Author: PAPERLINK

Robert is a 68-year-old who has dealt with alcoholism for over 30 years. He has cirrhosis and is anemic. His appetite has declined, and he regularly complains of abdominal pain. Recently, while preparing himself a sandwich, he cut his finger deeply with a knife. The wound bled profusely, and he used a kitchen towel to stop the flow. Refusing to go and seek medical assistance, he put ice on his finger and wrapped the towel around it. He sat down in his recliner with his hand over his head and fell asleep.

1.     Anemia and clotting disorders are common features of alcoholic liver disease. What are the mechanisms that cause these hematologic disorders?

2.     What gastrointestinal bleed is associated with a high mortality rate in those with advanced cirrhosis? What is the pathophysiology of this condition?

3.     Acute pancreatitis is sometimes seen in the alcoholics, particularly after binge drinking. Why are tachycardia and hypotension indications of this condition?

4.     Why are women more predisposed to alcoholic liver disease than men?

Please follow the rubric for the journals to receive optimal points. You will not be deducted for spacing in APA format. However, you will be deducted for punctuation errors and if the references are not correct or cited correctly. 

 

500 word minimum three scholarly sources apa format

Overview

This course contains two peer review assignments that take place within the discussion forums. The purpose of the peer reviews in this course is to help your classmates improve their work while strengthening your own editing and critical-thinking abilities by providing constructive, criteria-based reviews of others’ work. As you review your peers’ work, it is extremely important that you review and refer to the rubric for the assignment you are reviewing. Your instructor will use this rubric to grade the assignment when it is submitted.

You’ve completed much of your work on your final project. However, you still need to make specific recommendations to help your selected company carry out the new CSR and ESG policies.

Please complete a daft of 2-3 pages, with APA citations, for your recommendations.  Include a limit of 5-7 scholarly resources and ensure all points are defensible with research.

Directions

Post a draft of the assignment for peer review as your initial post.

Specifically, you must address the following rubric criteria:

1. Evaluation of Strengths: Evaluate the strengths of submissions, using the assignment rubric to justify your response.
2. Opportunities for Improvement: Identify areas in the submissions that are opportunities for improvement, using information from the assignment rubric to justify your response.
3. Concrete Suggestions: Provide company-specific, concrete suggestions for the identified opportunities to improve with appropriate focus and tone.

Competency 1: Explain strategies for managing human and financial resources to promote organizational health. Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes. Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature. Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals. Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Reference Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. BMC Family Practice, 17. For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview. The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.

Assessment 3

Care Coordination Presentation to Colleagues

Develop a 20-minute video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4 pages in length. This is a video presentation.

This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues.

preparation

You are encouraged to complete the Managing Change activity. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

Scenario

Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.

To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.

You may also wish to:

· Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.

· Allow plenty of time to rehearse your presentation.

INSTRUCTIONS

complete the following:

· Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.

Presentation Format and Length

Create a detailed narrative script for your video presentation, approximately 4–5 pages in length. Include a reference list at the end of the script.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.

Grading Requirements

The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

· Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

· Provide, for example, drug-specific educational interventions, cultural competence strategies.

· Include evidence that you have to support your selected strategies.

· Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.

· Explain the rationale for coordinated care plans based on ethical decision making.

· Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.

· Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.

· What are the logical implications and consequences of relevant policy provisions?

· What evidence do you have to support your conclusions?

· Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.

· Fine tune the presentation to your audience.

· Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.

· Adhere to presentation best practices.

CONTEXT

Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively

For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan. NOTE: You are required to complete this assessment after Assessment 1 is successfully completed. Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life. This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient. You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors.  Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Competency 2: Collaborate with patients and family to achieve desired outcomes.  Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient. Competency 3: Create a satisfying patient experience.  Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. Competency 4: Defend decisions based on the code of ethics for nursing.  Make ethical decisions in designing patient-centered health interventions. Competency 5: Explain how health care policies affect patient-centered care.  Identify relevant health policy implications for the coordination and continuum of care. Preparation In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner. To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly. Instructions Note: You are required to complete Assessment 1 before this assessment. For this assessment: Complete the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session. Communicate in a professional, culturally sensitive, and ethical manner. Collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan. Reminder: The time you spend presenting your final care coordination plan must be logged in the CORE ELMS system. The total time spent in securing individual participation in this activity in Assessment 1 and presenting your plan in this assessment must be at least three hours. The CORE ELMS link is located in the courseroom navigation menu. Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours. Document Format and Length Build on the preliminary plan document you created in Assessment 1. Your final plan should be 5–7 pages in length. Supporting Evidence Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.  Address three patient health issues. Design an intervention for each health issue. Identify three community resources for each health intervention, so the patient may make an informed decision about what resources to use. Make ethical decisions in designing patient-centered health interventions.  Consider the practical effects of specific decisions. Include the ethical questions that generate uncertainty about the decisions you have made. Identify relevant health policy implications for the coordination and continuum of care.  Cite specific health policy provisions. Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient.  What aspects of the session would you change? How might revisions to the plan improve future outcomes? Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.  What changes would you recommend to improve patient satisfaction and better align the session with Healthy People 2020 goals and leading health indicators?

PURPOSE: The purpose of this assignment is for you to practice “doing history” by researching Progressivism. Do not worry if after reading the documents you feel like you have an incomplete understanding of the topic. No set of sources that a historian uncovers is ever perfect or ever fully reveals what happened and why it matters.  The purpose of “doing history” is for you as the scholar to discern the meaning in the sources. This will sometimes involve some frustration and discomfort as you sort out the evidence. Embrace this struggle and you will thrive. After thinking about the primary document PDFs, use your insights and knowledge to craft discussion board responses to the question listed below under “task”.
 
SKILLS: The assignment will help you practice the following skills that are essential to your success in this course, in the university, and in professional life beyond the university.
You will begin by searching out primary source evidence that addresses the problem.
Be sure to give these documents a close readingso that you can pull as much meaning as possible from them. See the Primary Source Reading Guide handout in your Topic One folder for more details on how to undertake a close reading.
When you are reading the primary documents, you will gain experience in evaluating the views and claims contained in each document. Do the statements made accord with what you’ve read elsewhere for this course? 
From this primary source evidence, you will discern the most important facts, historical actors, and events associated with the problem.
Next, you will compare what you have learned from the primary sources with your textbook and the podcast lectures, which are your pertinent secondary sources.
Next, you will outline and plan the narrative of your answer.
Next, you will start writing by describing and interpreting the evidence in a manner that allows you to answer the question posed of you. As you write remember that you are telling a story. The writing should be crisp and compelling.
All information in your posts will be properly cited. See criteria for the success below for details.
Finally, you will develop an analytical thesis that is detailed, substantive, and debatable. 
 
KNOWLEDGE: By doing this assignment you will better understand the woman suffrage movement.
 
TASK: Pretend that you are a museum curator and you have been tasked with putting together an exhibit telling the story of Progressivism through the lens of woman suffrage. For your first post you need to undertake the following tasks: 1) select a maximum of eight images for your exhibit drawing exclusively from the assigned Primary Document PDF for this DB; 2) indicate a title for your exhibit; 3) write a two-paragraph opening statement for your exhibit, explaining what theme/s you are exploring and relating those themes back to your exhibit; and 4) justify the images you have chosen for your exhibit.
 
In your two reply posts your tasks include: 1) reflecting on the exhibits of your peers; 2) suggesting the addition of up to four different images taken from this DB’s readings only and explaining your choices; and 3) suggesting which two images should be removed from the exhibit and why.
 
Information taken from sources other than the primary documents will not be evaluated and posts that are structured thusly will not count.  You can, though, use your knowledge of the podcasts and the textbook for framing purposes, meaning typically one sentence per paragraph to set the scene.  At least 90 percent of what you say needs to come from the documents in the form of summarizing content, minimally quoting, and analyzing.  If a mathematical proportion would help you consider how much to summarize, how much to quote, and how much to analyze, consider the following as a good rule of thumb:  60 percent summary and discussion, 20 percent quotation, and 20 percent analysis.  
 
Remember the directions in the syllabus that state “All students need to say something new, meaning discuss a different document or make a different point about the documents already discussed.” Students who submit posts that parallel the evidence and argumentation of previously submitted post are at substantial risk of being evaluated for plagiarism. Put simply, your work must be yours alone. It is not okay to borrow the words or ideas of a classmate. I noted in the syllabus that I turned my daughter into her teacher for plagiarism when she was in the fourth grade, and I will not hesitate to deploy the plagiarism sanctions against students judged to be in violation of the policy for this class.
 
CRITERIA FOR SUCCESS: 
Document usage requirements: Be sure that you use at least three different primary documents from the assigned PDF for your first post. For each of your subsequent posts use a document not yet discussed in your group’s DB. 
Permissible and impermissible sources: Completion of the DB assignment requires consultation of no additional sources. You must not use Wikipedia or any other Internet source. Use only your assigned materials: the primary documents, e-book, and podcasts. I instruct the TAs to ignore material derived from unauthorized sources, so using such material will only hurt your grade.
Outlining your post: As you are developing your answer, use the question to help establish your outline. 
Late work: Late work will not be accepted. Plan accordingly.
Citation guidelines–quotes: All quotes must be placed in quotation marks and cited using the parenthetical method, putting the name of or short description of the document in parentheses at the end of the sentence. 
Effective quoting: Simply quoting a primary document is not necessarily making effective use of it. You also need to explain what the document means and how that meaning advances your argument. Doing this requires that you draw inferences and synthesize information from multiple sources. In other words, be selective in quoting from the primary documents, and only quote very colorful and compelling language.
Quotes and the textbook: Do not quote from the textbook. Save your quotes for the most provocative concepts contained within the original documents! 
Since it is the documents you are analyzing, you are better off spending time with them.
Use the text and lectures to make sure you understand the larger historical context.
Citation guidelines–paraphrasing: Paraphrasing well is an art, and paraphrased passages must be cited just like quotes. When you paraphrase you need to substantially change the wording of the original source. It is not sufficient to change a few words and retain the original sentence structure. That approach leaves you open to charges of plagiarism. Instead, you must take the idea from the original source and put it in your own words, which means a new sentence structure and significantly different word choices. Use the same citation format noted above in number 5. See the examples below:
Original passage: “Work-sharing festivals such as house raisings, log rollings, and quiltings gave isolated farm folk the chance to break their daily routine” (p. 359).
Unacceptable: Work-sharing opportunities including house construction, log gathering, and sewing gave detached farmers an opportunity to change their routine (p. 359).
Acceptable: Farmers merged their social lives with their work lives to gain relief from the monotony of an agrarian existence (p. 359

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Does a social worker’s own childhood trauma pose a risk or offer protection against development of vicarious trauma? How does workplace support factor into a social worker’s susceptibility? Although it may seem logical that all of us have an equal chance of developing symptoms of vicarious trauma, the truth is that some are more vulnerable than others. Some factors are not changeable; they may relate to personal trauma history, oppression based on social identity, or years in practice. But others are. What changes can you make to safeguard yourself even more? 
In this Discussion, you consider factors that place social workers at risk of and protect against the development of vicarious trauma. You then reflect on the existing protective factors in your own life and consider how you might increase your preventative capabilities. 
To prepare:
Review the Learning Resources on risk and protective factors. Consider how these factors might facilitate or guard against the development of vicarious trauma.
Reflect on the existing protective factors in your life and consider how you might generate even greater protection. 
Post an explanation of at least two personal, work-related, or environmental factors that place social workers at greater risk for vicarious trauma. Then, identify and explain at least two factors that protect social workers against development of vicarious trauma. Finally, consider the protective factors that you possess. What additional protective factors could you cultivate in your life to support prevention of vicarious trauma? 

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Discuss the capstone cases from Chapters 2-3. Discuss one Chapter URL from each of Chapters 1-3 from “Legal Resources on the Web,” and the weekly videos. I will provide assignment details 

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DISCUSSION WEEK 5 – 1 Think about the direction that you will take for the case study project and write a post where you: state your topic/issue state your working thesis list at least three reasons to support your thesis Write in an academic tone and demonstrate the grammar and writing skills covered in the previous weeks Peer Responses (first peer response due by 11:59 p.m. on Sunday; second peer response due by 11:59 p.m. on Tuesday) Respond to your classmates and provide feedback on their thesis and reasons. Here are a few things you might consider when writing your responses: Is the thesis relevant to the topic/issue? Why or why not? Suggest an alternative thesis that better relates to the topic/issue. Does the thesis meet the criteria for an effective thesis? If so, how? If not, why not? Suggest possible revisions to make it an effective thesis. Are the reasons relevant to the thesis? If so, how? If not, why not? Suggest alternative reasons that are more relevant to the thesis. What other insight or suggestions might you offer your classmate regarding their topic, thesis, and reasons? DISCUSSION WEEK 5 – 2 Think about the development of your case study and write a post where you: state one of your reasons in support of your thesis post a quote from one of the previously assigned readings that you will use as evidence for your reason paraphrase the quote and explain how the quote relates to your thesis and reason demonstrate use of quotations, accurate APA in-text citations, and an academic voice demonstrate the grammar and writing skills covered in previous weeks Peer Responses (first peer response due by 11:59 p.m. on Sunday; second peer response due by 11:59 p.m. on Tuesday) Respond to your classmates and provide feedback on their reasons and quotes. Here are a few things you might consider when writing your responses: Is the reason clear and logical? Why or why not? Suggest possible revisions to make the reason clear and logical. Does the selected quote relate to the reason? If so, how? If not, why not? Suggest an alternative quote that better relates to the reason. Is the paraphrase of the quote effective? If so, how? If not, why not? Suggest possible revisions to improve the paraphrase. Is the connection between the quote and the reason clear and logical? Why or why not? Suggest possible revisions to make the connection clear and logical. What other insight or suggestions might you offer your classmate regarding their topic, thesis, and reasons?

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identifying, monitoring, and overcoming rater errors in performance appraisals
Make sure you discuss the Human Resources role/responsibility. 

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M appeared first on Versed Papers.