using the attached “(I)SBAR Summary Template. Save and submit your (I)SBAR summary as a separate .pdf or .docx document.

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Helpful Links:

● To access your county or state data, you may use the following websites: o County Health Rankings & Roadmaps. (n.d.) Explore health rankings https://lrps.wgu.edu/provision/252854780. o U.S. News & World Report. (n.d.) Healthiest communities https://lrps.wgu.edu/provision/252855535.

Rubric:

A: ADVANCED PROFESSIONAL NURSE AS ADVOCATE COMPETENT The submission accurately discusses 2 differences in how an advanced professional nurse advocates for an at-risk population in the community versus how an advanced professional nurse advocates for an individual patient in the clinical practice setting. The discussion includes scholarly source(s).

B: INTERPROFESSIONAL COLLABORATION COMPETENT The submission logically describes how the advanced professional nurse applies 2 evidence-based strategies to promote interprofessional collaboration within an AAT. The discussion includes 1 scholarly source.

C:DATA DRIVEN HEALTH ISSUE COMPETENT The submission provides an analysis of data that validates a health issue affecting an at-risk population in the county or state where the candidate lives or works. The analysis includes relevant source(s).

D: CHARACTERISTICS OF AT-RISK POPULATION COMPETENT The submission describes 2 characteristics of the at-risk population within the county or state identified in part C.

E: SOCIAL DETERMINANT OF HEALTH (SDOH) COMPETENT The submission provides a logical analysis of how a specific SDOH in the county or state predisposes the at-risk population to the health issue identified in part C.

F: CURRENT POLICY COMPETENT The submission provides an analysis of how current policy is insufficient to address the SDOH identified in part E. The policy analyzed is relevant to the SDOH.

G: POLICY PROPOSAL COMPETENT The submission provides a policy proposal that logically addresses the SDOH from part E. The policy proposal is supported by scholarly source(s).

G1: HEALTH ISSUE IMPACT COMPETENT The submission provides a logical description of how the policy proposal could impact the health issue described in part C.

G2: EQUITABLE DISTRIBUTION OF RESOURCES COMPETENT The submission provides a logical discussion of how the policy proposal will address diversity to ensure equitable distribution of resources.

G3: ETHICAL PROVISIONS COMPETENT The submission describes how the policy proposal upholds 2 provisions from the ANA Code of Ethics. The discussion includes relevant source(s).

G4: BARRIERS COMPETENT The submission logically describes 2 actual or potential barriers in the county or state that impede the implementation of the policy proposal.

H: POLICY MAKER COMPETENT The submission provides both the name and title of one 1 policymaker with authority to move the policy proposal forward. H1: RATIONALE COMPETENT The submission provides a logical rationale for choosing the policymaker in part H. I: STRATEGIC NEXT STEPS COMPETENT The submission sufficiently describes 2 strategies the candidate would use as an advanced professional nurse to strengthen professional practice as a policy advocate. J: POLICY SUMMARY COMPETENT The submission provides a complete (I)SBAR summary of the policy proposal to the policymaker identified in part H using the provided template and addresses each element of the (I)SBAR. The summary is submitted as a separate document.

K: APA SOURCES COMPETENT The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.

L: PROFESSIONAL COMMUNICATION COMPETENT The content reflects an attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

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Accrediting Agencies and Hospital Quality

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Accrediting Agencies and Hospital Quality

Sunny Valley Medical Center is accredited by The Joint Commission (TJC).

The last survey was in 2016. Consistent with TJC tracer methodology approach to surveying, the survey was unannounced.

The hospital worked diligently and continuously to prepare for this survey. Sunny Valley Medical Center and The Joint Commission are interested in customers\’ concerns, problems, and any feedback at all times. If you have any problems, The Joint Commission encourages you to call the hospital.

Sunny Valley Medical Center is committed to working out any concerns or problems that any customer may have.

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During an official survey visit, Sunny Valley Medical Center demonstrated compliance with The Joint Commission\’s national dimming status for the CMS standard for quality and safety. \”The official survey visit was an intense three days, with extensive data review for most of their clinical processes, but the staff was ready,\” the quality manger said.Please use the case above to reflect on the following questions.Briefly describe and differentiate between the TJC accreditation and CMS guidelines. Evaluate how these guidelines might influence the survey preparation.Medicare.gov\’s Hospital Compare has information about the quality of care at over 4,000 Medicare-certified hospitals: https://www.medicare.gov/hospitalcompare/search.html (Links to an external site.). Please reflect on the performance of one of your community hospitals using Hospital Compare\’s quality matrix.(Presence Saint Joseph Medical Center, Joliet il)

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NURS 5051 Walden University Application of Data to Problem Solving Discussion

NURS 5051 Walden University Application of Data to Problem Solving DiscussionWalden University Application of Data to Problem Solving Discussion

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Assessment Instructions

This week’s discussion will focus on how the access and analysis of data can facilitate both problem-solving and knowledge formation. You will reflect on the concepts of informatics and knowledge work as presented in the resources. You will consider a hypothetical scenario based on your own healthcare practice or organization that would benefit from the collection and analysis of data to gain knowledge. The scenario will involve an issue or gap that impacts patients, staff, or management. The scenario needs to focus on a question that you will answer (gain knowledge) with the data you propose to collect. If you choose a patient issue, you need to collect data on many patients, this is not a case study with data from 1 patient. If you choose a staff or management issue, you need to collect data a group of people. The scenario needs to derive knowledge from the process of gathering and analyzing the data collected from groups of people.

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Here is an example of a scenario:

Due to a rise in 30 day readmissions, a nurse care coordinator has been assigned a panel of CHF patients whose vital signs, weight, and oxygen saturation will be remotely monitored upon discharge to their home. Clinical algorithms will process this data and send alerts to the nurse when the data indicates deterioration in the health status of the patient. This alert triggers the nurse to contact the patient. The nurse thinks it will beneficial to gather this clinical data and other data on the utilization of services (30 days readmissions, ED visits, and clinic visits) to determine the impact of remote monitoring on health status and utilization of healthcare services. You will post a description of the focus of your scenario. You will describe the data that could be used and how the data might be collected and accessed. You will discuss what knowledge might be derived from that data. Finally considering your role as a nurse leader you will explain how you would use clinical reasoning and judgment in the formation of knowledge from this experience. Remember your scenario needs to focus on groups of patients or staff.

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How Telehealth Technology Can Improve Patient Outcomes

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How Telehealth Technology Can Improve Patient Outcomes

My topic is on how telehealth technology can improve patient outcomes

Assignment Description: Beginning in Module 1 of this course you have been researching a healthcare informatics topic of your choice. Present the findings in a recorded presentation between 7 and 12 minutes in length.

The presentation should include a PowerPoint and oral presentation of the slides. There is no slide number requirement. Answer all questions thoroughly with the allotted time.

PowerPoint allows you to record directly to each slide. Be sure to include a title slide, objective slide, content slides, reference slide in APA format. Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources using APA citations to support your claims.

This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level. Use a recording platform of your choice and either upload as an mp4 or share the link directly to the video in the dropbox.

Discuss your topic and its relationship to your current (or future) practice. Discuss why the topic is important in healthcare informatics. What research have you have found on the topic? Describe how each scholarly article relates to the topic and your current (or future) practice. Describe what conclusions you have drawn based on your research of the topic. What ethical or legal issues does this topic present? Create a plan for implementing a change (or justify the need for no change). Who needs to be involved? What training programs are needed? Is there a need for on-going training? Discuss how you would evaluate the success of the change (or the continued success of what you are currently doing). What is the cost to implement or maintain this change? Who will be financially responsible? How feasible is this change? Finally, identify how changes in public policy and technological advances in the future could impact this topic. What would those changes mean to the healthcare industry?

Start by reading and following these instructions: Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully. Consider the discussion and the any insights you gained from it. Review the Assignment Rubric and the specifications below to ensure that your response aligns with all assignment expectations. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

The following specifications are required for this assignment: Length: 7-to-12-minute video; answers must thoroughly address the questions in a clear, concise manner. Use a recording platform of your choice such as Screencast-o-matic, Zoom, Webex, Youtube, PowerPoint (utilizing audio slide recording) etc. Save the recording as a link, MP4, or PowerPoint file with audio and upload directly the dropbox. Structure: Include a title slide, objective slide, content slides, reference slide in APA format. References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims. Format: Save your assignment as an MP4 document (.mp4), weblink, or PowerPoint with audio file. Filename: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module 1.mp4”)

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NR506NP_ Week 3 Forum Policy & Leadership

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NR506NP_ Week 3 Forum Policy & Leadership

(No running head needed per 7th edition for student papers)

Title of Paper

Name

Chamberlain University: Family Nurse Practitioner Track

NR506NP Healthcare Policy and Leadership

Instructor

Date

Title of Paper (Centered, Bold, Upper & Lower Case)

Patient Interventions (Level 1 Heading: Centered, Bold, Title Case Heading)

Intervention One (Level 2 Heading: Flush Left, Bold, Title Case Heading) (Title with Name of Intervention) Patient interventions should be evidenced-based. Discuss in detail your first patient intervention. Use a valid and relevant scholarly source to cite your evidenced-based intervention. Paraphrase the content you are using from your resource and cite correctly. Include how you will measure this intervention.

Intervention Two (Level 2 Heading)

Discuss in detail your second patient intervention. Use a valid and relevant scholarly source to cite your evidenced-based intervention. Paraphrase the content you are using from your resource and cite correctly. Include how you will measure this intervention.

Intervention Three (Level 2 Heading)

Discuss in detail your third patient intervention. Use a valid and relevant scholarly source to cite your evidenced-based intervention. Paraphrase the content you are using from your resource and cite correctly. Include how you will measure this intervention.

Improved Patient Outcomes (Level 1 Heading)

Discuss how your selected interventions presented above will result in improved patient outcomes. Use a valid and relevant scholarly source to cite your evidenced-based intervention. Paraphrase the content you are using from your resource and cite correctly.

Cost Savings (Level 1 Heading)

Discuss how your selected interventions presented above will result in cost savings for the practice. Use a valid and relevant scholarly source to cite your evidenced-based intervention. Paraphrase the content you are using from your resource and cite correctly.

Patient Ratings (Level 1 Heading)

Discuss how your selected interventions presented above will result in improved patient ratings. Describe how the selected interventions will increase patient satisfaction. Patient ratings include how satisfied the patients are and how they rate NP performance. Use a valid and relevant scholarly source to cite your evidenced-based intervention. Paraphrase the content you are using from your resource and cite correctly.

Conclusion

A conclusion paragraph is required to end an APA paper. This paragraph will summarize the paper for the reader. A good rule of thumb is to have a sentence for each main idea you discussed in the paper.

References

Please make sure you to review the 7th edition APA book to cite your references here. Please note: you do not list a reference unless you cited the reference in your paper.

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Web-Based Research Paper

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Web-Based Research Paper

Each student is required to write a web-research paper that is somewhat different than any other she/he may have written in the past.

▪ The subject of this research paper shall be two noteworthy* Operations and/or Supply Chain Management (OM & SCM) strategies and practices of a company chosen by the student. ▪ The chosen company must be large enough and/or unique enough to have been subject of prior published research and reports. ▪ The two chosen noteworthy OM & SCM strategies / practices shall be related to those covered in this class. ▪ The paper shall have a Cover Page (five lines only) and a References Page (min. 5 independent references). ▪ The body of this consolidated paper should only be one-page, single spaced with 12-point font (papers longer or shorter than one page will be penalized). The paper should include a short paragraph identifying the company’s name, description of the business, primary goods/services, and why it was selected for this research paper. ▪ The body of the paper shall include the two noteworthy* topics which must be extensively researched, analyzed and concisely consolidated into two to four paragraphs. ▪ The body of the paper shall also include three (3) well-thought-out questions that could be ask if the student had an interview with the company. These questions must be intriguing, succinct, reflective of student’s intelligence, knowledge of OM & SCM, and student’s acquired information about the company’s operations and practices. ▪ The paper must be well written in paragraph format and should be both spell-checked and “clarity-checked.” ▪ A copy of the research paper must be uploaded onto TurnItIn on Canvas by the due date noted in this syllabus. ▪ Detailed requirements of the paper are outlined in the first lecture’s PowerPoint, posted on Canvas. * [Noteworthy, is an Outstanding or Remarkable OM & SCM strategies and practices that are different from the company\'s competitors. e.g., Disney\'s Forecasting Strategy and Sustainability Strategies are superior to their competitors and are “noteworthy” for a research paper. e.g., Walmart\'s Supply Chain Management Strategy and Inventory Management are “noteworthy” practices.]

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LC4005A: Improving Patient Quality and Safety

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LC4005A: Improving Patient Quality and Safety

LC4005A Assessment Instructions

Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you submit your required self-assessments and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.

Overview

In this Assessment, you will complete a comprehensive paper and develop a quality improvement storyboard for your Quality Improvement Project. You will also submit a completed practice experience documentation form signed by the health professionals who collaborated with you in developing the Quality Improvement Project.

Submission Length: 4- to 5-page comprehensive paper and a quality improvement storyboard, and a completed practice experience documentation form.

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Instructions

To complete this Assessment, do the following:

Be sure to adhere to the indicated assignment length.

Access the following:

Review the following website regarding the use of a quality improvement storyboard and provide examples of the information and interventions that need to be included in a storyboard: Multi-State Learning Collaborative. (n.d.). Guidelines for the development of quality improvement storyboards. https://www.naccho.org/uploads/downloadable-resources/document.pdf

Your deliverables for this Assessment include:

Storyboard Template

Part 1. Comprehensive Paper

Part 2. Storyboard

Part 3. Practice Experience Documentation Form

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

This Assessment requires submission of three files. Save your first file as LC4005A_firstinitial_lastname_part1 (for example, LC4005A_J_Smith_part1); save your second file as LC4005A_firstinitial_lastname_part2 (for example, LC4005A_J_Smith_part2); save your third file as LC4005A_firstinitlal_lastname_part3 (for example, LC4005A_J_Smith_part3)..

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Click each of the items below for more information on this Assessment.

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Part 1. Comprehensive Paper

Your Comprehensive Paper provides the theoretical background to support your quality improvement practice problem and Quality Improvement Project. Many of the elements of this paper are parts of your Competency Assessments from previous competencies in this area of expertise. In a 4- to 5-page paper, address the following:

Describe the data-driven quality improvement practice problem you identified. (Use your submission and the SME feedback from LC4001A and LC4002A to help complete this section.)

Explain the importance of the quality improvement practice problem you identified for nursing practice. Support your explanation by synthesizing evidence-based literature found through a literature search, using a minimum of five (5) scholarly sources. (Use your submission and the SME feedback from LC4002A to complete this section)

Describe the quality improvement tools that will aid in the interpretation of the data that will support addressing the quality improvement practice problem you identified. (Use your submission and the SME feedback from LC4003A and LC4004A to help complete this section.)

Explain why these quality improvement tools are most useful in addressing your quality improvement practice problem. (Use your submission and the SME feedback from LC4004A to help complete this section.)

Explain how you would apply the PDSA quality improvement process to your quality improvement practice problem. Support your plan by synthesizing a minimum of five (5) pieces of scholarly evidence found through a literature search. (Use your submission and the SME feedback from LC4003A to help complete this section.) Be sure to integrate capstone-level writing guidelines in the completion of your Comprehensive Paper. This is an expectation of the completion of this program and is a requirement for future study in graduate school.

Part 2. Storyboard

A quality improvement storyboard is required for this Competency. The Practice Experience Project Storyboard is a brief, visual summary of a completed Quality Improvement initiative. The storyboard highlights key aspects of a quality improvement effort by documenting the Practice Experience Project from beginning to end. Note that you do not have to develop different information. You are presenting the same information that you wrote about in your paper. The Competency template uses a PowerPoint format to complete this assignment. The first slide is the summary of the Quality Improvement Project; the second slide is the reference page. Choose the most pertinent information from your Comprehensive Paper to complete the Storyboard. A template is provided to guide you as you develop your storyboard.

Part 3. Practice Experience Documentation Form

Your Practice Experience Documentation Form should be completed and signed by your mentor. In order to successfully complete this element, your mentor must indicate that you participated sufficiently in the practice experience.

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LC4003A Quality Improvement Processes

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LC4003A Quality Improvement Processes

LC4003A Assessment Instructions

Overview In this Performance Task Assessment, you will collect data associated with your practice problem in LC4002 and look for trends. You will either confirm or revise your practice problem, then apply a quality improvement process to it.

Looking Ahead Over the course of Competencies LC4002A – LC4005A, you will be going through the steps of your Quality Improvement Project which will be submitted in LC4005A. During each Competency, you will complete one or more parts of the final project, and in LC4005A, you will use these parts to create the final project.

This practice experience project has six parts:

Analyze available evidence and identify a quality improvement practice problem; Conduct a literature search finding data and evidence-based solutions/interventions to support the importance of the quality improvement practice problem; Identify the quality improvement tools (Fishbone diagram, Pareto Chart, Process Flow Chart, etc.) that will display the data supporting the need for the Quality Improvement Project; Apply the PDSA process to the development of the Quality Improvement Project; Develop an evidence-based plan to address the quality improvement practice problem; and Present the final Quality Improvement Project as a comprehensive paper and quality improvement storyboard. The practice experience is an active learning process that provides you with the opportunity to apply your nursing knowledge by addressing a quality improvement practice problem. The practice experience is comprised of selected onsite experiences and completion of a Quality Improvement Project with guidance from your subject matter expert. For additional information on the practice experience, follow this link: https://academicguides.waldenu.edu/fieldexperience/son/home

The practice experience guide can also be found here: https://academicguides.waldenu.edu/ld.php?content_id=45642029

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Instructions To complete this Assessment, do the following:

Be sure to adhere to the indicated assignment length. Download the Academic Writing Expectations Checklist to review prior to submitting your Assessment. Access the following: LC4003A Assessment Template (Word document). You will use the Assessment Template to make your submission. Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

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This Assessment requires submission of one (1) document, a completed Assessment Template, approximately 2- to 3-pages. Save the file as: LC4003A_firstinitial_lastname (for example, LC4003A_J_Smith)

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LC4001A: Leadership for Organizational Culture and Growth

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LC4001A: Leadership for Organizational Culture and Growth

LC4001A Assessment Instructions

Scenario 1

Tower 6 East is a 45-bed medical unit. The nurse leader, Ciera, is a new leader, and one of the measures of her performance is based on the number of medication errors reported on her unit. As a result, she has told everyone very clearly that she will not tolerate errors and that she wants the unit to have zero medication errors each month. When an error does occur, she meets individually with the nurse, writes up the nurse’s error, and puts a report in the nurse’s performance review files. She has put two nurses on performance probation thus far. As a result, the nurses on the unit are afraid to report when an error occurs, and they have begun to cover for each other and not report errors. You are a staff nurse on the unit and you want to serve as a leader and create a blame-free environment.

Identify and explain whether Ciera's leadership style toward medication errors on the nursing unit is appropriate and explain why. Then, provide at least one outcome result from Ciera's leadership approach on the nursing unit. (Yoder-Wise, P. (2019, p.498) Leading and managing in nursing (7th ed.). Mosby Elsevier.

Explain what leadership style you would use to effect change in this scenario.

Using the Paradiso & Sweeney article "Just culture: It's more than policy", explain a just culture and how a just culture might influence the outcome of medication errors on the unit.

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Scenario 2

You are the charge nurse and the nursing assistant comes to you with the following question concerning an assignment she has been asked to carry out by one of the other RN’s on the floor. “Jerry pulled a patient’s dose of Digoxin and asked me to administer it because he is so behind. Am I allowed to do that?

After exploring your state nurse practice act, explain your response to the nursing assistant citing the applicable legal principles for delegation and promotion of drug safety on the nursing unit.

Explain the education that would need to be provided regarding delegation principles, including the identification of items that can be delegated and items that cannot be delegated by Jerry; and, explain why the delegation educational plan you suggest is appropriate.

Recommend strategies to develop an effective team that should be implemented on the nursing floor to help develop consistency with delegation. Explain how you would apply these strategies to enhance nursing roles and responsibilities for patient quality and safety as described in the scenario.

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LC4004A Quality Improvement Tools

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LC4004A Quality Improvement Tools

Assessment Instructions

Overview In this Assessment, you will analyze different quality improvement tools and apply one to the practice problem that you identified in LC4002A and either revised or affirmed in LC4003A.

Submission Length: 4- to 5-pages

This practice experience project has six parts:

The practice experience guide can also be found here: https://academicguides.waldenu.edu/ld.php?content_id=45642029

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Instructions To complete this Assessment, do the following:

Be sure to adhere to the indicated assignment length. Access the following: Fishbone Diagram (PDF) Pareto Chart (PDF) Process Flow Chart (PDF) Run Chart (Excel Document) Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

This Assessment requires submission of one file that addresses each of the given prompts. Save your file as LC4004A_firstinitial_lastname (for example, LC4004A_J_Smith).

Applying Quality Improvement Tools The nursing professional uses a variety of tools when collecting and analyzing data. These tools can help with organizing and displaying as well as highlighting trends. In this Assessment, you will analyze several quality improvement tools, then apply one to your practice problem.

In a 4- to 5-page paper, address the following:

Analyze the fishbone diagram. Explain how the information presented in the fishbone diagram might be used to help inform nursing practice when preventing medication errors. Analyze the Pareto chart. Include an explanation of how many medication errors there were and how this information might assist the nursing unit in preventing future medication errors. Analyze the process flow chart. Explain how this information might be used to help inform nursing practice for the prevention of future medication errors. Analyze the run chart as it relates to patient satisfaction with pain management. Explain whether the data in the run chart indicates improved or decreased satisfaction with pain management and defend your reasoning. Consider the practice problem that you identified in LC4002 and either revised or affirmed in LC4003. Choose either a fishbone diagram, Pareto chart, process flow chart, or run chart, and apply it to the data relating to the practice problem (that you located in LC4002).

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LC4002A Assessment Instructions Healthcare Quality

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LC4002A Assessment Instructions

Overview In this Performance Task Assessment, you will consider healthcare quality issues that you observe in practice. You will also locate evidence that relates to the issue from scholarly sources.

This practice experience project has six parts:

The practice experience guide can also be found here: https://academicguides.waldenu.edu/ld.php?content_id=45642029

Instructions To complete this Assessment, do the following:

Be sure to adhere to the indicated assignment length. Download the Academic Writing Expectations Checklist to review prior to submitting your Assessment. Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

This Assessment requires submission of one (1) document, a 3–4-page paper. Save this file as: LC4002A_firstinitial_lastname (for example, LC4002A_J_Smith)

Addressing Quality Issues in Healthcare As a practicing nurse, you probably see falls, CLABSI, CAUTI, MRSA infections, and other such issues arise from time to time. No facility is immune to safety issues, and, as a nurse leader, it is your job to identify these issues and work to address them using evidence.

In this Performance Task Assessment, you will discuss healthcare quality and the pioneers that shaped current practices. You will also consider a practice problem that might be present in your practicum facility and locate evidence surrounding the problem.WE HAVE DONE THIS BEFORE, WE’LL STILL DO IT FOR YOU!!Permalink: https://proscholarly.com/lc4002a-assessme…thcare-quality-2/In a 3- to 4-page paper, address the following:Define healthcare quality in your own words and apply it to the work of one major quality pioneer as listed in the Spath (2018) textbook (Shewhart, Deming, Juran, Ishikawa, Crosby, Feigenbaum, etc.). Describe a healthcare practice problem that you have had some experience with as a consumer or as a practitioner in healthcare. The practice problem you identify must be supported by data that is available to you in your practice setting and justifies that a problem exists. This problem will be the basis for your quality improvement practicum project you will complete in the upcoming competencies (LC4003, LC4004 and LC4005). Explain how your definition of healthcare quality might apply to your selected practice problem and your experiences with it. Locate 5 sources of scholarly evidence published within the last five years that describe potential solutions or interventions that you can implement as part of your practicum quality improvement plan. A scholarly piece of evidence could be a journal, government agency, white paper, or professional organization. Synthesize the information in the 5 articles. Note that a synthesis of information is not a summary of each source. A synthesis involves critical reading to make connections between sources, compare the similarities and differences, highlight important information, and present new ideas based on your interpretation of the information. Note: You will use this practice problem in your practicum project that you will work on throughout this area of expertise. Your faculty SME will provide approval for your practicum project topic in the feedback for this Assessment. Be sure to review it and address any comments in subsequent assessments.Permalink: https://proscholarly.com/lc4002a-assessme…thcare-quality-2/

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