Archive for month: September, 2020

SHASTA FACULTY PRACTICE Cost-Benefit Analysis 1. Describe the differences between nurse practitioners and physician assistants. What are their relative strengths and weaknesses? 2. Consider the Outpatient Surgery Preoperative and Postoperative Clinic. a. What type of extender is most suitable for this clinic? Justify your answer. b. Assume that one extender is hired and that the number of physicians remains at the level given in exhibit 5.1. Furthermore, the extender can be used both to increase physician productivity and to increase volume. What would be the financial effect on the clinic? c. Now repeat the analysis, but assume that the extender replaces one physician. d. Repeat the analysis again, but now assume that the extender is used solely to increase the clinic’s capacity. (The extender acts independently to increase patient volume.) e. Which of the three scenarios (increasing physician productivity/capacity, replacing a physician only, or increasing capacity only) appears to be best at this point? f. Suppose that the expected volume increase could be met by increasing the productivity of the current physician staff. How would this fact influence the final decision? 3. Consider the Internal Medicine Clinic. Repeat Question 2 in this setting. 4. Consider the Eldercare Clinic. Repeat Question 2 in this setting. 

1. Why should we want to avoid criticizing another’s anger with statements such as, “You shouldn’t feel that way,” or “You have no cause for anger?”

2.Suggest how you might deal with an employee who reacts with tears and denial to every criticism regardless of scope or importance.

3. Why should you avoid dealing with multiple complainers at one time? Is this not more efficient than meeting with them one at a time?

4.Why do you believe HIPAA makes it necessary for even one’s spouse to have written permission to learn one’s condition when hospitalized?

Just copy the question in google search and it will come up with the the book Umikers management skills Does not have to be long responses

Draft Prospective

Instructions 

Tutor MUST have a good command of the English language

Tutor MUST have a good command of the English language

Sources need to be journal/scholarly articles. 

Use only articles that are published between 2015-2018 (except for your theory articles which will be older as you must cite primary sources).

No textbook or direct quotes

I have attached the Rubric

My project is CLABSI prevention

Instructions

Development of the prospectus is an iterative process that lays the foundation for your DPI Project. The prospectus will also assist your project chair in providing valuable feedback to guide you in your project development.

General Requirements:

Use the following information to ensure successful completion of the assignment:

• Locate      and download the most recent version of the prospectus template in the DC      Network (http://dc.gcu.edu).      This document has help and criteria information embedded to assist you in      the completion of the prospectus.
• Locate      “The 10 Strategic Points for the Prospectus, Proposal, and Direct      Practice Improvement Project” document (completed in previous      courses). You will use information from this document to write the      prospectus and attach this document as an appendix in the prospectus.
• Review “Academic Quality Review Checklist      (AQR)” (Chapters 1-3 only) for use in writing the prospectus.
• Doctoral      learners are required to use APA style for their writing assignments. The      APA Style Guide is 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. Please refer to the      directions in the Student Success Center.

Directions:

Complete a draft of your DPI Project prospectus according to the instructions and criteria provided in each section of the prospectus template. The draft should include information taken from “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” document (from previous courses). Use the “Academic Quality Review Checklist (AQR)” (Chapters 1-3 only) to assist you in writing this prospectus. Include the following sections in the prospectus:

1. Introduction:      Provide an overview of your project.
2. Background      of the Problem: Provide an overview of the history and present state of      the problem.
3. Theoretical      Foundations: Identify and describe one or two theories or models to be      used to inform the project. Identifies the seminal      source for each theory or model (a seminal      source may be quite old and may be      published in a textbook). Illustrate how the theory or model will      inform your project.
4. Review      of the Literature/Themes: Describe the main and subthemes of your project.      You should begin with at least three main themes with three subthemes      each. Your literature review will eventually be 30+ pages with over 50      references (85% of these references must be from primary sources that is less than 5 years.
5. Problem      Statement: Specify the problem proposed for the project by presenting a      clear declarative statement that begins with “It is not known . . .      .” Identify the need for the project. Identify the broad population      (not the sample) for the project. Describe how this project may contribute      to solving the problem.
6. Purpose      of the Project: Describe the purpose      of this project. Use a declarative statement “The purpose of this      project is to . . . .” Describe the methodology and design. Describe      the specific population that this project will affect and how this project      will contribute to the field.
7. Clinical      Questions and Variables: Provide a brief introduction to the question      portion. State your clinical questions or PICOT questions. Describe and      operationally define each variable of interest.
8. Significance of the Project: Provide an      overview of how this project fits with other research in the field. Be      specific and relate to other studies. How will this project contribute to      the research overall? What is the expected value?
9. Rationale for Methodology: Clearly justify the methods chosen for      this project. Ensure the methods      align with the project questions or PICOT questions. Describe why this      method is the best fit.
10. Nature      of the Project Design: Describe the design you have chosen for this      project. Discuss why this design is appropriate based on the method chosen and the project questions.
11. Instrumentation      or Sources of Data: Describe the sources of data you will use. One source must be a valid and reliable tool,      survey, or questionnaire. You may use your discussion question from Topic      3 to assist with this section. Describe in detail all data collection      instruments. Describe the validity and reliability of each as appropriate      (one must be valid and reliable).
12. Data      Collection Procedures: Describe step by step how you will collect data.      All major steps need to be described. Include a discussion of      project sample recruitment, sample selection, and assignment to groups (as      applicable). Describe the process of obtaining informed consent, if      applicable.
13. Data      Analysis Procedures: Begin by describing your demographic data from your      participants. How will you analyze this data using descriptive statistics?      Restate each project question or PICOT question. For each question, describe in detail what      inferential statistics you will use to analyze your data. Include steps to      ensure your data meet the assumptions for each inferential statistic used.      Describe the a priori alpha level you plan to use.
14. Ethical      Considerations: Provide a description of      ethical issues related to your project and how you plan to deal with them.      Consider your methodology, design, and data collection. Compare to a      randomized controlled trial. Address anonymity, confidentiality, privacy,      lack of coercion, informed consent, and potential conflicts of interest.      Discuss how you plan to adhere to the Belmont Report key principles (respect, justice,      beneficence).

APA format 1 page long 3 refernces please use refences from post.

Due 9/12/19 at 9am EST

Promoting Learner-Centered Lessons in the Online Environment

The Online Environment

     The online learning environment can be very beneficial, you can still do many of the usual classroom activities in a more convenient and comfortable setting. Despite the obvious convenience of on-line courses, some students or participants may not find on-line learning an easy task to comply to. According to Ma, Han, Yang, and Cheng (2015) online training comes with its own particular characteristics, which can jeopardize (or limit) the success of the training (Ma, Han, Yang, & Cheng, 2015). I adapted my lesson for the online environment by present the information in the form of a power point presentation, in which student can navigate on their own. I also provided students with a discussion board that acts as a form of communication between students and the class instructor. Being considerate of the information that is contained in this lesson, I would make the on line experience self-paced with checkpoints that would allow the student to examine their strengths and weaknesses. With each successful completion of the student’s learning objectives, a check your knowledge (quiz) will be provided to the students/ participants. Knowledge checks is a great tool that the students/ participants can utilize so that he or she can understand what area they need to focus more on. Knowledge checks can also help the instructor evaluate the student’s understanding. According to Roll and Winne (2015) checkpoints are planned, informal pauses in the lesson when the teacher assesses all students’ understanding through an oral, physical, or written response (Roll & Winne, 2015).

Classroom Management

     Because of the type of lesson that will be presented in the on-lune learning environment, two greatest management concerns as an instructor would include technical difficulties and encouraging collaboration amongst the students/ participants. Regardless of what type of information presented within the on-line classroom, technical difficulties can put a halt on the entire lesson and class. Technical problems deserve their own mention because when they occur they can have an immediate, massive impact on students. Collaboration amongst the students/ participants is exceptionally important because this a way of learning from each other. According to Johnson and Cooke (2016) interaction among students has been found to be the single most important element of successful online education (Johnson & Cooke, 2016).

Lesson Plan (On-Line Version)

Lesson Plan #2.doc 

Reference

Johnson, M. & Cooke, A. (2016). An ecological model of student interaction in online learning environments. In Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses. IGI Global, 1-28.

Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 26-34.

Roll, I., & Winne, P. H. (2015). Understanding, evaluating, and supporting self-regulated learning using learning analytics. Journal of Learning Analytics, 7-12.