Tag: assessing

Assessing Capacity for Workplace Analytics

Posted on | by Simon KN

Assessing Capacity for Workplace Analytics

Workforce analytics requires human resource employee to provide the Chief Human Resources Officer with the best personnel in the market. The organization is established to attain a predetermined goal that requires specialized skills as well as diverse knowledge (Guenole, Ferrar, & Feinzig, 2017, chapter 3). Thus, assessing the workforce capacity help in establishing the best suiting skills either from within the company or outsourced from the job market by a recruiting agency. Workforce analytics involves collecting data to determine the capacity of employees in decision making, critical thinking, and the willingness to help other staff members. 

Question 1

Hypothesis statements

  • Better capacity to think help employee to make good decisions (Guenole, Ferrar, & Feinzig, 2017, chapter 3)
  • Willingness to develop others among employee increase productivity (Guenole, Ferrar, & Feinzig, 2017, chapter 3)

The above hypothesis requires a set of data to test their plausibility. For instance, while measuring employee capacity to think, a data analyst needs to collect the following data; employee age, level of education, and creativity. On the other hand, to test whether an employee can cognitively engage others the following data is required; employee age, year worked in the organization, amount of remuneration as well as education level. These variables used in testing the two hypotheses require internal sources. This is because determining the capacity to think and willingness to develop others in an organization can only provide accurate data among workers. However, the data can be collected from a different group, but it is supposed to come from within the study population.

Question 2

Management is an integral part of managing the day-to-day activities of the workforce. An organization is established to accomplish certain predetermined goals (KPMG International, 2015). For this reason, management looks for specific skills in the job market to recruit their staff. The management of an organization is the main stakeholder that conducts recruitment, training, and monitoring of the achievement of workers. Therefore, the management is a key stakeholder in testing employee’s capacity to think and willingness to develop other.

The workers are the other stakeholders in testing the workforce’s ability. They play a vital role in the production processes in an organization. Therefore, it is prudent for the human resource department to ensure they have the best skills to achieve their goals. The data required for the measurement of the efficiency of an organization must emanate from the workforce. The staffs are the target group of study from which the management needs to invest its resources in improving the delivery of services and increasing its revenues.

Universities and colleges institutions are stakeholders that help determine the wellbeing of skilled labor. People go through school to learn and attain skills that can help them in their life. The skills impacted among students include financial literacy, critical thinking, creativity, and teamwork. Thus, it is easier to identify workers who have gone through school from lower levels to the highest level from the school that they passed through. Thus, determining the level of education by identifying employee education background help determine the capability and willingness to help among organization staff.

Question 3

In circumstances where there are no existing data for analysis, an organization can partner with other stakeholders to determine the best-suited skills in the market (Guenole, Ferrar, & Feinzig, 2017, chapter 13). For instance, an organization can reach out to the institution to inquire about the skills that they teach their students. Through this, a recruiting organization can look for graduates from an institution that impacts their required skills. As a result, one can recruit the best staff without conducting data analysis. Moreover, a recruiting company may request a learning institution to train a specified skill to its employee rather than seek for experienced workers. This saves on the cost of recruitment and improves the capacity of the company’s employee.

An organization can also consider looking for skills among its staff or within other competing organizations (Guenole, Ferrar, & Feinzig, 2017, chapter 13). Lack of expertise in conducting analytical study can prompt a company to outsource services from outside the company. Thus, in-house recruitment is a cost-effective and efficient mode of recruitment (Guenole, Ferrar, & Feinzig, 2017, chapter 13). This is because a recruiting firm chooses among the best-performing workers to take hold of new positions. This is done by the organization internal HR department rather than recruitment of agents to do the job for the company. Given that the processes are within the organization the company has an advantage of rewarding performers and thus entrenching a culture of hard work in the workplace.

In-source recruitment is not different from in-house recruitment. It involves using the company’s resources to recruit new staff. This may involve promoting an existing employee to a new position or hiring new staff known by the company either from among its stakeholders. In-source recruitment helps the company to sustain its culture and ensure a smooth transition process (Guenole, Ferrar, & Feinzig, 2017, Chapter 13).  On the other hand, the company may find in-house or in-source recruitment limited in scope and demand for better recruitment processes. In this case, the company may opt to hire a competent agency to recruit a competent employee (Guenole, Ferrar, & Feinzig, 2017, Chapter 13). This prompt the firm to outsource recruitment services from qualified and registered agencies.

The best method of recruitment that assures of quality hire is outsourcing (Deloitte, 2017). Recruitment agencies dedicate their time, resources, and energy in finding the best skills in the market for a particular position. In addition, outsourcing presents a company with a varied choice of talent to choose from. Moreover, outsourcing saves organization resources by engaging a qualified expert to do their job while concentrating on production and service delivery (Guenole, Ferrar, & Feinzig, 2017). Through this, the company does not interrupt its operations and accord its employees the maximum time to deliver on their targets. Outsourcing model of recruitment is also scalable. The processes are conducted considering the peak and trough in the job market. Therefore, a firm is assured of skilled staff when opening for new departments.

For an organization to succeed, it needs competent staff to drive the agenda set out by the management. It requires a concerted effort by the Human Resource department and the management to have qualified staff for the job. The management of a firm has various ways through which it can conduct its recruitment mainly through workforce analytics, in-house recruitment, in-sources recruitment, and outsourcing recruitment. All these help a company gets skilled labor to fill in new positions. Among these, outsourcing is the best as it saves on the company’s resources and assures of the best skill in the market. A recruitment study of the employee to determine their capability is expensive and disrupts the processes in an organization. However, in-source and in-house recruitment motivate employee but deny the company of the best talent.

References

Deloitte. (2017). 2017 Deloitte global human capital trends.Deloitte University Press. Retrieved from https://www2.deloitte.com/uk/en/pages/humancapital/articles/introduction-human-capital-trends.html.

Guenole, N., Ferrar, J., & Feinzig, S. (2017). The power of people: Learn how successful organizations use workforce analytics to improve business performance. Cisco Press.

KPMG International. (2015). Evidence-based HR: The difference between your people and delivering business strategy. KPMG International. Retrieved from https://assets.kpmg.com/content/dam/kpmg/pdf/2015/04/evidence-basedhr.pdf.

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Order your Paper Now

Assessing Capacity for Workplace Analytics

Posted on | by Simon KN

Assessing Capacity for Workplace Analytics

Workforce analytics requires the employee to provide the Chief Human Resources Officer with the best ways to recruit qualified personnel. The organization is established to attain a predetermined goal that requires specialized skills as well as other diverse labour force (Guenole, Ferrar, & Feinzig, 2017). Thus, assessing the workforce capacity help in establishing the best suiting skills either from within the company or outsourced from the job market by a recruiting agency. Workforce analytics also involves collecting data to determine the capacity of an employee in decision making, critical thinking as well as in determining the willingness to help another member of the staff. 

Question 1

Hypothesis statements

  • Better capacity to think help employee to make good decisions
  • Willingness to develop others among employee increase productivity

The above hypothesis requires a set of data to test their plausibility. For instance, while measuring employee capacity to think a data analyst require to collect the following employee age, level of education, and creativity. On the other hand, test for employee capacity to think and ability to develop other [QAD1] requires one to collect the following data; employee age, year worked in the organization, amount of remuneration as well as education level. The variables for testing the two hypotheses requires internal sources. This is because determining the capacity to think and willingness to develop others in an organization can only provide accurate data among workers. However, the data can be collected from a different group, but it is supposed to come from within the study population.

Question 2

The management is an integral part of learning the day to day activities of the work force. An organization is established to accomplish certain predetermined goals (KPMG International, 2015). For this reason, management look for specific skills in the job market to recruit their staff. Thus, the management of an organization is the main stakeholder of the recruitment, training, and monitoring of the achievement of workers. Therefore, the management is a key stakeholder in testing employee’s capacity to think as well as a willingness to develop other.

The other stakeholders involved in testing the ability of the workforce are the employees. The worker plays a vital role in the production processes in an organization. Therefore, it is prudent for the organization human resource department to ensure they have the best skills to achieve their mission and goals. The data required for measurement of the efficiency of an organization must emanate of the workforce. The staff are the target group of study from which the management need to invest its resources to increase the delivery of services and increase its revenues.

Universities and colleges institutions are stakeholders that help determine the wellbeing skilled labour. People go through school to learn and attain skills that can help them in their life. The skills impacted among students, include financial literacy, critical thinking, creativity, and teamwork. Thus, it is easier to identify workers who have gone through school from lower levels to the highest level by the way they conduct their activities. Thus, determining the level of education by engaging employee education background would help determine the capability and willingness to help among organization staff.

Question 3

In a circumstance where there is no existing data for analysis, an organization can partner with other stakeholders to determine the best suited skills in the market (Deloitte, 2017). For instance, an organization can reach out to university institution to enquire on the skills that they teach on their students. Through this, a recruiting organization can look for graduates from an institution that impact the skills that they require. Through this one can recruit the best staff without conducting data analysis. Moreover, a recruiting company may request a learning institution to train a specified skill to the employee rather than looking for experienced workers. This saves the cost of recruitment and improves the capacity of the company’s employee.

An organization can also consider looking for skills among its staff or within other competing organizations. Moreover, lack of expertise in conducting analytical study can prompt a company to outsource service delivery. In-house recruitment is cost effective and efficient mode of recruitment. This is because a recruiting firm chooses among the best performing workers to take hold of new positions. This is done by the organization internal HR determent rather than recruitment of new agency to the job for the company. Given that the processes are within the organization the company has an advantage of rewarding performers and thus inculcating a culture of hard work in the work place.

In-source recruitment is not so different from in-house recruitment. It involves using the company’s resources to recruit new staff. This may involve promoting an existing employee to new positions or hiring new staff know by the company may it from among its stakeholders. In-source recruitment helps the company to sustain its culture and a smooth transition process (Guenole, Ferrar, & Feinzig, 2017).  On the other hand, the company may find it in-house or in-source recruitment to be limited in their demand for better skills. In this circumstance, the company may opt to high a competent agency to do a recruitment process and find a competent employee for the company. Thus, outsourcing involves an organization hiring recruitment agencies to work for them.

The best method of recruitment that assures of quality hire is outsourcing. Recruitment agencies dedicate their time, resources and energy in finding the best skills in the market for a particular position. In addition, outsourcing present a company with a varied choice of a pool of talent to choose from. Moreover, outsourcing saves an organization resources by engaging a qualified expert to their job while concentrating on production or service deliver (Guenole, Ferrar, & Feinzig, 2017). Though this the company does not interrupt its operations and accord it, employees, the maximum time to deliver on their targets. Outsourcing model of recruitment is scalable. The processes are conducted in view of the peak and trough in the job market. Therefore, a firm is assured of skilled staff when opening for new departments.

For an organization to succeed it needs competent staff to drive the agenda set out by the management. Thus, this requires a concerted effort by the Human Resource department and the management. The management of a firm has various ways through which it can conduct its recruitment mainly through workforce analytics, in-house recruitment, in-sources recruitment, and outsourcing recruitment. All these help a company gets skilled labour to fill in new positions. Among this outsourcing is the best as it saves on the company’s resources and assures of the best skill in the market. A recruitment study of the employee to determine their capability is expensive and disrupt the processes of the organization. Moreover, in-source and in-house recruitment motivate employee but deny the company of the best talent.

References

Deloitte. (2017). “2017 Deloitte Global Human Capital Trends.” Deloitte University Press. Retrieved from https://www2.deloitte.com/uk/en/pages/humancapital/articles/introduction-human-capital-trends.html.

Guenole,N., Ferrar, J., & Feinzig, S (2017). The power of people: Learn how successful organizations use workforce analytics to improve business performance. Cisco Press.

KPMG International. (2015). “Evidence-based HR: The Difference between Your People and Delivering Business Strategy.” KPMG International. Retrieved from https://assets.kpmg.com/content/dam/kpmg/pdf/2015/04/evidence-basedhr.pdf.

 [QAD1]

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Order your Paper Now

Assessing and Treating Clients with With Bipolar Disorder

Posted on | by Simon KN

plagiarism must be less than 15% . i need the assignment is 11 hours.

Assignment: Assessing and Treating Clients with With Bipolar Disorder

Bipolar disorder is a unique disorder that causes shifts in mood and energy, which results in depression and mania for clients. Proper diagnosis of this disorder is often a challenge for two reasons: 1) clients often present as depressive or manic, but may have both; and 2) many symptoms of bipolar disorder are similar to other disorders. Misdiagnosis is common, making it essential for you to have a deep understanding of the disorder’s pathophysiology. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with bipolar disorder.

Learning Objectives

Students will:
  • Assess client factors and history to develop personalized plans of bipolar therapy for clients
  • Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring bipolar therapy
  • Evaluate efficacy of treatment plans
  • Analyze ethical and legal implications related to prescribing bipolar therapy to clients across the lifespan ..

 

The Assignment

Examine Case Study: An Asian American Woman With Bipolar Disorder. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

  • Decision #1
    • Which decision did you select?
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
  • Decision #2
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
  • Decision #3
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
    •  you can use my sample/ edit or do a new assignment.

you can edit or use my sample with same medication therapy.

Walden University .. 6630n

2 Assessing and Treatment for Bipolar Disorder Patient Introduction Bipolar disorder is not an uncommon illness. It is a very chronic and severe mental disorder, affecting approximately 1-2% of the adult population. The signs and symptoms of bipolar disorder are different depending on the type of episode (i.e., manic or depressive). Each episode marks a critical change from the way a person usually acts and their typical mood, and can be characterized by a sudden change in the general attitude of the patient, the way the patient thinks and the behavior. 1 The changes will be sudden that it will be noticed by people around (Robert et al., 2017). This dangerous demonstrative unpredictability mood disorder can be found in all area of life, that is, from the poor to the rich, this disorder affects millions of people in all facets of life (Robert et al., 2017). Bipolar disorder can be seen mostly in the age starting at 25years or older, but it is not totally absent in the teenage age. It shows that about 2.6 percent of the population are diagnosed as bipolar. 3 (National Alliance on Mental Illness, 2017).

If not well treated ,Bipolar disorder can be critical; 1 early identification of symptoms with an appropriate treatment plan may include psychotherapy, medications, a healthy lifestyle and a regular schedule will keep the patient healthy (National Alliance on Mental Illness. (2017). 1 The NP should have a good understand of this disorder to be able to take care of this the patient because of its long-term management and how it affects the health in totality (National Alliance on Mental Illness. (2017). 1 My focus of this paper will look into an Asian American Woman with a bipolar disorder, symptoms management, diagnosing the symptom, and the complete treatment. The paper will consider the most safe and appropriate options of treatment and the outcome as the treatment, and care.

Decision Selected My patient is an Asian American woman age 39 years with 4 children and 3 ground children. The husband notices that sometimes she will be singing loud to the top of her voice and dancing not to the music she sang. In another time she will just fill like not doing anything and nothing will interest her, and she will lay on the bed for hours without going to the business she spent her years building and love so much.Patient is withdrawn and non-interactive. 4 She is diagnosed Bipolar disorder.

1 Decision # 1 Reason Selected My best treatment of choice for this disorder will be to begin Risperdal 2 mg orally twice a day. Risperdal is the best choice to treat bipolar disorder. (Lee et al., 2011). Risperdal called risperidone is in the chemical class benzisoxazole derivatives which are antipsychotic. It is an effective medication for bipolar disorder (Lee et al., 2011). The reasons of choosing Risperdal is because it is used to treat schizophrenia and the risperidone works with the brain to stabilize the brain (Lee et al., 2011). Risperidone rebalances dopamine and serotonin to improve thinking, mood, and behavior. Risperidone belongs to a class of drugs called atypical antipsychotics approved by U.S. Food and Drug Administration (FDA) The drug is also used to treat symptoms of bipolar disorder and irritability (NAMI, 2017).

Expected Results We will need to have some subjective and objective changes. 1Patient should be able to verbalize changes within the first month of the treatment.

During the next visit with the patient after one month, she is expected to express changes in the clarity of her brain. The freedom from indistinctness or ambiguity because of the medicine will help her to balance certain natural substances in her brain.She should also notice a change in her ability to concentrate on her activities (Lee et al., 2011). No side effects.

Differences between Expected outcome and Actual outcome Patient came back after a month (4 WEEKS) and report that she experiences some improvement in the symptom including some improvement with concentration. My patient reported some drowsiness. 1 Drowsiness is one of the side effect of high dose of Risperdal. The genetic testing, reveals that she is positive for CYP2D6. Asians are more likely to have decreased CYP2D6 activity compared to Caucasians (Lee et al., 2011). I will reduce the dosage of this medication. 1 A positive outcome should be that there was a little bit of improvement in symptoms, patient able to sleep, more concentration. Patient and family report drowsiness during the day time which is one the side effect of high dose Risperdal.

Decision Point Two Reason Selected The next best option is not to discontinue Risperdal, but to lower dose to Risperdal 1 mg orally at hours of sleep (HS) since expected outcome was not achieved based on decision one. My patient and , her family reported that patient has been drowsy during the day because of Risperdal 2mg. I will continue on Risperdal because the patient confirm improvement on the symptoms and the side effect observed was a regular adverse reaction because of her descendant background (American Psychiatric Association, 2017). The reduction to Risperdal 1mg BID to Risperdal 1 mg will be closely monitor.

Expected Results Risperdal 1mg orally at bedtime is a reduced dosage from the 2mg which is expected to eliminate the drowsiness and toxicity in the patient Stahl, (2013).The patient is expected to continue to have decrease in the bipolar symptom. The effect of the medication should be observable and notice by the family member as a testimony (American Psychiatric Association, 2017).

Differences between Expected outcome and Actual outcome During the patient four weeks follow up examination shows that the bipolar disorder symptom dissipated to noticeable level. This indicate a therapeutic effect of Risperdal 1mg at night brought about the therapeutic effect on the patient and patient is tolerating and adjusting to the medication in a positive way (Dean, 2017). The patient did not experience the drowsiness and there was no toxicity, therefore the expected result and the actual result were the same. Risperdal therapy will continue with this medication and the dosage, and a close monitoring will still be needed until the next four weeks appointment (Dean, 2017).

Decision Point Three Decision Selected Risperdal 1mg orally at HS will be continued Reason for Selection The decision to continue with the medication was because the desire result, and the actual result are in pari-passu. To change the current medication or tamper with the dosage may offset the patient and thereby destabilize the rate of her healing (Dean, 2017). The patient is still under assessment and close monitoring continue until the next appointment date.

Expected Results It is expected that the patient will increase in good mental stability and continue to maintain reduction in bipolar disorder symptom with the dosage of Risperdal 1mg at night (Robert et al., 2017). The patient is anticipated to having good sleep at night and well improve in her interaction with relatives and friends, with ability to concentrate on matters that concern her and carrier (Robert et al., 2017).

Differences between Expected outcome and Actual outcome The therapeutic decision is working in this patient in accordance to the expectation. The treatment agrees with the standard way of treatment of an Asian descendant, the starting procedural treatment for bipolar disorder to the maintaining of such patient that are been positive for CYP2D6.The side effect of drowsiness in the day and toxicity is agreement with Asian descent (Robert et al., 2017). The patient will have to be place on the same medication till the next visit for examination. The actual result is that the medication is achieving the therapeutic effect that is needed by the patient (Dean, 2017).

Ethical Considerations for Treatment plan Ethics demand that a patient should agree to treatment before it could be administering unto the patient. The law concerning patient’s preferences for treatment are overlook when the patient is in jeopardy of life threatening or severe psychiatric illness. Psychiatric advance directives are employing to make decision on the patient (Srivastava, 2011). When a practitioner treating a patient with bipolar is confronted with ethical conflicts of helping the patient to attain best result or their autonomy. The autonomy will be the choice of the practitioner (Srivastava, 2011). The law clearly stipulate that practitioners should always carefully consider what moral weight should be given to the values of doing well and avoiding harm (U.S. Food and Drug Administration, 2017).

2 Conclusion Psychiatric nurses should assess the function of the client not only during admission even during remission period and plan for rehabilitation services since functioning is a complex and demanding task. However, it is very important to bring back the client to his fullest possible level to normal life by planning effective psychoeducation about illness, communication training and teaching problem solving skills to client and family. 1 Many drugs are available for the treatment of bipolar disorder, but the professional will have to carefully select a medication that will be the best treatment for the patient. It is worth knowing that genetics influences the absorption of drugs, metabolism, excretion, and distribution. In the case study the Asian woman with positive CYP2D6 will exhibit a certain side effect which will not be in a patient with negative CYP2D6 (Dean, 2017). Therefore, the dosage and frequent of dispensing of drugs be based on the genetic testing (National Alliance on Mental Illness, 2017). The treatment of bipolar disorders in Asian descent must be handled carefully and in accordance with the Food and Drug Administration set guidelines (U.S. Food and Drug Administration, 2017). In conclusion the safety of the patient and the life of family and friends should be the paramount concern of the practitioners.

References American Psychiatric Association. (2017). 1 Treatment of Patients with Bipolar Disorder.

Retrieved from: 1http://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/bipolar.pdf Dean, L. (2017). 1 Risperidone Therapy and CYP2D6 Genotype. Retrieved from:

1 https://www.ncbi.nlm.nih.gov/books/NBK425795/ Lee, S. Y., Martins, S. S., Keyes, K. M., & Lee, H. B. (2011). 1 Mental Health Service Use by Persons of Asian Ancestry With DSM-IV Mental Disorders in the United States. Psychiatric Services (Washington, D.C.), 62(10), 1180–1186.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3698479/ Nami National Alliance on Mental Illness. (2017). 1 What Is Risperdal and What Does It Treat?

Retrieved from: 1 https://www.nami.org/learn-more/treatment/mental-health-medications/risperidone (Risperdal).

Robert, M., Keck, P., & David Solomon, D. (2017). 1 Bipolar disorder in adults:Choosing maintenance treatment. Retrieved from: 1https://www.uptodate.org/contents/bipolar-isorder-in-adults-choosing-maintenance-treatment Srivastava, S. (2011). Ethics Commentary: Bipolar Disorder: 1 Ethical Considerations in the Treatment of Bipolar Disorder. Retrieved from:

1 https://focus.psychiatryonline.org/doi/abs/10.1176/foc.9.4.foc461?journalCode=foc Stahl, S. M. (2013). 1 Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

U.S. 1 Food and Drug Administration. (2017). 1 The Facts on Bipolar Disorder and FDA- Approved Treatments. Retrieved from: 1https://www.fda.gov/ForConsumers/ConsumerUpdates/ucm530107.htm

 

Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code “Newclient” for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

The post Assessing and Treating Clients with With Bipolar Disorder appeared first on Top Premier Essays.

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Order your Paper Now

Assessing Critical Business Indicators   

Posted on | by Simon KN

Assessing Critical Business Indicators

In order to be a sound financial manager, you need to know the fiscal intricacies of your organization or department. Decisions about future expenditures should be based on careful calculations of organizational or departmental needs. By using critical business indicators, you can more effectively balance the fiscal realities of your budget with the functional demands of your department.  In this Discussion, you examine the use of critical business indicators to assist in financial decision making for a health care department or organization.  By Day 1 of this week, your Instructor should assign you a problem from the Zelman, McCue, and Glick online text. If you did not receive an assignment, contact your Instructor.

To prepare: •Review this week’s Learning Resources, focusing on how critical business indicators can be used in financial decision making. •For the problem you were assigned, complete the calculations and then answer the questions included. •Select a different business indicator than you used in your problem. Reflect on how this critical indicator could assist a nurse manager to more effectively balance the demands placed on a department while still meeting budgetary constraints. Find an example. •Assess the ramifications of making a decision without having the types of information these business indicators provide. •If it was imperative for you to make a certain purchase or launch a new initiative, but your break-even point was calculated as higher than the expected revenues, what are your options?

Post your response to the question you were assigned and explain your reasoning. Suggest how nurse managers could use the critical business indicator you selected to both meet the needs of a department or organization and remain within budget. Provide a specific example. Describe potential ramifications of making a financial decision without using business indicators. Specify strategies for addressing a situation where a break-even point is higher than expected revenues.

Required Readings  Baker, J. J., Baker, R. W., & Dworkin, N. R.  (2018). Health care finance: Basic  tools for nonfinancial managers (5th ed.). Burlington, MA: Jones and  Bartlett Learning.     •Chapter 12, “Financial and Operating Ratios as Performance Measures” (pp. 127-134)    Review: This chapter introduces a number of different tools that can be used to measure the performance of an organization. These include liquidity ratios, solvency ratios, and profitability ratios.     •Chapter 15, “Using Comparative Data” (pp. 161-173)    Review: In this chapter, you are introduced to the criteria for identifying other health care organizations that are comparable to your own. Data from these organizations can then be used to evaluate your own organizational performance.  Zelman, W., McCue, M., & Glick, N. (2009). Financial management of health care organizations: An introduction to fundamental tools, concepts, and applications (3rd ed.). Hoboken, NJ: Jossey-Bass.  Retrieved from the Walden Library databases.  •Chapter 7, “The Investment Decision” (pp. 271–328)

The post Assessing Critical Business Indicators    appeared first on Infinite Essays.

 

“Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!”

The post Assessing Critical Business Indicators    first appeared on nursing writers.

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Order your Paper Now

Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

Posted on | by Simon KN

Assessment 1 Instructions: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

● In a 5-7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form(—-THE ELMS I WILL TAKE CARE OF) .

Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

● Introduction

Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness.

Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective.

This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following:

● Develop a problem statement for a patient, family, or population that’s relevant to your practice.

● Begin building a body of evidence that will inform your approach to your practicum. ● Focus on the influence of leadership, collaboration, communication, change

management, and policy on the problem.

Preparation

In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration,

communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).

To prepare for the assessment, complete the following:

● Identify the patient, family, or group you want to work with during your practicum The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.

● Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.

Instructions

Complete this assessment in two parts.

Part 1

Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.

Part 2

Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

Practicum Focus Sheet Assessment 1

Note: Expect to spend at least 2 hours with the patient, family, or group you’ll be working with during this portion of your practicum, assessing the health problem you’ve defined from a leadership, collaboration, communication, change management, and policy perspective. This includes time you may elect to spend in consultation with subject matter or industry experts. You’ll report on the results of this work as part of your next assessment. For this portion of your practicum, consider the following: • Identify the patient, family, or group you intend to work with.https://courserooma.capella.edu/bbcswebdav/institution/NURS-FPX/NURS-FPX4900/211000/Course_Files/cf_u01a1_practicum_focus_sheet.pdfhttps://courserooma.capella.edu/bbcswebdav/institution/NURS-FPX/NURS-FPX4900/211000/Course_Files/cf_u01a1_practicum_focus_sheet.pdf

• Think about what you hope to learn. o What’s your rationale for choosing this particular patient, family, or group? • Consider how you’ll present your ideas about the problem to the patient, family, or group and convince them of its significance. • Which leadership, collaboration, communication, and change management skills will you need to apply in order to work successfully with your chosen patient, family, or group? • Which potential barriers do you foresee in presenting the problem to this patient, family, or group? • Which change management strategies might you employ to overcome these barriers? o For example, you might consider creating a sense of urgency supported by data or policy requirements.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

● Competency 1: Lead people and processes to improve patient, systems, and population outcomes.

○ Define a patient, family, or population health problem that’s relevant to personal and professional practice.

● Competency 2: Make clinical and operational decisions based upon the best available evidence.

○ Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.

● Competency 5: Analyze the impact of health policy on quality and cost of care. ○ Explain how state board nursing practice standards and/or organizational or

governmental policies could affect a defined patient, family, or population problem.

● Competency 7: Implement patient-centered care to improve quality of care and the patient experience.

○ Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.

● Competency 8: Integrate professional standards and values into practice. ○ Organize content so ideas flow logically with smooth transitions. ○ Apply APA style and formatting to scholarly writing.

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Order your Paper Now

Identify distinctive aspects of quality care in assessing and managing the health

Posted on | by Simon KN

Identify distinctive aspects of quality care in assessing and managing the health.

Describe the main differences in the ways that older people may present with health problems, as compared with younger adults.
• Identify distinctive aspects of quality care in assessing and managing the health needs of older people.
• Demonstrate an understanding of several key issues in drug therapy for the older person, specifically adverse drug reactions, polypharmacy and compliance.
• Discuss a number of strategies to promote the safe use of medications.
• Recognise the main problems that older people may encounter as inpatients in hospital.
• Identify several key strategies to help older people maintain their function and independence if they are admitted to hospital.
present some of the practical implications that arise from the disease processes that may be associated with the biology of ageing. The module begins by exploring some of the important ways that health problems may be different in older people than in younger age groups. It then discusses the particular area of drug therapy in older people. It concludes by examining the special care needs of older people who require treatment in hospital.

It examines ageing from the practical viewpoint of care providers. No matter what area of gerontology you are involved in, it is certain that those you care for will be
receiving some sort of medical care. It is essential that you understand the principles governing medical care of the aged. This topic identifies how biological changes associated with age impact on the practice of geriatric medicine.

The ageing of the population has major health care implications. In Australia, half of all acute care hospital beds are occupied by people aged over 60 years. People more than 65 yrsrepresent 12% of the population but account for 35% of total health care expenditure. Expenditure per person aged 65 or more is 3.8 times higher than younger people. It is estimated that the fraction of GDP spent on health will double in 40 years as a result of ageing.

Identify distinctive aspects of quality care in assessing and managing the health

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Order your Paper Now

Assignment 1 Assessing the Genitalia and Rectum

Posted on | by Simon KN

Assignment 1 Assessing the Genitalia and Rectum.

IT IS A SOAP NOTE, PROFESSOR ONLY ACCEPTED CLASS RESOURCES. Patients are frequently uncomfortable discussing with health care professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.

In this assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

GENITALIA ASSESSMENT

Subjective: CC: “I have bumps on my bottom that I want to have checked out.” HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed. PMH: Asthma Medications: Symbicort 160/4.5mcg Allergies: NKDA FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)

Objective: VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs Heart: RRR, no murmurs Lungs: CTA, chest wall symmetrical Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact with a healed episiotomy scar present. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney Diagnostics: HSV specimen obtained

Assessment: Chancre PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

To prepare:

With regard to the SOAP note case study provided: Review this week’s Learning Resources, and consider the insights they provide about the case study. Consider what history would be necessary to collect from the patient in the case study. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

To complete:

Refer to Chapter 5 of the Sullivan text. Analyze the SOAP note case study.  Using evidence based resources, answer the following questions and support your answers using current evidence from the literature.  Analyze the subjective portion of the note. List additional information that should be included in the documentation. Analyze the objective portion of the note. List additional information that should be included in the documentation. Is the assessment supported by the subjective and objective information? Why or Why not? Would diagnostics be appropriate for this case and how would the results be used to make a diagnosis?  Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 3 different references from current evidence based literature. 

CALSS RESOURCES Learning Resources  Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 16, “Breasts and Axillae” (pp. 350-369)
This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts.

Chapter 18, “Female Genitalia” (pp. 416-465)
In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia.

Chapter 19, “Male Genitalia” (pp. 466-484)
The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas.

Chapter 20, “Anus, Rectum, and Prostate” (pp. 485-500)
This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate. Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 5, “Amenorrhea” (pp. 47-60)
Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam.

Chapter 6, “Breast Lumps and Nipple Discharge” (pp. 61-72)
This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam.

Chapter 7, “Breast Pain” (pp. 73-80)
Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history.

Chapter 27, “Penile Discharge” (pp. 318-324)
The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam.

Chapter 36, “Vaginal Bleeding” (pp. 419-433)
In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient, as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis.

Chapter 37, “Vaginal Discharge and Itching” (pp. 434-445)
This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies. Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.
Chapter 3, “Adult Preventative Care Visits” (“Gender Specific Screenings”; pp. 48–49)Note: Download the Physical Examination Objective Data Checklist to use as you complete the Head-to-Toe Physical Assessment Video assignment. Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Physical Examination Objective Data Checklist was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/ Cucci, E. Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015). Sclerosing adenosis of the breast: Report of two cases and review of the literature. Polish Journal of Radiology, 80, 122–127. doi:10.12659/PJR.892706. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/  Sabbagh, C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., & Regimbeau, J. M. (2014). What is the best position for analyzing the lower and middle rectum and sphincter function in a digital rectal examination? A randomized, controlled study in men. Digestive and Liver Disease, 46(12), 1082–1085. doi:10.1016/j.dld.2014.08.045
Retrieved from the Walden Library Databases.  Westhoff, C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and technology make the routine pelvic examination obsolete? Journal of Women’s Health, 20(1), 5–10.
Retrieved from the Walden Library databases.
This article describes the benefits of new technology and guidelines for pelvic exams. The authors also detail which guidelines and technology may become obsolete. Centers for Disease Control and Prevention. (2012). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/#

This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools. University of Virginia. (n.d.). Introduction to radiology: An online interactive tutorial. Retrieved from http://www.med-ed.virginia.edu/courses/rad/index.html

This website provides an introduction to radiology and imaging. For this week, focus on genitourinary radiology, as well as the cross-sectional female pelvis and the cross-sectional male pelvis in abdominal radiology. Required Media Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 16 and 18–20 that relate to special examinations, including breast, genital, prostate, and rectal. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/. Optional Resources LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.
Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 2, “The Breasts,” pp. 434–444)
Section 2 of this chapter focuses on the anatomy and physiology of breasts. The section provides descriptions of breast examinations and common breast conditions.

Chapter 11, “The Female Genitalia and Reproductive System” (pp. 541–562)
In this chapter, the authors provide an overview of the female reproductive system. The authors also describe symptoms of disorders in the reproductive system.

Chapter 12, “The Male Genitalia and Reproductive System” (pp. 563–584)
The authors of this chapter detail the anatomy of the male reproductive system. Additionally, the authors describe how to conduct an exam of the male reproductive system.

Review of Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527)

Assignment 1 Assessing the Genitalia and Rectum

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Order your Paper Now

The focus of my project is assessing the effects of childhood abuse in low-income familie

Posted on | by Simon KN

The focus of my project is assessing the effects of childhood abuse in low-income familie.

The purpose of your Signature Assignment is to apply the forensic psychology diversity information to the development of a culturally competent forensic psychology program. Your program must address diversity, but you can choose which setting you want it to be implemented in. Examples include cultural diversity curriculum for law enforcement, culturally competent forensic interview format, remediation or intervention for a specific population (women, children, minorities, mentally ill, substance users, etc.).

Your program proposal should: topic The focus of my project is assessing the effects of childhood abuse in low-income familie Explain the purpose of your program, specifying the need for services. Identifying a current gap in services may be helpful, or you can model your program off an already developed approach.

Provide background information (population served, problem it is addressing, etc.) about the program.

Describe the organization of the program. Who will run it? Where will services be implemented? How long is the program? Who is incorporated (parents, family, community engagement)? If it is an intervention, provide the structure of the sessions.

Develop a plan for implementation. How long will it take to implement?

Discuss any ethical, legal, and moral concerns that may arise

Support your proposal with at least ten peer-reviewed references. 

Length: 12-15 pages

Your program should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. B

The focus of my project is assessing the effects of childhood abuse in low-income familie

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Order your Paper Now