Nutritional Assessment Heart Rate and Blood Pressure

Homework Assignment

Please type your answers.

  1. 1) Heart Rate (2.5 points)
    1. a) What are the three ways to measure heart rate?
    2. b) What is tachycardia? Above what bpm?
    3. c) What is bradycardia? Under what bpm?
    4. d) Well-trained athletes usually have lower heart rate. Is it a good or bad thing? What does it mean?
    5. e) Based on the Heart Rate and Blood Pressure Lab Workshop, compare the bpm among the different settings (Auscultation-sitting, Auscultation-standing, Palpation-sitting, and Palpation-standing). Are there any difference? If so, what are some of the factors that may contribute to that?
  2. 2) Blood Pressure (1.5 points)
    1. a) What do systolic and diastolic mean?
    2. b) What is the measurement unit for blood pressure?
    3. c) Based on the Heart Rate and Blood Pressure Lab Workshop, what is the blood pressure’s classification of your client/classmate?
  3. 3) The DASH Diet has been clinically proven to help reduce blood pressure. As a result, people with high blood pressure are often educated on the principles of this diet. Research this diet and create an informational handout regarding the principles of the diet. (5 points)
    The handout should include:
    • A brief background/introduction of the diet
    • Enough information so that someone could pick up your pamphlet and understand exactly how to follow the diet
    • Only 1 page
    • Creativity, but not at the expense of content quality § No cut/copied information from websites or textbooks. (If you’re unsure, don’t use it). There are many websites with DASH Diet graphics that simplify the diet. Do not use these; type it out yourself. What you type, you are more likely to remember. § Cite your source-standard format as found in JAND (Journal of the Academy of Nutrition and Dietetics)

WKSIXBIO – Bio and tech

Written Assignment: Biology and Technology in the Real World

Address the following outcome bullets below from one of the listed topics (a-e):

  • recognize and explain how the scientific method is used to solve problems
  • make observations and discriminate between scientific and pseudoscientific explanations
  • weigh evidence and make decisions based on strengths and limitations of scientific knowledge and the scientific method
  • use knowledge of biological principles, the scientific method, and appropriate technologies to ask relevant questions, develop hypotheses, design and conduct experiments, interpret results, and draw conclusions

1. Select one of the topics listed below (a-e).

2. Find at least three reliable information sources related to your chosen topic.

3. Write a paper with title page, introduction, several paragraphs addressing the questions, conclusion and references. Must be original written material, in your own words and paraphrase information from the selected information sources, addressing each of the questions for your chosen topic. Your paper should consist of less than 10% direct quotes. Your paper should be 750-1500 words, excluding references and title page. Use APA style for references.

TOPICS LIST

a) Stem cells. Your friend has suffered a spinal cord injury after a bad car accident. The medical team has decided that he is a good candidate for a clinical trial using stem cell therapy. Your friend has not had a biology course since high school, so you decide to write him a letter sharing your knowledge of stem cells. Include in your letter a description of the biology of stem cells and how these cells are unique from other cells. Contrast the different types of stem cells, including pros and cons for each type. Explain how stems cells can be used to treat diseases and injury, with special focus on spinal cord injuries. Include information from at least one research study or clinical trial. Conclude with your own opinion.

b) Genetically modified organisms (GMOs). A friend tells you that she avoids foods containing GMOs because they are unhealthy. You decide to use the knowledge gained from your biology class and some additional research to form your own opinion on GMOs. Answer the following questions backed up by reliable information sources. What is the purpose of genetically engineering of crop plants? Include at least two specific examples of commonly grown GMO crops. How are GMOs created? Use the provided course materials and make a connection to the central dogma of molecular biology in your explanation. Which foods in your supermarket contain GMOs? Are foods that contain GMOs safe for human consumption? What types of regulations exist for these foods? Clearly explain your reasoning for each answer in your paper and conclude whether or not you agree with your friend.

c) Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR) has been the most recent breakthrough discovery in bioengineering that enables scientists to edit DNA. Because you have studied biology in this course, you have volunteered at your niece’s Middle School Science Club to monitor a student debate about CRISPR. The students will be watching the following video before the discussion: https://www.youtube.com/watch?time_continue=252&v=2pp17E4E-O8 and you need to be prepared in case there are any questions. Please research and write an answer to each of the following questions: What is “CRISPR”? What role does Cas9 play in the CRISPR process? How does the CRISPR-Cas9 system snip and replace any DNA sequence? What are the potential benefits and drawbacks of gene editing? Include specific examples. Do you believe that the inherent risks of modifying animal DNA is worth the rewards? Explain. Do you believe that it is ethical to genetically engineer humans and/or animals? Explain.

d) Vaccines. Your friend is worried about the many vaccines that his newborn son is scheduled to receive and asks you for advice since you are taking a biology course. Start with an explanation of how vaccines work. Briefly contrast the traditional methods used to create vaccines with more recently used biotechnology techniques. Then list some of the diseases that babies and children in the US are routinely vaccinated against. How has vaccinations impacted the frequency of these diseases over the past 100 years? Why are some people worried about giving their children vaccines? Is there scientific evidence to support these concerns? Conclude with advice to your friend in regard to getting the recommended vaccines based on what you learned from reliable information sources.

e) Fracking (hydraulic fracturing) and tar sands (oil sands). With society’s dependence on nonrenewable fossil fuels, the oil & gas industry is turning to hydraulic fracturing and tar (oil) sands to extract natural gas and oil. A friend asks you “What’s all this controversy in the news about fracking and tar sands?” Briefly explain to your friend how hydraulic fracturing and tar (oil) sands are used to obtain these fossil fuels. Then, in more detail, describe the environmental problems that may result from these processes and why they are controversial. Issues that should be addressed involves water, air and soil pollution with special focus on global climate change, effects on human health, and effects on other species and natural ecosystems. Finally, give your opinions on possible solutions to these environmental problems, with your reasoning backed by information from reliable information sources.

Evaluating 78 year old white male for weight loss

You are evaluating a 78 year old white male who comes to your office today with unintentional weight loss of 10lb in the last year, self-reported exhaustion weakness based on grip strength, and slow walking speed, and low physical activity. Notes that he has been feeling worse over the past 6 months and just does not have the strength to do anything anymore. The patient states they are not currently on any medications except a multivitamin. He notes that he lives alone and does not want to leave his house. Answer the following questions with supportive rationale:

    1. What questions should you as the patient/family to further assess?
    2. What screening tools would be appropriate in this case?
    3. Do you have concerns with fraility in this patient? If so why?
    4. What referrals should be made if any on this patient?

Need an answer to the assignment below

Week 6: Interview With a Nurse Information Expert (graded)

Interview with a Nurse Information Expert Guidelines

Updated 9/2018

Purpose

The purpose of this assignment is to

  • communicate your understanding of the importance of quality information in everyday nursing practice;
  • discuss the roles and responsibilities of a nursing information expert; and
  • articulate how the professional nurse uses information and data in everyday practice to improve outcomes.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO1)

CO4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.

CO8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO8)

Points

This assignment is worth a total of 225 points.

Due Date

This assignment, Interview With a Nursing Information Expert, is due in Week 6. Post questions to the Q & A Forum. Contact your instructor if you need additional assistance. See the Policies regarding late assignments. Failure to submit your paper on time will result in a deduction of points. Be sure to submit your assignment.

Directions

  1. Download the required NR361 Interview Form (Links to an external site.)Links to an external site., which will be used to complete this assignment.
  2. You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.
  3. Select your interviewee and schedule an interview. This individual must be a Registered Nurse. Job titles of RNs who may be considered include, but are not limited to, nursing clinical information manager, super user, director/manager clinical education, chief information officer, quality assurance or performance improvement nurse, nurse informaticist, telenursing specialist, nurse abstractor, case manager, or compliance nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor before you schedule the interview.
  4. Review all questions (areas of inquiry) on the Interview Form prior to conducting the interview. You may print the form and take it with you to the interview.
  5. Note that there are five required questions to ask the RN.
  6. Note that there are four optional questions. You need to select only one of these to ask the RN.
  7. Note that there are two follow-up questions you must answer.
  8. Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a telenurse, you would want to review information on this specialty. If you do not know what GIGO means, look it up.
  9. Conduct your interview. The length of your interview will vary but should not exceed 1 hour.
  10. Submit the completed interview form prior to the deadline outlined above.

**Academic Integrity Reminder**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

Rubric

NR361 Interview with a Nurse Information Expert Rubric – Sept 18

NR361 Interview with a Nurse Information Expert Rubric – Sept 18

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeDemographicsInitials, job title of interviewee that includes the type of nursing information role and date of interview provided.

5.0 pts

Initials, job title, the type of nursing information expert and date of interview are provided.

4.0 pts

Either initials, job title, or date of interview is missing. The type of nursing information expert is included.

3.0 pts

Name is provided instead of initials. Job title or date of interview is missing. The type of nursing information expert is included.

2.0 pts

Name is provided but no job title, nursing information expert or date of interview.

0.0 pts

No name, job title, nursing information expert or date of interview provided.

5.0 pts

This criterion is linked to a Learning OutcomeRequired Question #1 (Career Path)Provide a paraphrased or summary of the interviewee’s answer. You may quote the interviewee, but sparingly. Do NOT provide a verbatim transcript of everything that was said.

25.0 pts

Clearly describes career path including education and experiences.

22.0 pts

Describes career path but education OR experiences are not provided.

20.0 pts

Describes career path but does not include experiences and educational background.

10.0 pts

Briefly describes career path.

0.0 pts

Fails to describe career path.

25.0 pts

This criterion is linked to a Learning OutcomeRequired Question #2 (Value of Evidence)Provide a paraphrased or summary of the interviewee’s answer. You may quote the interviewee, but sparingly. Do NOT provide a verbatim transcript of everything that was said.

25.0 pts

Clearly states value of best practice as a driving force and provides key elements.

22.0 pts

States value of best practice as a driving force and provides most key elements.

20.0 pts

Describes value of best practice as a driving force but omitted some key elements.

10.0 pts

Briefly describes value of best practice as a driving force and omitted key elements.

0.0 pts

Does not discuss value of best evidence.

25.0 pts

This criterion is linked to a Learning OutcomeRequired Question #3 (Support Tools)Provide a paraphrased or summary of the interviewee’s answer. You may quote the interviewee, but sparingly. Do NOT provide a verbatim transcript of everything that was said.

25.0 pts

Clearly describes safeguards and decision-making support tools that support safe practices and provides key elements.

22.0 pts

Describes safeguards and decision-making support tools that support safe practices and provides most key elements.

20.0 pts

Describes safeguards and decision-making support tools that support safe practice but omitted some key elements.

10.0 pts

Briefly describes safeguards and decision-making support tools that support safe practice but omitted key elements.

0.0 pts

Does not describe safeguards and decision-making support tools that support safe practice.

25.0 pts

This criterion is linked to a Learning OutcomeRequired Question #4 (Pt. Care Technologies)Provide a paraphrased or summary of the interviewee’s answer. You may quote the interviewee, but sparingly. Do NOT provide a verbatim transcript of everything that was said.

25.0 pts

Names/lists four or more technologies that improved patient care.

22.0 pts

Names/lists three technologies that improved patient care.

20.0 pts

Names/lists two technologies that improved patient care.

10.0 pts

Names/lists one technology that improved patient care.

0.0 pts

Names/lists zero to one technologies that improved patient care.

25.0 pts

This criterion is linked to a Learning OutcomeRequired Question #5 (Groups and Utilization)Provide a paraphrased or summary of the interviewee’s answer. You may quote the interviewee, but sparingly. Do NOT provide a verbatim transcript of everything that was said.

25.0 pts

Names/lists three or more groups that rely on information/data AND describes in detail how information is utilized.

22.0 pts

Names/lists one to two groups that rely on information/data AND generally describes how information is utilized.

20.0 pts

Names/lists groups but does not describe how information is utilized AND briefly describes how information is utilized.

10.0 pts

Names/lists one group but does not describe how information is utilized.

0.0 pts

Does not name/list groups and does not describe how information is utilized.

25.0 pts

This criterion is linked to a Learning OutcomeOptional QuestionType the optional question that you chose to ask. Provide a paraphrased or summary of the interviewee’s answer. You may quote the interviewee, but sparingly. Do NOT provide a verbatim transcript of everything that was said.

30.0 pts

Clearly indicates which optional question was asked. Clearly describes answer to optional question in detail.

26.0 pts

Indicates which optional question was asked. Briefly provides answer to optional question.

24.0 pts

Indicates which optional question was asked, but answer does not address the question.

11.0 pts

Indicates which question was asked but does not provide an answer.

0.0 pts

Does not include optional question or answer.

30.0 pts

This criterion is linked to a Learning OutcomeFollow-Up Question #1 (Practice Impact)Summarizes what was learned from interaction with interviewee answers. Describes how nursing practice will change as a result of learning about roles and responsibilities of interviewee.

30.0 pts

Clearly summarizes what was learned from interaction with interviewee answers. Clearly describes how personal nursing practice will change as a result of learning about roles and responsibilities of interviewee.

26.0 pts

Generally summarizes what was learned from interaction with interviewee answers. Generally describes how personal nursing practice will change.

24.0 pts

Minimally summarizes what was learned. Gives a brief description of how personal nursing practice will change.

11.0 pts

Includes summary or describes how personal nursing practice will change, BUT does not include both.

0.0 pts

Fails to summarize what was learned and fails to describe how personal nursing practice will change.

30.0 pts

This criterion is linked to a Learning OutcomeFollow-Up Question #2 (Resources Utilized)Names two scholarly resources reviewed prior to conducting interview. Describes how each resource helped student prepare for interview.

30.0 pts

Specifically names two scholarly resources reviewed prior to interview. Clearly states how each resource helped prepare for interview.

26.0 pts

Specifically names two scholarly resources reviewed prior to interview. Generally states how each resource helped prepare for interview.

24.0 pts

Specifically names only one scholarly resource reviewed prior to interview. Briefly states how the resource helped prepare for interview.

11.0 pts

Names scholarly resources but does not indicate how resources helped prepare for interview.

0.0 pts

Fails to indicate resources.

30.0 pts

This criterion is linked to a Learning OutcomeScholarly WritingName of student and date of interview appears on Interview Form. Punctuation, APA format and sentence structure are correct. Evidence of spell and grammar check.

5.0 pts

Name of student and date of interview appears on Interview Form. Punctuation, APA format and sentence structure are correct.

4.0 pts

Name of student and date of interview appears on Interview Form. Minimal punctuation, sentence structure errors noted. No indications of grammar, APA format or spelling errors noted.

3.0 pts

Name of student and date of interview appears on Interview Form. Several punctuation, sentence-structure errors noted. Minor indications of grammar, APA or spelling errors noted.

2.0 pts

Name of student or date of interview is on Interview Form. Numerous punctuation, sentence-structure errors noted. Many indications of grammar, APA format or spelling errors noted.

0.0 pts

Name of student or date of interview is missing. Many punctuation, APA or sentence structure errors noted. Spelling errors not corrected prior to submission of assignment.

5.0 pts

This criterion is linked to a Learning OutcomeTemplate Use

0.0 pts

0 points deducted

Correct template used results in 0 points deducted.

0.0 pts

22.5 points (10%) deducted

Incorrect or NO template used results in a deduction of 22.5 (10%) points. 22.5 point deduction

0.0 pts

Total Points: 225.0

Week 6: Reading

  • Due Sunday by 11:59pm
  • Points None

Hebda, T., Hunter, K., & Czar, P. (2019). Handbook of informatics for nurses & healthcare professionals (6st ed.). New York, NY: Pearson.

  • Chapter 1: An Overview of Informatics in Healthcare (pp. 6-16)
  • Chapter 6: Policy, Legislation, and Regulation Issues for Informatics Practice (pp. 103-109)

Articles (required)

Kai, S., & Lipschultz, A. (2015). Patient safety and healthcare technology management. Biomedical Instrumentation & Technology, 49(1), 60–65. doi:10.2345/0899-820549.1.60. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mdc&AN=25621652&site=eds-live&scope=site (Links to an external site.)Links to an external site.

West, P., Abbott, P., & Probst, P. (2014). Alarm fatigue: A concept analysis. Online Journal of Nursing Informatics, 18(2), 1. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103925123&site=eds-live&scope=site (Links to an external site.)Links to an external site.

Articles (suggested)

Cresswell, K., Majeed, A., Bates, D., & Sheikh, A. (2013). Computerised decision support systems for healthcare professionals: An interpretative review. Journal of Innovation in Health Informatics, 20(2), 115–128. doi:http://dx.doi.org/10.14236/jhi.v20i2.32. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=87099272&site=eds-live&scope=site (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.

Teen’s death, $6 million settlement put the spotlight on alarm fatigue. (2013, June 1). Same-Day Surgery, 37(6), 61–64. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=87506227&site=eds-live&scope=site (Links to an external site.)Links to an external site.

Next

discussion board replies- Masters level

Each reply must be at least 450 words. Each thread and reply must contain at least 2 references and 1 instance of biblical integration. Current APA format must be used.

classmate #1-

Our textbook explains that the Recovery Audit Contractor project otherwise known as RAC can be defined as the system that is accountable for identifying and correcting incorrect Medicare payments (Harrington, 2016). One author explains that RAC’s goal was to “to reduce improper payments by identifying and collecting over payments, identifying underpayments, and implementing actions to prevent improper payments in the future” (Good, 2009, p. 46). The Recovery Audit Contractor project was created and implemented by the Centers for Medicare and Medicaid Services or CMS (Harrington, 2016). On a regular schedule, the Finance Department and Health Information Management Department in a health care facility is asked to provide the RAC with charts for an audit (Harrington, 2016). These audits investigate underpayments or over payments to Medicare with the intention of preventing similar mistakes from occurring in the future (Harrington, 2016).

According to one article, the Recovery Audit Contractor program was enacted by Congress through the Department of Health and Human Services in 2003 with a three year plan to identify and correct all incorrect payments made to Medicare (Scott, & Camden, 2011). This was created first as a three year plan to determine if the process did in fact identify and correct improper payments with the end goal of protecting Medicare services (Scott, & Camden, 2011). According to the authors, the program was able to identify over one billion dollars in over payments (Scott, & Camden, 2011). With this successful three year program, Congress mandated that the Recovery Audit Contractor program be implemented permanently nationwide (Scott, & Camden, 2011).

The text book explains that since this program was implemented, improper payments have decreased by 9.8 percent in 2003 and 3.9 percent in 2007 (Harrington, 2016). Additionally, the text book explains that “approximately 3.9 percent of the Medicare dollars paid out to providers did not comply with one or more of the Medicare payment rules” (Harrington, 2016, p. 288). With 3.9 percent of payments equating to almost 11 billion dollars, we can see why the creation of RAC was absolutely necessary (Harrington, 2016).

As you can see, having a program such as RAC in place is extremely important to our health care system and its organizations. Over payments or underpayments can affect the future of both Medicare and health care providers. By having a system in place to monitor and identify payment issues will help our health care system to be able to continue to provide services to people in the future.

A quote that my boss likes to say states that “Mistakes have the power to turn you into something better than you were before”. I believe that this relates perfectly to this discussion board topic. Through realizing the mistakes that were being made with billing, we have been able to make the health care system even better than it was before. The bible states in Philippians 3:13, “Brothers and sisters, I know that I still have a long way to go. But there is one thing I do: I forget what is in the past and try as hard as I can to reach the goal before me”. As health care professionals, we should realize our mistakes and allow them to help us to reach our goals.

References

Good, B. (2009). Medicare recovery audit contractor update. West Virginia Medical Journal, 105(3), 46.

Harrington, M. (2016). Health care finance and the mechanics of insurance and reimbursement. Burlington, MA: Jones & Bartlett Learning.

Scott, J., & Camden, M. (2011). Recovery audit contractor medical necessity readiness. Professional Case Management, 16(5), 232-237. doi:10.1097/ncm.0b013e31821ac720

classmate #2-

For a provider, there are few things that stress them out more than a RAC audit (Recovery Audit Contractor). In the industry, these are commonly pronounced “rack” audits. Working in the DME industry the RAC audit is commonplace, and it is expected at least once in a quarter. The reasoning behind this is RAC audits typically follow the recommendations of the Office of the Inspector General of the General Accounting Office for CMS (Harrington, 2016, pp. 287-291). These recommendations are formed on determined issues across the country and throughout all providers for specific billing codes. For instance, if there were a sudden mishap with CMS where a large selection of claims with a full electric bed made it through and was paid as a purchase instead of rentals even though no purchase option letter was signed by the patients, this would constitute a RAC audit.

The history and purpose of the recovery audit contractor is to review the selection of billed claims and determine how many by percentage pass the checklist used to determine if the claim paid correctly, or if a “take back” is necessary. If the selection returns a large enough percentage of claims marked for “take back” (claims that should not have been paid, and now CMS wants the money back), then they look at a larger selection of previously paid claims (Squire, 2015, p. 219). Eventually, the RAC auditor will turn to something called the extrapolation method to determine how much money over a specific timeframe needs to be taken back by CMS. This is done to catch mistakes that lead to mistaken payments and to set in motion a plan to put the funds back into the system (CMS.gov).

These improper payouts do not always occur because of malevolent billing practices (see the example above). Many times the payouts arise because of a system issue or policy changes that were not implemented at the CMS level. Unfortunately, it is always the provider that takes the hit for this. RAC audits never occur because of underpayment. Instead, CMS will release a Medicare Learning Network (MLN) Matters article alerting providers to the underpayment issue and telling them how to remedy the problem. If the provider does not, then there will be no reimbursement on the part of CMS for the underpaid claims.

If the RAC audit finds claims that should be paid back, the provider has two options. In the first, they can pay directly and immediately. Most providers do not have large sums of money on hand, for those that end up owing CMS beyond what they can payout immediately, there is a second option. CMS will recover the money owed through future payments to the provider. This is done by taking a portion of the payment and keeping it until the total amount owed is paid back in full. These withheld payments (Recoupments) are reflected on the provider’s copy of the explanation of benefits (EOB) that accompanies each payment or electronic fund transfer (EFT) (Squire, 2015, pp. 225-226). The impact on healthcare organizations is immediately apparent. The more a RAC audit produces the necessity to take back payments, the more an HCO will be audited (Squire, 2015, pp. 219-221). Less money means less profit and the ability to grow as a business is severely hindered. It is imperative that healthcare providers and organizations have capable people employed that are trained in good billing practices and continually trained in the CMS changes that are released twice a year. This move will directly affect the company’s profit margin and give the business a fighting chance with the government shows up to help. “Therefore let him who thinks he stands take heed that he does not fall” (1 Corinthians 10:12, NASB). Vigilance is crucial for any healthcare administration expert. There is never a time to be asleep at the wheel, most especially when it concerns the reimbursement of claims. Practice the standards that collect payment, do not start trends that cost money.

References

Harrington, M. K. (2016). Health care finance and the mechanics of insurance and reimbursement. Burlington, MA: Jones & Bartlett Learning.

Medicares-Recovery-Process. (2018, April 30). Retrieved from https://www.cms.gov/Medicare/Coordination-of-Benef…

Squire, M. (2015). RAC: A Program in Distress. Brigham Young University Law Review,2015(1), 219-256.

Environmental Science

Complete: a minimum of 1000 words (total assignment) and three scholarly resources. (Note: References do not apply towards the word count).

Q. What are acceptable sources of information for my responses?

A. The primary source of answers comes from the course Read and Attend sections. I consider a source as scholarly and academic if it is published in an edited book (not a textbook), in a peer-reviewed publication, in an academic journal, or by a university press. Most web sources will not meet the criteria for a scholarly source.

Note: Academic journals are located in the University Library (CLICK HERE) online, or through Google Scholar.

Wikipedia is not credible and must be avoided. Other sources such as study.com and coursehero practice plagiarism and are to be avoided. Newspapers and magazines are not scholarly sources and do not count as a source.

Citing a source does not give license to copy word-for-word or verbatim, which is still plagiarism. You must paraphrase the information in your own words. Plagiarism may result in zero points for the entire unit assignment and/or course failure.

1. Define “environment” in your own words. Be sure to include the terms biotic and abiotic in your answer. Identify four biotic biosphere components and four abiotic biosphere components in your current environment.

2.Differentiate between the “conservation ethic” and the “preservation ethic.” Be sure to identify one person associated with each in your answer.

3.Explain the idea of environmental justice and give one example of an environmental justice issue.

4.Differentiate between anthropocentrism, biocentrism, and ecocentrism.

5. Thoroughly explain Garrett Hardin’s tragedy of the commons.

6.Describe a negative feedback loop and a positive feedback loop using your own words. Which type of feedback loop is seen most often in nature?

7. Thoroughly describe the first and second laws of thermodynamics. Be sure to use the word “entropy’ in your description. Which law explains becoming sweaty after exercising?

8. Use your own words to thoroughly describe the electron movement in a single covalent bond.

9. Thoroughly explain what it means to say that energy flows through an ecosystem while nutrients are cycled within an ecosystem.

10. Explain how human activity has altered the global carbon cycle. Why is the alteration of the carbon cycle in this way a concern?

Poor Patient Outcome

HOMEWORK IS ALREADY DONE ITS ALSO ATTACHED. I JUST NEED TO FOLLOW THE HOMEWORK AND MAKE IT DIFFERENT. I HAD POST INSTRUCTION JUST TO GIVE YOU AN IDEA OF WHAT ITS ABOUT. PLEASE REVIEW ATTACHEMENT. I NEED DIFFERENT WORDING. PLEASE MAKE IT APA AND USE NEW REFERENCES FROM 2014-2017. THANKS

Poor Patient Outcome

Relying solely on the classic features of a disease may be misleading. That’s because the clinical presentation of a disease often varies: the symptoms and signs of many conditions are non-specific initially and may require hours, days, or even months to develop.

Generating a differential diagnosis; that is, developing a list of the possible conditions that might produce a patient’s symptoms and signs — is an important part of

clinical
reasoning. It enables appropriate testing to rule out possibilities and confirm a final diagnosis.

This case portrays a poor patient outcome after a misdiagnosis.

Case scenario

A previously healthy 35-year-old lawyer presents to a primary care office with a chief complaint of chest pain and a non-productive cough. The pain started suddenly 2 hours prior to coming to the office while the patient was sitting at his desk. The patient describes the pain as sharp in nature, constantly present but made worse with inspiration and movement, and with radiation to the base of the neck. His blood pressure in the right arm and other vital signs are normal.

On physical

examination
the only findings of note are chest wall tenderness and a faint cardiac murmur. The ECG in the office is normal. The patient is observed for an hour in the office and assessed. He is diagnosed with viral pleurisy and sent home on non-steroidal analgesics.

The following day the patient collapses at home and cannot be resuscitated by the paramedic service. An autopsy reveals a Type 1 aortic dissection with pericardial tamponade.

Written Assignment:

Developing a list of possible conditions that might produce a patient’s symptoms and signs is an important part of

clinical
reasoning.

  1. As an NP in primary

    care
    what would you have done differently?
  2. Discuss the importance of creating a list of differentials for this patient. How could it have changed this outcome?

If a serious diagnosis comes to mind based on a patient’s symptoms:

  • Ask yourself; Have you considered the likelihood of it and whether it needs to be ruled out by testing or referral?
  • Because many serious disorders are challenging to diagnose, have you considered ruling out the worst case scenario?
  • Ask yourself: Do you have sufficient understanding of the clinical presentation to offer an opinion on the diagnosis?
  • What

    other diagnosis
    could it be? How might the treatment to date have altered the patient outcome?
  • What other diagnostic and laboratory or imaging was needed in order to make a complete differential list? What support tools would you consider using in helping to create a differential diagnosis list?
  • Are you familiar with the current clinical practice guidelines for the investigation of a suspected condition such as chest pain?

Florida National Effects of Marijuana Smoking on New Born Case Study Discussion

Indications:

Case Study Chapter 20 #2;Three References, APA format double spaced. Make sure you use your references appropriately in the body of your paper.5 Paragraphs.

The paper demonstrates that the author fully understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideasThe topic is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either by statement of a position or hypothesis. In-depth discussion & elaboration in most sections of the paper. Includes 5 paragraphs or more.No spelling &/or grammar mistakes. 3 current sources, of which at least 3 are peer review journal articles or scholarly books. Sources include both general background sources and specialized sources. Special interest sources and popular literature are acknowledged as such if they are cited. All web sites utilized are authoritative. Cites all data obtained from other sources. APA citation style is used in both body and bibliography. No plagiarism.

Case Study:

Nikki is a 17-year-old G1 P0 at 33 week’s gestation. Nikki comes to the clinic today for her prenatal visit and you notice that her hair and clothing have the distinct odor of marijuana and tobacco smoke. You directly ask Nikki if she has been taking any other drugs besides marijuana. Nikki is surprised by the question and denies it. When you explain that you can smell it in her hair and on her clothing, she starts to cry and says, “Please don’t take my baby away from me” After reassurance, Nikki further admits to sporadic binge alcohol consumption and smoking “pot” and cigarettes. She relates that she also consumes four to five caffeinated beverages per day.

  • Describe how cigarette smoking, marijuana use, binge alcohol consumption, and excessive caffeine intake can affect Nikki’s pregnancy?
  • What possible affects are there to Nikki’s baby from the maternal ingestion of these substances?
  • Describe the nursing care you would provide for Nikki.