Google search of labeled images of the kidneys and the nephron, health and medicine help

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Do a Google search of labeled images of the kidneys and the nephron. Develop a 10-slide PowerPoint presentation that addresses the following questions regarding the stress response and kidney function:

Slides 1–3: Provide an overview of kidney structure and function. Note where osmosis and ion secretion take place and how this contributes to water and BP regulation.

Slides 4–7: How do the kidneys regulate BP? What stress hormone(s) are involved? What situation(s) cause(s) this signaling pathway?

Slides 8 and 9: How do the kidneys respond to dehydration? Do a little research on the effect of caffeine on the kidney. Where in the physiology of the nephron does caffeine interfere with normal regulation of water balance?

Slide 10: References cited.

SLP Assignment Expectations

For this SLP assignment you will develop a PowerPoint presentation that is approximately 10 slides in length and addresses the requirements outlined above. Place the text containing the answers to the questions above in the Notes section of your slide presentation. Reference all of your answers in your Notes sections with citations, such as (Murray 2014). Your slides should contain labeled images that illustrate the text that you included in your Notes sections. Provide the website or reference used for each labeled image. Be sure your last slide is a references slide that contains the full references cited on your slides. Many resources are provided for you. Include these in your references section. This assignment should not require much independent research.

Creating a Culture of Evidence-Based Practice

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Creating a Culture of Evidence-Based Practice

An abundance of evidence can be found on almost any medical issue or health topic. Often, the availability of information is not the concern, but rather nurses struggle with how to convey the evidence to others and change practices to better reflect the evidence. Deep-rooted organizational cultures and policies can make some resistant to change, even to changes that can vastly improve the quality, effectiveness, and efficiency of health care. However, there are many strategies that nurses can employ to bring about changes to practice.

In this Discussion, you focus on how to create an organizational culture that supports evidence-based practice.

To prepare:

  • Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.
  • Reflect on your own organization’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?
  • Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your organization.
  • Reflect on the significance of evidence-based practice in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?
  • Reflect on how nurses can disseminate findings from evidence-based practice research.

By Day 3

Post an evaluation of your organization’s use of EBP and how it is furthered or hindered by organizational culture and policies. Describe how you could disseminate the findings. Propose a strategy for strengthening the culture of EBP within the organization. Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 30, “Disseminating Evidence: Reporting Research Findings”In this chapter, the focus is on actually reporting on the research findings and how to determine the best approach for reaching the desired audience. The chapter also includes tips on how to organize the information and describes what is usually included in such reports.

Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244–254.

Retrieved from the Walden Library databases.

This article describes a multi-dimensional EBP program designed to generate sustainable improvement in patient care and patient outcome. The text details the program’s strategies for implementation along with achievements and lessons learned.

Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217–225.

Retrieved from the Walden Library databases.

In this text, the authors highlight established systems and structures designed to supply staff with resources to translate research and deliver EBP. Additionally, the article explicates a multitude of initiatives designed to disseminate evidence to the point of care.

Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42(4), 222–230.

Retrieved from the Walden Library databases.

This article provides several models for implementing evidence-based practice within an organization. It introduces four different phases through which an implementation should progress, and provides examples of each.

Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. Worldviews on Evidence-Based Nursing, 6(4), 200–209.

Retrieved from the Walden Library databases.

In this article, the authors detail a survey design study conducted to determine the relationship between a learning organization’s characteristics and the beliefs of registered nurses with respect to EBP. In addition, the study examines the impact of EBP beliefs on registered nurses’ implementation of EBP.

Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational change toward evidence-based practice. Worldviews on Evidence-Based Nursing, 7(1), 51–53.

Retrieved from the Walden Library databases.

The authors of this text suggest multiple strategies for integrating the EBP paradigm at the organizational level. The text provides rationale for why educators should also consider change at the individual level as an effective conduit for disseminating the EBP paradigm at the organizational level.

Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. Worldviews on Evidence-Based Nursing, 7(3), 135–157.

Retrieved from the Walden Library databases.

This text reviews 21 action research studies to determine what is known about using action research to implement evidence-based practice. The authors explicate the promising features and flaws that were common across the action research studies they used.

Please help with homework

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Qi Gong and Cure of Chronic Illness

One of the CAM therapies suggested to patients dealing with chronic illness is Qi Gong, a Chinese martial art devoted to slow, purposeful movement, and breathing.

On the basis of your understanding of the above statement, address the following questions:

  • From a physical standpoint, why do you think patients might improve after practicing the art of Qi Gong?
  • From a psychological standpoint, what factors may play a role in improving a patient’s healing using this ancient martial art practice?
  • Do you feel that the social aspect of Qi Gong (often done in groups) has any bearing on patient wellness?
  • How does Qi Gong combine the social aspect of well-being in producing a greater patient immunity response?

In addition to the above questions and keeping in mind the fact that CAM involves key components, which often differ from those of contemporary Western medical practices, answer the questions listed below:

  • How is Qi Gong incorporated into a TCM practice?
  • Compare and contrast between TCM and the following practices:
    • Acupuncture
    • Ayurveda
    • Native American healing
  • Analyze the similarities and differences between Qi Gong and Tai Chi?

Which symptoms are typical in people who have cancer? Check all that apply. resistance to insulin sores that do not heal onset of a gluten allergy recent change in a wart or mole thickenings or lumps

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Which symptoms are typical in people who have cancer? Check all that apply.

resistance to insulin

sores that do not heal

onset of a gluten allergy

recent change in a wart or mole

thickenings or lumps in an area of the body

Discussion week 4

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Please review the discussion board rubric under “Start Here”.

 Use in-text citations appropriately and provide full citations for your initial post and at least one of your response posts.  One of your citations needs to be outside of your text.  

The idea is that you would not only comment on your classmate’s post but also do some additional research furthering the discussion.

To begin discussing in this forum, click the forum title, “Week 4 Discussion Forum”. Then, click Create Thread on the Action Bar to post your initial reply. To reply to a fellow participant, click the title of the initial post, then click Reply.

Kristin Cook

Week 4 Payment Methodologies

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Total views: 2 (Your views: 1)

1) Fee For Service is where the payer has a fee schedule with a set reimbursement amount for each service covered. Cost Based is for facilities that receive payments throughout the year until the cost report comes out. Then the payments that have been received are deducted from the remaining amount. Prospective Payment inpatient hospital reimbursement was based on the DRG data that already appeared on the claim. Ambulatory Surgical Centers are based on only procedures that are performed. Skilled Nursing Facilities payment based on the acuity or illness of the patient has been used.

2) Medical necessity is where you have a procedure done for a diagnosis and when it is sent to claims it can either be approved or denied. If it is denied that means that the insurance company doesn’t believe the procedure or tests run for that diagnosis was necessary. This impacts payment a great deal because if a patient has insurance, but the insurance company will not pay for the procedure or test that were done that means that the patient has to pay out of pocket. This can be very difficult for patients that live on a fixed income.

3) Payment methods now have changed coding for the better. Everything that we do now as a society is done electronically now, this means that every claim that is filed it is done electronically. Everything can be filed and stored electronically and still meet HIPAA’s requirements for patient privacy and safety.

Reference

Aalseth, P. (2015). Medical Coding: What It Is and How It Works. Second Edition. Boston, MA. Jones & Bartlett Learning.

Chenelle Weaver

Week 4 Discussion (Initial post)

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Total views: 9 (Your views: 1)

  1. Refer to Chapter 4, focus on pages 179 – 188 and discuss payment systems. Demonstrate understanding of fee for service, cost based, and prospective payment systems. Fee for service is a designated reimbursement amount for service rendered. Cost based details the cost of running a business and receiving payments. A Prospective Payment System (PPS) is a method of reimbursement in which Medicare payment is made based on a predetermined, fixed amount. The payment amount for a particular service is derived based on the classification system of that service. CMS uses separate PPSs for reimbursement to acute inpatient hospitals, home health agencies, hospice, hospital outpatient, inpatient psychiatric facilities, inpatient rehabilitation facilities, long-term care hospitals, and skilled nursing facilities. Explain medical necessity and how it impacts payment. Medical necessity refers to a decision by your health plan that your treatment, test, or procedure is necessary for your health or to treat a diagnosed medical problem. Most health plans will not pay for healthcare services that are not considered medically necessary. A common example of a non-medically necessary procedure is a Botox. If the procedure is considered to not be necessary the claim may be denied thus affecting payment. What is the effect of payment methods on coding? Use of the correct codes ensures the correct payment method will be used. 

Reference: 

www.medicalbillingandcodingonline.com/medical-coding-for-billers retrieved on June 29, 2017

Interviewing in human service ( must be answered with 200 words or more for each)

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  1. What is the purpose and function of interviews in health and human services?
  2. What type of information do you hope to gain during interviews?
  3. What are the steps that should be considered when preparing for an interview?
  4. How does the interview process allow human service professionals to assist clients in establishing goals?
  5. What are the types of interviews in the human services setting?
  6. How does the type of interview direct the selected format?

Discussion question

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Step 1: Choose one Question from the four below, to Research & Respond to.Step 2: Create a 100 word (min) discussion posting for your selected question. Include 1 APA cited resource.

•In what ways can public health support and advocate for programs and services for priority populations?

•What barriers are in place that we need to address in order to help priority populations access programs and services?

•In what ways can public health improve the environments where people live, work, learn and play so that  there is greater access to opportunities for health?

•In what ways can public health improve the social and economic conditions that put individuals at greater risk of poor health?

Nursing – Borrowed theory (expectancy-value theory and social cognitive theory)

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1. A discussion of the possible application of the borrowed theory (expectancy-value theory and social cognitive theory)   to improve health promotion patient education in primary care clinic.

2. How to integrate Nola Pender’s Health Promotion Model with expectancy-value theory and social cognitive theory as a solution.

APA Format – 1000 Words

Article research evaluation, If you don’t know hoe to do this, STAY AWAY!!

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you need to evaluate a medical article, use ALL of these questions to guide your evaluation: 

The student’s paper will need to include a title page, at least four pages of content, and a reference list (in APA format). The body of the paper needs to include the following:

·       Summary of the introduction including the research question (RQ) to be investigated.

·       Identification of research methods, participants, and statistical tests used to evaluate data. Did the methods seem appropriate for what was being studied and measured?

·       Examination of the results section. What was significant or non-significant?

·       Critique the discussion. Do the results support the hypothesis or answer the research question? Does the author disclose potential bias and limitations of the study? Are explanations acceptable?

·       Evaluate the conclusion(s). Are they based on valid research and appropriately supported by others? Are they relevant to the professional discipline?

·       How can this research be applied to your future clinical practice in respiratory care?

please stay away if you have no idea about this. 

the article research link is http://etsu-edu-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?frbrVersion=5&tabs=detailsTab&ct=display&fn=search&doc=TN_doaj_soai_doaj_org_article_e4b09e56440a4e1c90009de85bbf340c&indx=1&recIds=TN_doaj_soai_doaj_org_article_e4b09e56440a4e1c90009de85bbf340c&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=5&frbg=&rfnGrpCounter=1&dscnt=0&scp.scps=scope%3A%28ETSU_Print%29%2Cscope%3A%2801ETSU_BEPRESS+%29%2Cscope%3A%28ETSU-E%29%2Cscope%3A%2801ETSU_LIBGUIDES%29%2Cprimo_central_multiple_fe&tb=t&fctV=%5B2015+TO+2017%5D&mode=Basic&vid=01ETSU&rfnGrp=1&tab=default_tab&srt=rank&fctN=facet_searchcreationdate&vl(freeText0)=Upper%20respiratory%20tract%20infections%20research&dum=true&dstmp=1499805895832

is asked user name use this

user name: Aldossary

Pass word: Sa933556

i will attach an exampel you can use to help you. use the same formatt 

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NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Course Project: Part 2 (Grading Rubic and Media Attached)

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Course Project: Part 2—Literature Review

This is a continuation of the Course Project presented in Week 2.

The Course Project Part 1 Done by youin the below link:

Before you begin, review the Course Project Overview document located in the Week 2 Resources area.

The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.

To prepare:

Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.

Using the question you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.

Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.

Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.

To complete:

Write a 3- to 4-page literature review that includes the following:

A synthesis of what the studies reveal about the current state of knowledge on the question that you developed

Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.

Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry

Your literature review summary table with all references formatted in correct APA style

Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course.

Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the theoretic framework, data sampling methods), your conclusion should be considered preliminary. Bear in mind that five studies are typically not enough to reflect the full range of knowledge on a particular question and you are not expected to be familiar enough with research methodology to conduct a comprehensive evaluation of all aspects of the studies.

This Week Reading Reseources:

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research” (for review)

Chapter 4, “Research Problems, Research Questions, and Hypotheses”

This chapter focuses on the steps in planning a study to generate evidence. These include developing a research question, identifying variables, articulating a problem statement, and generating hypotheses.

Chapter 7, “Ethics in Nursing Research”

In this chapter, the focus is on the ethical dilemmas that occur when planning and conducting research and the ethical principles that have been enacted for protecting study participants.

Fouka, G., & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing? Health Science Journal, 5(1), 3–14.

Retrieved from the Walden Library databases.

This article describes a literature review conducted to determine the most important ethical issues that nurses encounter when undertaking or participating in research. The authors detail the results of the review and make recommendations for solving some of the problems highlighted.

Newcomb, P. (2010). Evolving fairness in research on human subjects. Journal of Child and Adolescent Psychiatric Nursing, 23(3), 123–124.

Retrieved from the Walden Library databases.

In this article, the author describes some of the ethical controversies that may arise in conducting research in human subjects, especially with respect to ownership of genes. The author also stresses the importance of educating research subjects and their families about the ultimate purpose of research.

Yakov, G., Shilo, Y., & Shor, T. (2010). Nurses’ perceptions of ethical issues related to patients’ rights law. Nursing Ethics, 17(4), 501–510.

Retrieved from the Walden Library databases.

The authors of this article detail a study conducted to determine how nursing staff deal with ethical issues in relation to the law. The article emphasizes the difficulty staff had in distinguishing between legal and ethical problems. The authors make several recommendations to deal with legal and ethical problems.

 Delwiche, F. (2008). Anatomy of a scholarly research presentation in the health sciences. Retrieved from

and 

Week 2 Reading Reseources:

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)

Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”

In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Retrieved from the Walden Library databases.

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

Retrieved from the Walden Library databases.

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Retrieved from the Walden Library databases.

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

 Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360 

 Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf 

This resource provides a graphical representation of different approaches to research and gives examples of each.

 Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144 

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

 Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

 Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428 

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

 Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

 Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles. 

 Document: Course Project Overview (Word document)

Note: You will use this document to complete the Project throughout this course. 

Media

Laureate Education (Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author.

Note: The approximate length of this media piece is 6 minutes.

In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care