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Tag: Model Answer

  • [Solved] Reply about Unpleasant symptoms

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    Reply to the following discussion 200 words or more, APA style and at least 2 references, Turnitin less than 20 % Theorical of Unpleasant Symptoms. Week 2 Discussion. The Theory of Unpleasant Symptoms (TOUS) provides a framework for understanding and assessing symptoms by considering three major com…

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    Assignment Prompt & Instructions

    Reply to the following discussion 200 words or more, APA style and at least 2 references, Turnitin less than 20 %

    Theorical of Unpleasant Symptoms. Week 2 Discussion.

    The Theory of Unpleasant Symptoms (TOUS) provides a framework for understanding and assessing symptoms by considering three major components: symptom experience, influencing factors, and consequences of symptoms. Using TOUS as a guide, a nurse should look for the following key elements in an assessment tool:

    ·Symptom Experience (Nature and Characteristics of Symptoms)

    Multiple symptoms: The tool should assess more than one symptom at a time since symptoms often occur in clusters.

    Intensity: How severe is the symptom? (e.g., pain scale, fatigue scale).

    Timing: Onset, duration, frequency.

    Distress level: How bothersome is the symptom to the patient?

    Quality: Descriptive aspects (e.g., burning pain, sharp pain, dull ache).

    ·Influencing Factors (Antecedents to Symptoms)

    The assessment tool should capture factors that can influence symptoms, including:

    Physiological factors: Underlying health conditions, medications, or treatments.

    Psychological factors: Stress, anxiety, depression, coping mechanisms.

    Situational factors: Environmental conditions, social support, financial status.

    ·Consequences of Symptoms (Impact on Functioning and Quality of Life)

    Physical impact: Does the symptom limit mobility, energy levels, or physical activity?

    Cognitive impact: Does it affect concentration, memory, or decision-making?

    Emotional impact: Does it contribute to distress, anxiety, or depression?

    Social impact: Does it affect relationships, work, or daily activities?

    Additional Considerations for an Effective Assessment Tool

    Standardization: Validated and reliable for clinical use.

    Comprehensiveness: Covers all relevant symptoms without being too lengthy.

    Patient-centered language: Easy for patients to understand and complete.

    Scalability: Can be used across different populations (e.g., pediatric, geriatric, oncology).

    A good example of an assessment tool aligned with TOUS principles is the Edmonton Symptom Assessment System (ESAS) for cancer patients or the Memorial Symptom Assessment Scale (MSAS) for multiple symptoms. Would you like recommendations for a specific patient population?

    Conclusion.

    Utilizing TOUS as a guide in developing assessment tools ensures a thorough evaluation of patient symptoms by addressing their multidimensional nature, identifying influencing factors, and understanding the impact on performance. This comprehensive approach facilitates personalized care strategies aimed at alleviating symptoms and enhancing overall well-being.

    – 2 years ago

  • [Solved] leadership

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    · Analyze the impact of Leadership behavior on business outcomes. · Explore three essential aspects of leadership impact. You are expected to explain how Self-Awareness and Authenticity, Effective Communication and Empathy, Adaptability and Resilience influence leadership behavior and what is the im…

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    Assignment Prompt & Instructions

    ·  Analyze the impact of Leadership behavior on business outcomes.

    ·  Explore three essential aspects of leadership impact.

    You are expected to explain how Self-Awareness and Authenticity, Effective Communication and Empathy, Adaptability and Resilience influence leadership behavior and what is the impact on business outcomes.

    **Use relevant sources to support your arguments** (academic sources on Ebscohost or Harvard Business Review, INC, Forbes, McKinsey & Company, Gallup, CIPD, etc.). Blogs (including Linkedin) and corporate websites are **NOT** valid sources.

    1)  **Self-Awareness and Authenticity** :

    Question 1: How can leaders cultivate self-awareness and authenticity to enhance their leadership impact?

    i)  Identify the leadership style you believe would be most effective.

    ii)  What type of decision-making process would be most effective?

    iii)  Achievements.

    2)  **Effective Communication and Empathy**:

    Question 2: How do effective communication and empathy contribute to successful leadership?

    i)  Identify the leadership style you believe would be most effective.

    ii)  What type of decision-making process would be most effective?

    iii)  Achievements.

    **3)** **Adaptability and Resilience**

    Question 3: How can leaders develop adaptability and resilience as leaders?

    i)  Identify the leadership style you believe would be most effective.

    ii)  What type of decision-making process would be most effective?

    iii)  Achievements.

    4)  In conclusion, express your opinion based on the analysis of these leadership behaviors, and those skills that need to be developed to succeed in uncertain organizational environments.

    ·  Wordcount: **Individual**: 1200 words (+ or – 10%)

    ·  Cover, Table of Contents, References, and Appendix are excluded from the total word count. Appendix page required as shown below.

    ·  Font: Arial 12 pts.

    ·  Text alignment: **Justified**.

    ·  The **in-text References** and the Bibliography must be in **Harvard’s citation style**.

    ·  Format: a Word document.

    – 2 years ago

  • [Solved] question assigment

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    – 2 years ago **files (1)** – ## Module9DiscussionThe5EInstructionalModelDraft.docx **## Module9DiscussionThe5EInstructionalModelDraft.docx** **5E Model** 1. **B.S respond** **Grade**- Pre K **Topic**- Animals and their habitats **Engage**: Teacher will begin by showing pictures of different anim…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Module9DiscussionThe5EInstructionalModelDraft.docx

    **## Module9DiscussionThe5EInstructionalModelDraft.docx**

    **5E Model**

    1.
    **B.S respond**

    **Grade**- Pre K

    **Topic**- Animals and their habitats

    **Engage**:

    Teacher will begin by showing pictures of different animals ( like a bear, lion, fish , bird) . The teacher will then ask the students “ Where do you think these animals live?” Teacher will encourage the children to share their ideas by saying “Do you think lions live in the water or in the jungle” ?

    **Explore**:

    The teacher will set up a matching activity that has pictures of animals and their habitats. For example ( bird with a tree, a bear with a forest, a fish with an ocean etc) The teacher will allow the children to work in a small group to match the picture cards. The teacher will walk around and give help as needed.

    **Explain**:

    Teacher will then have the students come back to the carpet. The teacher will show the children the pictures again one at a time and explain where each of the animals live and why they live there.  For example ( The bear lives in the forest because it needs space to look around and find food etc) The teacher will reinforce key words here like animals, habitats and needs

    **Elaborate**:

    The teacher will now give each child a piece of paper with some crayons. The teacher will have the children draw their favorite animal and the habitat that it lives in. For example ( a fish in the ocean) As the children are doing this the teacher will walk around and ask WH questions. “ What does your animal need to live there? “ etc.

    **Evaluate:**

    Teacher will show a few of the pictures from the matching game again and have the children point to the animals' correct habitat. The teacher will ask them questions like “where does the fish live? “ What does the bear need to live in the forest ? “ The teacher will also encourage the children to share their drawings with the class and talk about it.

    References

    Vigeant, F. (2017, May 14).
    _What is the 5E Instructional Model?_. Know Atom.

    2. K.L

    3. 5E Lesson plans

    4. 2nd Grade

    5. 2L4b – Determine the meaning of the new word formed when a prefix is added to a known word (e.g., happy/unhappy, tell/retell).

    6.

    7. This 5E  lesson is designed for 2nd-grade students who are beginning to explore how prefixes change word meanings.

    8. 1. Engage

    9. Display the words "happy" and "unhappy" on the board.

    10. Ask students “What do you notice about these two words? What is different?”

    11. Show a quick emoji activity, place one happy face next to “happy" and one sad face next to "unhappy."

    12. Discuss with students “What do you think ‘un-’ does to the word?"

    13. Invite students to Turn & Talk, the  students will discuss with a partner what they think the "un-" prefix means.

    14. 2. Explore

    15. Play a Sorting Game, Provide word cards (e.g., do/undo, kind/unkind, tie/untie). Have students sort words into two groups.

    16. (The two groups)

    17.   1. Words with prefixes

    18.   2. Words without prefixes

    19. Give students blank index cards. Let them write base words (e.g., "happy," "kind") and then attach a sticky note with a prefix to create a new word (e.g., "unhappy," "unkind").

    20. Invite students to act out word meanings (e.g., "tie" vs. "untie" with a shoelace).

    21. 3. Explain

    22. Introduce to the students a chart showing common prefixes (un-, re-, pre-, dis-) and their meanings.

    23. Show examples on the board in a fun interactive powerpoint

    24.   -un- = not (e.g., "unhappy" = not happy)

    25.   – re- = again (e.g., "retell" = tell again)

    26. Model to the students how to break down words and determine meaning:

    27.   Ask students, "If I know 'tell' means to say something, then 'retell' must mean…?"

    28. Have students participate in a Think-Pair-Share, Students explain their understanding to a partner.

    29. 4. Elaborate

    30. Student will; participate in a Prefix Story Challenge.

    31. Provide a simple sentence (e.g., “I will tell a story.”)

    32. Ask students,  "How can we add a prefix to change the meaning?"

    33.   – Example response: "I will retell a story."

    34. Students will become Prefix Detectives. Students search through books or classroom materials for words with prefixes.

    35.   Once students find them they will write them down and explain their meanings in a journal or on. a worksheet.

    36. 5. Evaluate

    37. Students will complete an Exit Ticket

    38. Provide students with a list of words (like, read, write, do*). Students add prefixes to create new words and define them.

    39. Example:  "If I add **re-** to ‘write,’ what do I get? What does ‘rewrite’ mean?"

    40. another options is a Mini Quiz where students can match prefixes to meanings.

    41.

    42. (For any students who need differentiation the use of visuals, acting out word meanings, and providing a prefix reference chart will be helpful.)

    **## Module9DiscussionThe5EInstructionalModelDraft.docx**

    **5E Model**

    1.
    **B.S respond**

    **Grade**- Pre K

    **Topic**- Animals and their habitats

    **Engage**:

    Teacher will begin by showing pictures of different animals ( like a bear, lion, fish , bird) . The teacher will then ask the students “ Where do you think these animals live?” Teacher will encourage the children to share their ideas by saying “Do you think lions live in the water or in the jungle” ?

    **Explore**:

    The teacher will set up a matching activity that has pictures of animals and their habitats. For example ( bird with a tree, a bear with a forest, a fish with an ocean etc) The teacher will allow the children to work in a small group to match the picture cards. The teacher will walk around and give help as needed.

    **Explain**:

    Teacher will then have the students come back to the carpet. The teacher will show the children the pictures again one at a time and explain where each of the animals live and why they live there.  For example ( The bear lives in the forest because it needs space to look around and find food etc) The teacher will reinforce key words here like animals, habitats and needs

    **Elaborate**:

    The teacher will now give each child a piece of paper with some crayons. The teacher will have the children draw their favorite animal and the habitat that it lives in. For example ( a fish in the ocean) As the children are doing this the teacher will walk around and ask WH questions. “ What does your animal need to live there? “ etc.

    **Evaluate:**

    Teacher will show a few of the pictures from the matching game again and have the children point to the animals' correct habitat. The teacher will ask them questions like “where does the fish live? “ What does the bear need to live in the forest ? “ The teacher will also encourage the children to share their drawings with the class and talk about it.

    References

    Vigeant, F. (2017, May 14).
    _What is the 5E Instructional Model?_. Know Atom.

    2. K.L

    3. 5E Lesson plans

    4. 2nd Grade

    5. 2L4b – Determine the meaning of the new word formed when a prefix is added to a known word (e.g., happy/unhappy, tell/retell).

    6.

    7. This 5E  lesson is designed for 2nd-grade students who are beginning to explore how prefixes change word meanings.

    8. 1. Engage

    9. Display the words "happy" and "unhappy" on the board.

    10. Ask students “What do you notice about these two words? What is different?”

    11. Show a quick emoji activity, place one happy face next to “happy" and one sad face next to "unhappy."

    12. Discuss with students “What do you think ‘un-’ does to the word?"

    13. Invite students to Turn & Talk, the  students will discuss with a partner what they think the "un-" prefix means.

    14. 2. Explore

    15. Play a Sorting Game, Provide word cards (e.g., do/undo, kind/unkind, tie/untie). Have students sort words into two groups.

    16. (The two groups)

    17.   1. Words with prefixes

    18.   2. Words without prefixes

    19. Give students blank index cards. Let them write base words (e.g., "happy," "kind") and then attach a sticky note with a prefix to create a new word (e.g., "unhappy," "unkind").

    20. Invite students to act out word meanings (e.g., "tie" vs. "untie" with a shoelace).

    21. 3. Explain

    22. Introduce to the students a chart showing common prefixes (un-, re-, pre-, dis-) and their meanings.

    23. Show examples on the board in a fun interactive powerpoint

    24.   -un- = not (e.g., "unhappy" = not happy)

    25.   – re- = again (e.g., "retell" = tell again)

    26. Model to the students how to break down words and determine meaning:

    27.   Ask students, "If I know 'tell' means to say something, then 'retell' must mean…?"

    28. Have students participate in a Think-Pair-Share, Students explain their understanding to a partner.

    29. 4. Elaborate

    30. Student will; participate in a Prefix Story Challenge.

    31. Provide a simple sentence (e.g., “I will tell a story.”)

    32. Ask students,  "How can we add a prefix to change the meaning?"

    33.   – Example response: "I will retell a story."

    34. Students will become Prefix Detectives. Students search through books or classroom materials for words with prefixes.

    35.   Once students find them they will write them down and explain their meanings in a journal or on. a worksheet.

    36. 5. Evaluate

    37. Students will complete an Exit Ticket

    38. Provide students with a list of words (like, read, write, do*). Students add prefixes to create new words and define them.

    39. Example:  "If I add **re-** to ‘write,’ what do I get? What does ‘rewrite’ mean?"

    40. another options is a Mini Quiz where students can match prefixes to meanings.

    41.

    42. (For any students who need differentiation the use of visuals, acting out word meanings, and providing a prefix reference chart will be helpful.)

  • [Solved] due 14 hours

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    Executive Solution Overview

    assignment attach below. – 2 years ago **files (2)** – ## cf_assessment-02-supplement-protected-health-information-B.pdf – ## ProtectedHealthInformation.docx **## cf_assessment-02-supplement-protected-health-information-B.pdf** 1 Assessment 02 – Protected Health Information For this assessment, yo…

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    Assignment Prompt & Instructions

    assignment attach below.

    – 2 years ago

    **files (2)**

    – ## cf_assessment-02-supplement-protected-health-information-B.pdf

    – ## ProtectedHealthInformation.docx

    **## cf_assessment-02-supplement-protected-health-information-B.pdf**

    1

    Assessment 02 – Protected Health Information

    For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
    appropriate social media use in health care. Before you complete the detailed instructions in the
    courseroom, first select one of the settings below that will become the focus of your
    interprofessional staff update.

    After you have selected one of the two settings below, return to the courseroom to review the
    assessment instructions and grading rubric prior to completing your assessment.

    • Community Health Care:
    o Context: Community health care encompasses a wide range of services

    provided outside of a traditional hospital setting, often focusing on public health,
    education, and preventive care. This might include home visits, vaccination
    drives, and health education seminars. Given the community-based nature of the
    care, there's a close relationship between providers and patients.

    o Social Media Concern: Sharing information about community events, patient
    interactions, or health outcomes can inadvertently disclose private patient details.

    • Hospital Setting:

    o Context: Hospitals are complex environments with various departments catering
    to different medical needs. From emergency rooms to surgical units, patient
    information flows continuously. With numerous professionals involved in patient
    care, the risk of information leakage is high.

    o Social Media Concern: Discussing challenging cases, sharing experiences, or
    even posting about daily routines can inadvertently reveal patient information,
    especially if specifics are mentioned.

    **## ProtectedHealthInformation.docx**

    **Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices**

    **Introduction**

    Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

    This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

    **Instructions**

    First, select one of the health care settings described in the following resource:

    ·
    [**Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926?wrap=1) [**Download Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926/download?download_frd=1) **.**

    As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization's internal communication platform and should be in the form of a social media post and should address one or more of these topics:

    · Social media best practices.

    · What not. to do: social media.

    · Social media risks to patient information.

    · Steps to take if a breach occurs.

    **This assessment is not a traditional essay**.
    **It is a staff educational update about PHI.** Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

    The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

    · What is protected health information (PHI)?

    · Be sure to include essential HIPAA information.

    · What are privacy, security, and confidentiality?

    · Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

    · Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

    · What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

    · What are some examples of nurses being terminated for inappropriate social media use in the United States?

    · What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

    · What have been the financial penalties assessed against health care organizations for inappropriate social media use?

    · What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

    **Notes**

    · Be selective about the content you choose to include. Include
    **need-to-know** information. Omit
    **nice-to-know** information.

    · Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.

    · Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

    **## ProtectedHealthInformation.docx**

    **Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices**

    **Introduction**

    Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

    This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

    **Instructions**

    First, select one of the health care settings described in the following resource:

    ·
    [**Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926?wrap=1) [**Download Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926/download?download_frd=1) **.**

    As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization's internal communication platform and should be in the form of a social media post and should address one or more of these topics:

    · Social media best practices.

    · What not. to do: social media.

    · Social media risks to patient information.

    · Steps to take if a breach occurs.

    **This assessment is not a traditional essay**.
    **It is a staff educational update about PHI.** Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

    The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

    · What is protected health information (PHI)?

    · Be sure to include essential HIPAA information.

    · What are privacy, security, and confidentiality?

    · Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

    · Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

    · What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

    · What are some examples of nurses being terminated for inappropriate social media use in the United States?

    · What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

    · What have been the financial penalties assessed against health care organizations for inappropriate social media use?

    · What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

    **Notes**

    · Be selective about the content you choose to include. Include
    **need-to-know** information. Omit
    **nice-to-know** information.

    · Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.

    · Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

    **## cf_assessment-02-supplement-protected-health-information-B.pdf**

    1

    Assessment 02 – Protected Health Information

    For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
    appropriate social media use in health care. Before you complete the detailed instructions in the
    courseroom, first select one of the settings below that will become the focus of your
    interprofessional staff update.

    After you have selected one of the two settings below, return to the courseroom to review the
    assessment instructions and grading rubric prior to completing your assessment.

    • Community Health Care:
    o Context: Community health care encompasses a wide range of services

    provided outside of a traditional hospital setting, often focusing on public health,
    education, and preventive care. This might include home visits, vaccination
    drives, and health education seminars. Given the community-based nature of the
    care, there's a close relationship between providers and patients.

    o Social Media Concern: Sharing information about community events, patient
    interactions, or health outcomes can inadvertently disclose private patient details.

    • Hospital Setting:

    o Context: Hospitals are complex environments with various departments catering
    to different medical needs. From emergency rooms to surgical units, patient
    information flows continuously. With numerous professionals involved in patient
    care, the risk of information leakage is high.

    o Social Media Concern: Discussing challenging cases, sharing experiences, or
    even posting about daily routines can inadvertently reveal patient information,
    especially if specifics are mentioned.

    **## ProtectedHealthInformation.docx**

    **Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices**

    **Introduction**

    Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

    This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

    **Instructions**

    First, select one of the health care settings described in the following resource:

    ·
    [**Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926?wrap=1) [**Download Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926/download?download_frd=1) **.**

    As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization's internal communication platform and should be in the form of a social media post and should address one or more of these topics:

    · Social media best practices.

    · What not. to do: social media.

    · Social media risks to patient information.

    · Steps to take if a breach occurs.

    **This assessment is not a traditional essay**.
    **It is a staff educational update about PHI.** Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

    The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

    · What is protected health information (PHI)?

    · Be sure to include essential HIPAA information.

    · What are privacy, security, and confidentiality?

    · Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

    · Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

    · What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

    · What are some examples of nurses being terminated for inappropriate social media use in the United States?

    · What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

    · What have been the financial penalties assessed against health care organizations for inappropriate social media use?

    · What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

    **Notes**

    · Be selective about the content you choose to include. Include
    **need-to-know** information. Omit
    **nice-to-know** information.

    · Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.

    · Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

    **## cf_assessment-02-supplement-protected-health-information-B.pdf**

    1

    Assessment 02 – Protected Health Information

    For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
    appropriate social media use in health care. Before you complete the detailed instructions in the
    courseroom, first select one of the settings below that will become the focus of your
    interprofessional staff update.

    After you have selected one of the two settings below, return to the courseroom to review the
    assessment instructions and grading rubric prior to completing your assessment.

    • Community Health Care:
    o Context: Community health care encompasses a wide range of services

    provided outside of a traditional hospital setting, often focusing on public health,
    education, and preventive care. This might include home visits, vaccination
    drives, and health education seminars. Given the community-based nature of the
    care, there's a close relationship between providers and patients.

    o Social Media Concern: Sharing information about community events, patient
    interactions, or health outcomes can inadvertently disclose private patient details.

    • Hospital Setting:

    o Context: Hospitals are complex environments with various departments catering
    to different medical needs. From emergency rooms to surgical units, patient
    information flows continuously. With numerous professionals involved in patient
    care, the risk of information leakage is high.

    o Social Media Concern: Discussing challenging cases, sharing experiences, or
    even posting about daily routines can inadvertently reveal patient information,
    especially if specifics are mentioned.

    **## ProtectedHealthInformation.docx**

    **Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices**

    **Introduction**

    Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

    This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

    **Instructions**

    First, select one of the health care settings described in the following resource:

    ·
    [**Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926?wrap=1) [**Download Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926/download?download_frd=1) **.**

    As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization's internal communication platform and should be in the form of a social media post and should address one or more of these topics:

    · Social media best practices.

    · What not. to do: social media.

    · Social media risks to patient information.

    · Steps to take if a breach occurs.

    **This assessment is not a traditional essay**.
    **It is a staff educational update about PHI.** Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

    The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

    · What is protected health information (PHI)?

    · Be sure to include essential HIPAA information.

    · What are privacy, security, and confidentiality?

    · Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

    · Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

    · What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

    · What are some examples of nurses being terminated for inappropriate social media use in the United States?

    · What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

    · What have been the financial penalties assessed against health care organizations for inappropriate social media use?

    · What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

    **Notes**

    · Be selective about the content you choose to include. Include
    **need-to-know** information. Omit
    **nice-to-know** information.

    · Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.

    · Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

  • [Solved] Wk3 disc transf ay

    ✓ Verified Academic Solution Available

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    **Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples….

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    Assignment Prompt & Instructions

    **Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.**

    – 2 years ago

  • [Solved] WK 3 DIS EPID

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    – 2 years ago **files (3)** – ## WK3DISC.Epidem.docx – Antibotic.pdf – Cancer.pdf **## WK3DISC.Epidem.docx** Observational Study Designs ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-dis-epid) A clinical pediatric nurse has noticed a r…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## WK3DISC.Epidem.docx

    – Antibotic.pdf
    – Cancer.pdf

    **## WK3DISC.Epidem.docx**

    Observational Study Designs

    ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-dis-epid)

    A clinical pediatric nurse has noticed a rise in childhood asthma diagnoses among the Hispanic population served by the local clinic. The nurse is concerned about this increase in asthma incidence in the patient population and turns to the literature to explore current research on this topic. The nurse finds, through the reading, that there appears to be an association between parental smoking and childhood asthma and wonders if this could be the cause of the rise in cases.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259773)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    ·

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    . Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

    . Chapter 7, “Study Designs: Cohort Studies”

    · Bahr, R., Clarsen, B., Derman, W., Dvorak, J., Emery, C. A., Finch, C. F., Hägglund, M., Junge, A., Kemp, S., Khan, K. M., Marshall, S. W., Meeuwisse, W., Mountjoy, M., Orchard, J. W., Pluim, B., Quarrie, K. L., Reider, B., Schwellnus, M., Soligard, T., Stokes, K. A., … Chamari, K. (2020).
    [International Olympic Committee consensus statement: methods for recording and reporting of epidemiological data on injury and illness in sport 2020 (including STROBE Extension for Sport Injury and Illness Surveillance (STROBE-SIIS))Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Finternational-olympic-committee-consensus%2Fdocview%2F2378579258%2Fse-2).
    _British Journal of Sports Medicine_,
    _54_(7), 372–389. https://doi.org/10.1136/bjsports-2019-101969

    · Community Preventative Services Task Force. (n.d.).
    [_The community guide_ Links to an external site.](https://www.thecommunityguide.org/). https://www.thecommunityguide.org/

    · Framingham Heart Study. (n.d.).
    [_Epidemiological background and design: The Framingham heart studyLinks to an external site._](https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/) _._ https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

    · STROBE. (2021).
    [HomeLinks to an external site.](https://www.strobe-statement.org/).
    https://www.strobe-statement.org/

    The STROBE Checklist is considered the gold-standard in assessing the quality of observational research studies.

    · U.S. Department of Health and Human Services. (n.d.).
    [_Healthy People 2030_ Links to an external site.](https://health.gov/healthypeople). https://health.gov/healthypeople

    Articles for this week’s Discussion:

    **Note:** By Day 1, your Instructor will assign you to a small group. Your group will be assigned
    **two** of the following articles to analyze.

    · Batty, G. D., & Hamer, M. (2020).
    [Vascular risk factors, Framingham risk score, and COVID-19: Community-based cohort studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=144784390&site=eds-live&scope=site&custid=s6527200). Cardiovascular Research,
    _116_(10), 16641665. https://doi.org/10.1093/cvr/cvaa178

    · Hillyer, G. C., Nazareth, M., Lima, S., Schmitt, K. M., Reyes, A., Fleck, E., Schwartz, G. K., & Terry, M. B. (2021).
    [E-cigarette use among young adult patients: The opportunity to intervene on risky lifestyle behaviors to reduce cancer riskLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=155126872&site=eds-live&scope=site&custid=s6527200).
    _Journal of Community Health_. Advance online publication. https://doi.org/10.1007/s10900-021-01027-7

    · Kebede, E., Kekulawala, M. (2021).
    [Risk factors for stillbirth and early neonatal death: A case-control study in tertiary hospitals in Addis Ababa, EthiopiaLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152559098&site=eds-live&scope=site&custid=s6527200).
    _BMC Pregnancy and Childbirth_,
    _21_(1), Article 641. https://doi.org/10.1186/s12884-021-04025-8

    · Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019).
    [Risk factors for falls in hospital in-patients: A prospective nested case control studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6571495/).
    _International Journal of Health Policy and Management_,
    (5), 300–306. https://doi.org/10.15171/ijhpm.2019.11

    · Whittle, R. S., Diaz-Artiles, A. (2020).
    [An ecological study of socioeconomic predictors in detection of COVID-19 cases across neighborhoods in New York CityLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.2fd31353af42444db2c1c3a61856a0ff&site=eds-live&scope=site&custid=s6527200).
    _BMC Medicine, 18_(1),Article 271. https://doi.org/10.1186/s12916-020-01731-6

    · Spector, A. L., Quinn, K. G., McAuliffe, T. L., DiFranceisco, W., Bendixen, A., Dickson-Gomez, J. (2020).
    [Health-related quality of life and related factors among chronically homeless adults living in different permanent supportive housing models: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=144580526&site=eds-live&scope=site&custid=s6527200).
    _Quality of Life Research: An International Journal of Quality-of-Life Aspects of Treatment, Care and Rehabilitation_,
    _29_(8), 20512061. https://doi.org/10.1007/s11136-020-02482-w

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recessionLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in SwedenLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    · The Challenges of Conducting Trials

    **Time Estimate:** 2 minutes

    · Let’s Learn Public Health. (2017, May 5).
    [_Epidemiological studies—made easy!_[Video].Links to an external site.](https://www.youtube.com/watch?v=Jd3gFT0-C4s) YouTube. https://www.youtube.com/watch?v=Jd3gFT0-C4s

    **Note:** The approximate length of this media piece is 10 minutes.

    To prepare:

    · Review the different types of observational study designs presented in the Learning Resources: ecologic, cross-sectional, case-control, and cohort.

    · Carefully examine the characteristics, strengths, and limitations of each design.

    · Consider when it is appropriate to use each of the observational study designs.

    · Consider how using observational study designs can lead to improvements in population health.

    · By Day 1 of this week, you should have received a communication from your Instructor assigning you to a small group to review two specific articles. Review the two articles your group was assigned, with a critical eye toward the researchers’ use of study design and their selected methods. Although several students will be assigned the same articles, this is NOT a group project; please submit your Discussion posts individually. You will then have the opportunity to discuss and share your thoughts with your colleagues.

    By Day 3 of Week 3

    In your assigned group area:

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    · Describe at least one strength and one limitation of each study’s design.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    ·
    **Assigned DISCUSS ON THIS**

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recession\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in Sweden\
    Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    By Day 5 of Week 3

    **Post** at least
    **two** substantive responses to peers
    _in a different group_ who analyzed at least one different article in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on each peer’s posting with additional insight and resources about study designs, ask a question to further the discussion, or offer polite disagreement or critique supported with evidence. You may also make a suggestion or comment that guides or facilitates the discussion. At least one of your response posts should address the applicability of observational studies for improving population health status.

    By Day 7 of Week 3

    **Respond** to any questions you may have been asked by your peers in
    _your assigned group area_. Note what you have learned and/or any insights you have gained as a result of reading the comments your peers made.

    **Reply**

    ## image1.jpeg

    **Antibotic.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/antibotic-pdf)

    **Cancer.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cancer-pdf-10222469)

    **Cancer.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cancer-pdf-10222469)

    **## WK3DISC.Epidem.docx**

    Observational Study Designs

    ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-dis-epid)

    A clinical pediatric nurse has noticed a rise in childhood asthma diagnoses among the Hispanic population served by the local clinic. The nurse is concerned about this increase in asthma incidence in the patient population and turns to the literature to explore current research on this topic. The nurse finds, through the reading, that there appears to be an association between parental smoking and childhood asthma and wonders if this could be the cause of the rise in cases.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259773)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    ·

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    . Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

    . Chapter 7, “Study Designs: Cohort Studies”

    · Bahr, R., Clarsen, B., Derman, W., Dvorak, J., Emery, C. A., Finch, C. F., Hägglund, M., Junge, A., Kemp, S., Khan, K. M., Marshall, S. W., Meeuwisse, W., Mountjoy, M., Orchard, J. W., Pluim, B., Quarrie, K. L., Reider, B., Schwellnus, M., Soligard, T., Stokes, K. A., … Chamari, K. (2020).
    [International Olympic Committee consensus statement: methods for recording and reporting of epidemiological data on injury and illness in sport 2020 (including STROBE Extension for Sport Injury and Illness Surveillance (STROBE-SIIS))Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Finternational-olympic-committee-consensus%2Fdocview%2F2378579258%2Fse-2).
    _British Journal of Sports Medicine_,
    _54_(7), 372–389. https://doi.org/10.1136/bjsports-2019-101969

    · Community Preventative Services Task Force. (n.d.).
    [_The community guide_ Links to an external site.](https://www.thecommunityguide.org/). https://www.thecommunityguide.org/

    · Framingham Heart Study. (n.d.).
    [_Epidemiological background and design: The Framingham heart studyLinks to an external site._](https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/) _._ https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

    · STROBE. (2021).
    [HomeLinks to an external site.](https://www.strobe-statement.org/).
    https://www.strobe-statement.org/

    The STROBE Checklist is considered the gold-standard in assessing the quality of observational research studies.

    · U.S. Department of Health and Human Services. (n.d.).
    [_Healthy People 2030_ Links to an external site.](https://health.gov/healthypeople). https://health.gov/healthypeople

    Articles for this week’s Discussion:

    **Note:** By Day 1, your Instructor will assign you to a small group. Your group will be assigned
    **two** of the following articles to analyze.

    · Batty, G. D., & Hamer, M. (2020).
    [Vascular risk factors, Framingham risk score, and COVID-19: Community-based cohort studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=144784390&site=eds-live&scope=site&custid=s6527200). Cardiovascular Research,
    _116_(10), 16641665. https://doi.org/10.1093/cvr/cvaa178

    · Hillyer, G. C., Nazareth, M., Lima, S., Schmitt, K. M., Reyes, A., Fleck, E., Schwartz, G. K., & Terry, M. B. (2021).
    [E-cigarette use among young adult patients: The opportunity to intervene on risky lifestyle behaviors to reduce cancer riskLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=155126872&site=eds-live&scope=site&custid=s6527200).
    _Journal of Community Health_. Advance online publication. https://doi.org/10.1007/s10900-021-01027-7

    · Kebede, E., Kekulawala, M. (2021).
    [Risk factors for stillbirth and early neonatal death: A case-control study in tertiary hospitals in Addis Ababa, EthiopiaLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152559098&site=eds-live&scope=site&custid=s6527200).
    _BMC Pregnancy and Childbirth_,
    _21_(1), Article 641. https://doi.org/10.1186/s12884-021-04025-8

    · Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019).
    [Risk factors for falls in hospital in-patients: A prospective nested case control studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6571495/).
    _International Journal of Health Policy and Management_,
    (5), 300–306. https://doi.org/10.15171/ijhpm.2019.11

    · Whittle, R. S., Diaz-Artiles, A. (2020).
    [An ecological study of socioeconomic predictors in detection of COVID-19 cases across neighborhoods in New York CityLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.2fd31353af42444db2c1c3a61856a0ff&site=eds-live&scope=site&custid=s6527200).
    _BMC Medicine, 18_(1),Article 271. https://doi.org/10.1186/s12916-020-01731-6

    · Spector, A. L., Quinn, K. G., McAuliffe, T. L., DiFranceisco, W., Bendixen, A., Dickson-Gomez, J. (2020).
    [Health-related quality of life and related factors among chronically homeless adults living in different permanent supportive housing models: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=144580526&site=eds-live&scope=site&custid=s6527200).
    _Quality of Life Research: An International Journal of Quality-of-Life Aspects of Treatment, Care and Rehabilitation_,
    _29_(8), 20512061. https://doi.org/10.1007/s11136-020-02482-w

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recessionLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in SwedenLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    · The Challenges of Conducting Trials

    **Time Estimate:** 2 minutes

    · Let’s Learn Public Health. (2017, May 5).
    [_Epidemiological studies—made easy!_[Video].Links to an external site.](https://www.youtube.com/watch?v=Jd3gFT0-C4s) YouTube. https://www.youtube.com/watch?v=Jd3gFT0-C4s

    **Note:** The approximate length of this media piece is 10 minutes.

    To prepare:

    · Review the different types of observational study designs presented in the Learning Resources: ecologic, cross-sectional, case-control, and cohort.

    · Carefully examine the characteristics, strengths, and limitations of each design.

    · Consider when it is appropriate to use each of the observational study designs.

    · Consider how using observational study designs can lead to improvements in population health.

    · By Day 1 of this week, you should have received a communication from your Instructor assigning you to a small group to review two specific articles. Review the two articles your group was assigned, with a critical eye toward the researchers’ use of study design and their selected methods. Although several students will be assigned the same articles, this is NOT a group project; please submit your Discussion posts individually. You will then have the opportunity to discuss and share your thoughts with your colleagues.

    By Day 3 of Week 3

    In your assigned group area:

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    · Describe at least one strength and one limitation of each study’s design.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    ·
    **Assigned DISCUSS ON THIS**

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recession\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in Sweden\
    Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    By Day 5 of Week 3

    **Post** at least
    **two** substantive responses to peers
    _in a different group_ who analyzed at least one different article in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on each peer’s posting with additional insight and resources about study designs, ask a question to further the discussion, or offer polite disagreement or critique supported with evidence. You may also make a suggestion or comment that guides or facilitates the discussion. At least one of your response posts should address the applicability of observational studies for improving population health status.

    By Day 7 of Week 3

    **Respond** to any questions you may have been asked by your peers in
    _your assigned group area_. Note what you have learned and/or any insights you have gained as a result of reading the comments your peers made.

    **Reply**

    ## image1.jpeg

    **Antibotic.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/antibotic-pdf)

    **Cancer.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cancer-pdf-10222469)

    **## WK3DISC.Epidem.docx**

    Observational Study Designs

    ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-dis-epid)

    A clinical pediatric nurse has noticed a rise in childhood asthma diagnoses among the Hispanic population served by the local clinic. The nurse is concerned about this increase in asthma incidence in the patient population and turns to the literature to explore current research on this topic. The nurse finds, through the reading, that there appears to be an association between parental smoking and childhood asthma and wonders if this could be the cause of the rise in cases.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259773)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    ·

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    . Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

    . Chapter 7, “Study Designs: Cohort Studies”

    · Bahr, R., Clarsen, B., Derman, W., Dvorak, J., Emery, C. A., Finch, C. F., Hägglund, M., Junge, A., Kemp, S., Khan, K. M., Marshall, S. W., Meeuwisse, W., Mountjoy, M., Orchard, J. W., Pluim, B., Quarrie, K. L., Reider, B., Schwellnus, M., Soligard, T., Stokes, K. A., … Chamari, K. (2020).
    [International Olympic Committee consensus statement: methods for recording and reporting of epidemiological data on injury and illness in sport 2020 (including STROBE Extension for Sport Injury and Illness Surveillance (STROBE-SIIS))Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Finternational-olympic-committee-consensus%2Fdocview%2F2378579258%2Fse-2).
    _British Journal of Sports Medicine_,
    _54_(7), 372–389. https://doi.org/10.1136/bjsports-2019-101969

    · Community Preventative Services Task Force. (n.d.).
    [_The community guide_ Links to an external site.](https://www.thecommunityguide.org/). https://www.thecommunityguide.org/

    · Framingham Heart Study. (n.d.).
    [_Epidemiological background and design: The Framingham heart studyLinks to an external site._](https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/) _._ https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

    · STROBE. (2021).
    [HomeLinks to an external site.](https://www.strobe-statement.org/).
    https://www.strobe-statement.org/

    The STROBE Checklist is considered the gold-standard in assessing the quality of observational research studies.

    · U.S. Department of Health and Human Services. (n.d.).
    [_Healthy People 2030_ Links to an external site.](https://health.gov/healthypeople). https://health.gov/healthypeople

    Articles for this week’s Discussion:

    **Note:** By Day 1, your Instructor will assign you to a small group. Your group will be assigned
    **two** of the following articles to analyze.

    · Batty, G. D., & Hamer, M. (2020).
    [Vascular risk factors, Framingham risk score, and COVID-19: Community-based cohort studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=144784390&site=eds-live&scope=site&custid=s6527200). Cardiovascular Research,
    _116_(10), 16641665. https://doi.org/10.1093/cvr/cvaa178

    · Hillyer, G. C., Nazareth, M., Lima, S., Schmitt, K. M., Reyes, A., Fleck, E., Schwartz, G. K., & Terry, M. B. (2021).
    [E-cigarette use among young adult patients: The opportunity to intervene on risky lifestyle behaviors to reduce cancer riskLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=155126872&site=eds-live&scope=site&custid=s6527200).
    _Journal of Community Health_. Advance online publication. https://doi.org/10.1007/s10900-021-01027-7

    · Kebede, E., Kekulawala, M. (2021).
    [Risk factors for stillbirth and early neonatal death: A case-control study in tertiary hospitals in Addis Ababa, EthiopiaLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152559098&site=eds-live&scope=site&custid=s6527200).
    _BMC Pregnancy and Childbirth_,
    _21_(1), Article 641. https://doi.org/10.1186/s12884-021-04025-8

    · Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019).
    [Risk factors for falls in hospital in-patients: A prospective nested case control studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6571495/).
    _International Journal of Health Policy and Management_,
    (5), 300–306. https://doi.org/10.15171/ijhpm.2019.11

    · Whittle, R. S., Diaz-Artiles, A. (2020).
    [An ecological study of socioeconomic predictors in detection of COVID-19 cases across neighborhoods in New York CityLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.2fd31353af42444db2c1c3a61856a0ff&site=eds-live&scope=site&custid=s6527200).
    _BMC Medicine, 18_(1),Article 271. https://doi.org/10.1186/s12916-020-01731-6

    · Spector, A. L., Quinn, K. G., McAuliffe, T. L., DiFranceisco, W., Bendixen, A., Dickson-Gomez, J. (2020).
    [Health-related quality of life and related factors among chronically homeless adults living in different permanent supportive housing models: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=144580526&site=eds-live&scope=site&custid=s6527200).
    _Quality of Life Research: An International Journal of Quality-of-Life Aspects of Treatment, Care and Rehabilitation_,
    _29_(8), 20512061. https://doi.org/10.1007/s11136-020-02482-w

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recessionLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in SwedenLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    · The Challenges of Conducting Trials

    **Time Estimate:** 2 minutes

    · Let’s Learn Public Health. (2017, May 5).
    [_Epidemiological studies—made easy!_[Video].Links to an external site.](https://www.youtube.com/watch?v=Jd3gFT0-C4s) YouTube. https://www.youtube.com/watch?v=Jd3gFT0-C4s

    **Note:** The approximate length of this media piece is 10 minutes.

    To prepare:

    · Review the different types of observational study designs presented in the Learning Resources: ecologic, cross-sectional, case-control, and cohort.

    · Carefully examine the characteristics, strengths, and limitations of each design.

    · Consider when it is appropriate to use each of the observational study designs.

    · Consider how using observational study designs can lead to improvements in population health.

    · By Day 1 of this week, you should have received a communication from your Instructor assigning you to a small group to review two specific articles. Review the two articles your group was assigned, with a critical eye toward the researchers’ use of study design and their selected methods. Although several students will be assigned the same articles, this is NOT a group project; please submit your Discussion posts individually. You will then have the opportunity to discuss and share your thoughts with your colleagues.

    By Day 3 of Week 3

    In your assigned group area:

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    · Describe at least one strength and one limitation of each study’s design.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    ·
    **Assigned DISCUSS ON THIS**

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recession\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in Sweden\
    Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    By Day 5 of Week 3

    **Post** at least
    **two** substantive responses to peers
    _in a different group_ who analyzed at least one different article in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on each peer’s posting with additional insight and resources about study designs, ask a question to further the discussion, or offer polite disagreement or critique supported with evidence. You may also make a suggestion or comment that guides or facilitates the discussion. At least one of your response posts should address the applicability of observational studies for improving population health status.

    By Day 7 of Week 3

    **Respond** to any questions you may have been asked by your peers in
    _your assigned group area_. Note what you have learned and/or any insights you have gained as a result of reading the comments your peers made.

    **Reply**

    ## image1.jpeg

    **Antibotic.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/antibotic-pdf)

    **Cancer.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cancer-pdf-10222469)

  • [Solved] white 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    You are the public information officer (PIO) for a small company, responsible for communicating and distributing information for your organization. ## Prompt In this scenario, an unexpected incident has occurred within your local community, impacting the safety of employees returning to the office f…

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    Assignment Prompt & Instructions

    You are the public information  officer (PIO) for a small company, responsible for communicating and  distributing information for your organization.

    ## Prompt

    In this scenario, an unexpected incident has occurred within your  local community, impacting the safety of employees returning to the  office for ANY reason for the foreseeable future. Your task is to **record an AUDIO message**  1-3 minutes in length that will be used to communicate this emergency.  This audio message will be sent to all employees immediately. The audio  message should convey the (a)situation, (b)the transition to remote work  after the message, and (c)include a brief example from your research of  another company experiencing unexpected closure.

    **First,** **Choose the incident** -  be creative with your incident description. Choose one of the following disasters as the basis for your message:

    – **A technological incident** – examples include power  outages, dam failures, chemical incidents, nuclear events, industrial  pollution, and transportation accidents.
    – **A man-made incident**– examples include civil disorder, terrorism, crime, arson, and chemical spills.
    – **A natural disaster incident**– examples include hurricanes, weather incidents, avalanches, droughts, landslides, flooding, and earthquakes.

    **Second,** **Write the Script**

    Write the script message you will convey in a voicemail distributed  to all employees addressing the office closure without inducing panic.

    Elaborate on the transition to remote work. No need to detail remote  work instructions, your task is to inform of the transition.

    _\*\* Make the assumption all employees are familiar with remote procedures._

    _**This portion of your recording must be 1-3 minutes._

    **Third,** **Research an Example**

    Research a real-world example of a company that faced an unexpected closure **similar to YOUR incident**  (if your incident is technological, this example must be technological,  if your incident is man-made, your real-world example must be man-made;  if your  incident is natural, your real-world example must also be a  natural disaster), share how the real-world company communicated to  their employees and stakeholders of the office closure. Share your  findings **after/at the end** of your audio message (after the scenario voicemail).

    **Fourth,** **Record your Message** – In a 1-3 minute audio message, the following elements must be present:

    – Convey the immediate office closure without causing panic.
    – Elaborate the immediate transition process for remote work to employees.
    – You must convey they are NOT to come to the building.
    – AFTER the message
    – Include an example from the research you conducted of a company  unexpectedly closing and how employees were communicated to keep  employees from returning to work. This researched example is **NOT due to fiscal or store closure**; the example must be disaster-related and **NOT COVID-related**. Finally, how did this real-world example of a company that faced unexpected closure communicate to employees and stakeholders?
    – Your script AND the Reference for your Example MUST be submitted with the audio recording.

    _**Your script is where the Reference used for the example should be located._

    – 2 years ago

  • [Solved] week 1 wiki risk management

    ✓ Verified Academic Solution Available

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) – 2 years ago **files (1)** – ## Awikiisacollaborativelearningopportunity.docx **## Awikiisacollaborativelearningopportunity.docx** A wiki is a collaborative learning opportunity. Typical…

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    Assignment Prompt & Instructions

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    – 2 years ago

    **files (1)**

    – ## Awikiisacollaborativelearningopportunity.docx

    **## Awikiisacollaborativelearningopportunity.docx**

    A wiki is a collaborative learning opportunity. Typically wikis are useful for summarizing information. In this week's wiki, you will summarize effective risk management using 3 examples in healthcare. Please see the instructions and create your Wiki page. You are welcome to comment on other's pages but it is not necessary. Please DO NOT edit or delete anyone else's page.

    A Wiki is a collaborative learning opportunity. Wikis are typically used to summarize information on a topic, and they can be edited by others.

    **For this Wiki, please create a Wiki page that summarizes 3 examples of the impact of effective risk management within a  healthcare facility.**

    You may edit and add information to another's page, or make a comment.
    **Please do not remove information another student has provided on their Wiki page.**

    Video URL:
    [https://www.youtube.com/watch?v=qLRwBYVMr3k](https://www.youtube.com/watch?v=qLRwBYVMr3k)

    **## Awikiisacollaborativelearningopportunity.docx**

    A wiki is a collaborative learning opportunity. Typically wikis are useful for summarizing information. In this week's wiki, you will summarize effective risk management using 3 examples in healthcare. Please see the instructions and create your Wiki page. You are welcome to comment on other's pages but it is not necessary. Please DO NOT edit or delete anyone else's page.

    A Wiki is a collaborative learning opportunity. Wikis are typically used to summarize information on a topic, and they can be edited by others.

    **For this Wiki, please create a Wiki page that summarizes 3 examples of the impact of effective risk management within a  healthcare facility.**

    You may edit and add information to another's page, or make a comment.
    **Please do not remove information another student has provided on their Wiki page.**

    Video URL:
    [https://www.youtube.com/watch?v=qLRwBYVMr3k](https://www.youtube.com/watch?v=qLRwBYVMr3k)

  • [Solved] w-assiss-a

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    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history) – 2 years ago

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    Assignment Prompt & Instructions

    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

    – 2 years ago

  • [Solved] TSSS

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    READ THE ATTACHMENT!!! – 2 years ago **files (5)** – ## INTRODUCTION.docx – ## Rubric.docx – ## 30PAGES.docx – ## ExperientialLearningIntroPresentation.pdf – ## WoltersKluwer-ProjectSummary.docx **## INTRODUCTION.docx** INTRODUCTION Purpose: Map out a clinical patient’s symptoms and other data to ma…

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    READ THE ATTACHMENT!!!

    – 2 years ago

    **files (5)**

    – ## INTRODUCTION.docx

    – ## Rubric.docx

    – ## 30PAGES.docx

    – ## ExperientialLearningIntroPresentation.pdf

    – ## WoltersKluwer-ProjectSummary.docx

    **## INTRODUCTION.docx**

    INTRODUCTION

    Purpose:

    Map out a clinical patient’s symptoms and other data to make an informed decision about prescribing psychotropic medications. This patient should be from your previous assignment: Psychiatric Evaluation.

    A major component of the role of the PMHNP is medication assessment and management. Initially, most students and newly graduated NPs find this to be quite challenging, even overwhelming.  Once you are experienced, this task will be become more automatic, occurring multiple times a day based on evidence, literature, trends, laboratory values, patient preference, and prior history, as well as your preference. You must be proficient in correct DSM-5 diagnosis/differential diagnosis, psychopharmacology, symptoms, side effects, and proper medical management including laboratory values to check and monitor and patient education.

    Do not simply copy what your preceptor or other prescriber wrote for medication. Make a plan for what you decide the patient should be taking and provide the rationale.

    Complete a psychopharmacology map indicating what the patient is currently prescribed and what you recommend going forward as the psychiatric-mental health nurse practitioner treating the patient. (use the same patient from Part I- Psychiatric History)

    Map out a clinical patient’s symptoms and other data to make an informed decision about prescribing psychotropic medications.

    Submission to be in essay format using the topics:

    1 Major DSM-V diagnosis.
    2 Differentials.
    Symptoms to target.
    Medications.
    Rationale for medication decisions.
    Possible side effects.
    Medical interventions/labs.

    The psychopharmacology map is a plan of care, not a snapshot.
    Discuss potential titrations of medications and also possible assessments, such as lab work.

    This should be 11 pages , not including title page and reference page.

    Each assignment this semester should be on a unique patient. This patient should be documented in Typhon. Provide patient Typhon Identification number in assignment.

    **## Rubric.docx**

    Rubric

    **A1:MARKETING OBJECTIVE AND PLAN OF ACTION**

    **Competent**

    The submission identifies the assigned company’s marketing objective and provides a list of steps for the proposed plan of action that logically addresses the company’s marketing objective.

    **A1a:ALIGNMENT OF ACTION PLAN WITH MARKETING OBJECTIVE**

    **Competent**

    The submission logically explains why the proposed plan of action aligns with the company’s marketing objective.

    **A2:CONCEPTS UTILIZED**

    **Competent**

    The submission accurately describes 2 marketing concepts that logically support the proposed plan of action.

    **B1:SKILLS TO SUPPORT PROJECT**

    **Competent**

    The reflective essay appropriately explains how all the given skills were used to manage the marketing project and includes specific processes used for each given skill.

    **B2a:KEY STRENGTHS**

    **Competent**

    The reflective essay logically explains 2 strengths used in navigating the marketing project.

    **B2b:AREA FOR IMPROVEMENT**

    **Competent**

    The reflective essay discusses a logical area for improvement that would have changed the learner’s approach to the marketing project.

    **B3:LEARNING EXPERIENCES**

    **Competent**

    The reflective essay discusses 2 learning experiences from working on the marketing project and how each applies to the learner’s professional career path.

    **C:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **D:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## 30PAGES.docx**

    30 PAGES

    Introduction

    For this task, you will demonstrate the competencies learned throughout your Marketing training.

    You will work directly with your designated client in the identified organization to execute a marketing project that aligns with your professional career path. You will outline a proposed plan of action to address the client's marketing needs. Using the marketing project experience, you will compose a reflection on how you used the skills you have gained through the marketing program and analyze why you made specific strategic decisions.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the COLLEGE’S similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    A.  Describe your assigned marketing project by doing the following:

    1.  Identify the company’s marketing objective and provide a list of the steps for your proposed plan of action to address this need.

    a.  Explain why the proposed plan of action aligns with the company’s marketing objective.

    2.  Describe
    **two** marketing concepts used to support the proposed plan of action.

    B.  Write a reflective essay that debriefs the entire marketing experiential learning experience by doing the following:

    1.  Explain how you managed
    _each_ of the following skills to support the marketing project, including specific processes used for
    _each_:

    •   effective communication

    •   collaboration

    •   strategic decision-making

    •   time management

    •   project management

    2.  Reflect on your skills used during the marketing project by completing the following:

    a.  Explain
    **two** of your strengths in navigating this marketing project.

    b.  Discuss
    **one** improvement area that would have changed your approach to the marketing project.

    3.  Discuss
    **two** learning experiences from working on this marketing project and how
    _each_ applies to your professional career path.

    C.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    D.  Demonstrate professional communication in the content and presentation of your submission.

    **## ExperientialLearningIntroPresentation.pdf**

    WK PMO –
    Career
    Mapping and
    Recruitment
    Project

    Sarina Huber
    Terri Zdrojewski

    January 14, 2025

    Wolters Kluwer on a page

    2

    Tagline

    When you have to be right

    Purpose

    Our purpose is to help professionals deliver
    deep impact when it matters most

    46%
    54%

    Gender diversity

    Serving customers in

    180+
    countries. Operations in
    40+ countries (HQ in
    Netherlands)

    21,400+
    employees worldwide

    €5.6
    billion revenuesof Fortune 500

    companies are served
    by Wolters Kluwer

    93%

    Male Female

    2023 Full-Year Results

    One portfolio of solutions

    3

    Tax & Accounting

    CCH Axcess
    CCH ProSystem fx

    CCH Axcess Engagement
    CCH Axcess Workflow
    CCH AnswerConnect

    CCH iFirm
    A3 Software

    ADDISON
    Genya

    Twinfield

    Health

    UpToDate
    Medi-Span

    Sentri7
    Simplifi+

    Ovid
    Lippincott

    Finance & Corporate
    Compliance

    CT Corporation
    ComplianceOne

    Expere
    eOriginal

    GainsKeeper
    Lien Solutions

    Legal &
    Regulatory

    VitalLaw
    LEX
    ONE

    Navigator
    Schulinck
    Passport

    TyMetrix 360°
    Legisway

    Kleos

    Corporate
    Performance &

    Environmental, Social
    and Governance

    Enablon
    CCH Tagetik
    TeamMate
    OneSumX

    Putting our values into action

    4

    Aim high
    and deliver

    We’re responsible for
    the right results

    Focus on
    customer
    success

    Customers are at the center
    of everything we do

    Make it
    Better

    We’re committed to continuous
    improvement and innovation

    Win as
    a team

    We’re stronger together

    • Our team consists of 20+ seasoned Program and
    Project Management Professionals assisting
    Wolters Kluwer Tax & Accounting in delivering
    some of the largest, strategic, high-value
    initiatives

    • Our PMO supports all North American-facing
    Business Units and Functional Support
    organizations

    • Our PMO team has an average of over 15 years of
    experience at Wolters Kluwer, with many team
    members exceeding 20 years of industry
    experience.

    • Our current focus is on attracting early-career
    Project Managers and supporting their
    professional growth.

    Tax & Accounting PMO Overview

    5

    Career Mapping

    6

    Define the distinct roles and responsibilities of a Program
    Manager, Project Manager, and Project Coordinator while
    highlighting the subtle differences between them.

    Outline the necessary skills and experience and describe
    potential pathways for career progression within these roles.

    Consider how these roles and experiences could support an
    individual transitioning into a leadership position.

    How can we effectively promote our career path progression to
    attract top talent, both internally and externally?

    A blue circle with a white play button

    Description automatically generated

    A blue circle with a white letter f in it

    Description automatically generated

    A blue and white logo

    Description automatically generated

    A blue circle with white letters on it

    Description automatically generated

    A blue circle with white x in it

    Description automatically generated

    Thank you

    Q&A

    [https://www.youtube.com/user/WoltersKluwerComms](https://www.youtube.com/user/WoltersKluwerComms)

    [https://www.facebook.com/wolterskluwer](https://www.facebook.com/wolterskluwer)

    [https://www.instagram.com/_wolterskluwer/](https://www.instagram.com/_wolterskluwer/)

    [https://www.linkedin.com/company/wolters-kluwer/](https://www.linkedin.com/company/wolters-kluwer/)

    [https://twitter.com/Wolters_Kluwer](https://twitter.com/Wolters_Kluwer)

    – Slide 1: WK PMO – Career Mapping and Recruitment Project
    – Slide 2: Wolters Kluwer on a page
    – Slide 3: One portfolio of solutions
    – Slide 4: Putting our values into action
    – Slide 5: Tax & Accounting PMO Overview
    – Slide 6: Career Mapping
    – Slide 7: Thank you

    **## WoltersKluwer-ProjectSummary.docx**

    Wolters Kluwer – Project Summary

    | | | | |
    | — | — | — | — |
    | **Employer Partner** | Wolters Kluwer | **Designated Employer Lead** | [sarina.huber@wolterskluwer.com](mailto:sarina.huber@wolterskluwer.com) [terri.jackson@wolterskluwer.com](mailto:terri.jackson@wolterskluwer.com) |
    | **Company Description** | Wolters Kluwer is a global provider of professional information, software solutions, and services for the healthcare; tax and accounting; governance, risk and compliance; and legal and regulatory sectors. Wolters Kluwer has served professionals for many decades, helping them enhance workflows<br>and make informed decisions. Our expert solutions – a combination of deep domain knowledge with advanced technology and services – deliver better outcomes, analytics, and improved productivity and solve complex problems for our customers. We’re recognized and valued for helping customers<br>realize their potential and deliver impact when it matters most. |
    | **Project Description** | **MS in Marketing with a Digital Marketing Specialization Track**<br>The objective of this project is to define and communicate the distinct roles and responsibilities of a Program Manager, Project Manager, and Project Coordinator while delineating the subtle differences between them. It aims to detail the necessary skills and experience, describe potential pathways for career progression within these roles, demonstrate how these roles can support an individual transitioning into a leadership position, and outline strategies to market this information both internally and externally.<br>The research, communication strategy, content asset concepts, and metrics/evaluation are intended to support a hiring effort with plans to hire 5 Program Managers, 5 Project Managers, and 5 Project Coordinators. More background and summary information on these 3 roles will be provided upon project launch. Until this is provided, please use general information available online about these 3 types of jobs.<br>The project will incorporate digital marketing components to effectively position these roles within the job market. This includes conducting market research to identify industry trends and job demand, developing communication strategies to highlight career progression opportunities, and creating ideas for targeted content assets such as infographics, brochures, and social media posts. The project will also explore brand positioning for each role, emphasizing their unique value within an organization, and define metrics to evaluate the impact of marketing efforts in attracting talent and showcasing leadership potential.<br>Report Outline:<br>1. Market Research<br>· <br>_Industry Trends_: Key job market trends and in-demand skills for Program Managers, Project Managers, and Project Coordinators.<br> <br>· <br>_Job Role Overview_: Core responsibilities and career progression paths.<br> <br>2. Communication Strategy<br>· <br>_Messaging Focus_: Career growth, leadership development, and role value.<br> <br>· <br>_Brand Positioning_: Unique contributions of each role within an |

    organization.

    3. Content Asset Concepts

    ·
    _Visuals_: Infographics on career paths and industry stats.

    ·
    _Promotional Materials_: Digital brochures and targeted social media posts.

    4. Metrics & Evaluation

    ·
    _KPIs_: Recommend engagement, reach, and application metrics.

    ## MS in Marketing with a Marketing Analytics Specialization Track

    The objective of this project is to define and communicate the distinct roles and responsibilities of a Program Manager, Project Manager, and Project Coordinator while clarifying the subtle differences between them. The project will detail the necessary skills, experience, and career progression pathways, highlighting how these roles support leadership development. A key focus will be leveraging marketing analytics to inform data-driven strategies for internal and external recruitment efforts.

    The research, communication strategy, content asset concepts, and metrics/evaluation will support a hiring effort aimed at filling five positions each for Program Managers, Project Managers, and Project Coordinators. More specific role descriptions will be provided upon project launch; until then, publicly available job information can be referenced.

    ## Marketing Analytics Framework

    1.
    **Market Research**

    ·
    _Data-Driven Industry Insights_: Use labor market data to identify job trends, demand, and skill gaps.

    ·
    _Role Benchmarking_: Analyze job descriptions, salary data, and career paths using online databases and recruitment analytics platforms.

    ## 2. Communication Strategy

    ·
    _Data-Backed Messaging_: Develop targeted messaging based on engagement metrics and sentiment analysis to highlight career growth, leadership development, and role value.

    ·
    _Predictive Analytics_: Use forecasting models to anticipate hiring trends and inform brand positioning strategies.

    ## 3. Content Asset Concepts

    ·
    _Campaign Optimization_: Design promotional materials with A/B testing, ensuring content resonates with the target audience through real-time performance monitoring.

    ## 4. Metrics & Evaluation

    ·
    _KPIs and Performance Metrics_: Track engagement, reach, and application rates through dashboards and reporting tools.

    ·
    _Data Integration_: Combine website analytics, applicant tracking system (ATS) metrics, and social media insights to provide a comprehensive view of campaign effectiveness.

    **## WoltersKluwer-ProjectSummary.docx**

    Wolters Kluwer – Project Summary

    | | | | |
    | — | — | — | — |
    | **Employer Partner** | Wolters Kluwer | **Designated Employer Lead** | [sarina.huber@wolterskluwer.com](mailto:sarina.huber@wolterskluwer.com) [terri.jackson@wolterskluwer.com](mailto:terri.jackson@wolterskluwer.com) |
    | **Company Description** | Wolters Kluwer is a global provider of professional information, software solutions, and services for the healthcare; tax and accounting; governance, risk and compliance; and legal and regulatory sectors. Wolters Kluwer has served professionals for many decades, helping them enhance workflows<br>and make informed decisions. Our expert solutions – a combination of deep domain knowledge with advanced technology and services – deliver better outcomes, analytics, and improved productivity and solve complex problems for our customers. We’re recognized and valued for helping customers<br>realize their potential and deliver impact when it matters most. |
    | **Project Description** | **MS in Marketing with a Digital Marketing Specialization Track**<br>The objective of this project is to define and communicate the distinct roles and responsibilities of a Program Manager, Project Manager, and Project Coordinator while delineating the subtle differences between them. It aims to detail the necessary skills and experience, describe potential pathways for career progression within these roles, demonstrate how these roles can support an individual transitioning into a leadership position, and outline strategies to market this information both internally and externally.<br>The research, communication strategy, content asset concepts, and metrics/evaluation are intended to support a hiring effort with plans to hire 5 Program Managers, 5 Project Managers, and 5 Project Coordinators. More background and summary information on these 3 roles will be provided upon project launch. Until this is provided, please use general information available online about these 3 types of jobs.<br>The project will incorporate digital marketing components to effectively position these roles within the job market. This includes conducting market research to identify industry trends and job demand, developing communication strategies to highlight career progression opportunities, and creating ideas for targeted content assets such as infographics, brochures, and social media posts. The project will also explore brand positioning for each role, emphasizing their unique value within an organization, and define metrics to evaluate the impact of marketing efforts in attracting talent and showcasing leadership potential.<br>Report Outline:<br>1. Market Research<br>· <br>_Industry Trends_: Key job market trends and in-demand skills for Program Managers, Project Managers, and Project Coordinators.<br> <br>· <br>_Job Role Overview_: Core responsibilities and career progression paths.<br> <br>2. Communication Strategy<br>· <br>_Messaging Focus_: Career growth, leadership development, and role value.<br> <br>· <br>_Brand Positioning_: Unique contributions of each role within an |

    organization.

    3. Content Asset Concepts

    ·
    _Visuals_: Infographics on career paths and industry stats.

    ·
    _Promotional Materials_: Digital brochures and targeted social media posts.

    4. Metrics & Evaluation

    ·
    _KPIs_: Recommend engagement, reach, and application metrics.

    ## MS in Marketing with a Marketing Analytics Specialization Track

    The objective of this project is to define and communicate the distinct roles and responsibilities of a Program Manager, Project Manager, and Project Coordinator while clarifying the subtle differences between them. The project will detail the necessary skills, experience, and career progression pathways, highlighting how these roles support leadership development. A key focus will be leveraging marketing analytics to inform data-driven strategies for internal and external recruitment efforts.

    The research, communication strategy, content asset concepts, and metrics/evaluation will support a hiring effort aimed at filling five positions each for Program Managers, Project Managers, and Project Coordinators. More specific role descriptions will be provided upon project launch; until then, publicly available job information can be referenced.

    ## Marketing Analytics Framework

    1.
    **Market Research**

    ·
    _Data-Driven Industry Insights_: Use labor market data to identify job trends, demand, and skill gaps.

    ·
    _Role Benchmarking_: Analyze job descriptions, salary data, and career paths using online databases and recruitment analytics platforms.

    ## 2. Communication Strategy

    ·
    _Data-Backed Messaging_: Develop targeted messaging based on engagement metrics and sentiment analysis to highlight career growth, leadership development, and role value.

    ·
    _Predictive Analytics_: Use forecasting models to anticipate hiring trends and inform brand positioning strategies.

    ## 3. Content Asset Concepts

    ·
    _Campaign Optimization_: Design promotional materials with A/B testing, ensuring content resonates with the target audience through real-time performance monitoring.

    ## 4. Metrics & Evaluation

    ·
    _KPIs and Performance Metrics_: Track engagement, reach, and application rates through dashboards and reporting tools.

    ·
    _Data Integration_: Combine website analytics, applicant tracking system (ATS) metrics, and social media insights to provide a comprehensive view of campaign effectiveness.

    **## INTRODUCTION.docx**

    INTRODUCTION

    Purpose:

    Map out a clinical patient’s symptoms and other data to make an informed decision about prescribing psychotropic medications. This patient should be from your previous assignment: Psychiatric Evaluation.

    A major component of the role of the PMHNP is medication assessment and management. Initially, most students and newly graduated NPs find this to be quite challenging, even overwhelming.  Once you are experienced, this task will be become more automatic, occurring multiple times a day based on evidence, literature, trends, laboratory values, patient preference, and prior history, as well as your preference. You must be proficient in correct DSM-5 diagnosis/differential diagnosis, psychopharmacology, symptoms, side effects, and proper medical management including laboratory values to check and monitor and patient education.

    Do not simply copy what your preceptor or other prescriber wrote for medication. Make a plan for what you decide the patient should be taking and provide the rationale.

    Complete a psychopharmacology map indicating what the patient is currently prescribed and what you recommend going forward as the psychiatric-mental health nurse practitioner treating the patient. (use the same patient from Part I- Psychiatric History)

    Map out a clinical patient’s symptoms and other data to make an informed decision about prescribing psychotropic medications.

    Submission to be in essay format using the topics:

    1 Major DSM-V diagnosis.
    2 Differentials.
    Symptoms to target.
    Medications.
    Rationale for medication decisions.
    Possible side effects.
    Medical interventions/labs.

    The psychopharmacology map is a plan of care, not a snapshot.
    Discuss potential titrations of medications and also possible assessments, such as lab work.

    This should be 11 pages , not including title page and reference page.

    Each assignment this semester should be on a unique patient. This patient should be documented in Typhon. Provide patient Typhon Identification number in assignment.

    **## Rubric.docx**

    Rubric

    **A1:MARKETING OBJECTIVE AND PLAN OF ACTION**

    **Competent**

    The submission identifies the assigned company’s marketing objective and provides a list of steps for the proposed plan of action that logically addresses the company’s marketing objective.

    **A1a:ALIGNMENT OF ACTION PLAN WITH MARKETING OBJECTIVE**

    **Competent**

    The submission logically explains why the proposed plan of action aligns with the company’s marketing objective.

    **A2:CONCEPTS UTILIZED**

    **Competent**

    The submission accurately describes 2 marketing concepts that logically support the proposed plan of action.

    **B1:SKILLS TO SUPPORT PROJECT**

    **Competent**

    The reflective essay appropriately explains how all the given skills were used to manage the marketing project and includes specific processes used for each given skill.

    **B2a:KEY STRENGTHS**

    **Competent**

    The reflective essay logically explains 2 strengths used in navigating the marketing project.

    **B2b:AREA FOR IMPROVEMENT**

    **Competent**

    The reflective essay discusses a logical area for improvement that would have changed the learner’s approach to the marketing project.

    **B3:LEARNING EXPERIENCES**

    **Competent**

    The reflective essay discusses 2 learning experiences from working on the marketing project and how each applies to the learner’s professional career path.

    **C:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **D:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## 30PAGES.docx**

    30 PAGES

    Introduction

    For this task, you will demonstrate the competencies learned throughout your Marketing training.

    You will work directly with your designated client in the identified organization to execute a marketing project that aligns with your professional career path. You will outline a proposed plan of action to address the client's marketing needs. Using the marketing project experience, you will compose a reflection on how you used the skills you have gained through the marketing program and analyze why you made specific strategic decisions.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the COLLEGE’S similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    A.  Describe your assigned marketing project by doing the following:

    1.  Identify the company’s marketing objective and provide a list of the steps for your proposed plan of action to address this need.

    a.  Explain why the proposed plan of action aligns with the company’s marketing objective.

    2.  Describe
    **two** marketing concepts used to support the proposed plan of action.

    B.  Write a reflective essay that debriefs the entire marketing experiential learning experience by doing the following:

    1.  Explain how you managed
    _each_ of the following skills to support the marketing project, including specific processes used for
    _each_:

    •   effective communication

    •   collaboration

    •   strategic decision-making

    •   time management

    •   project management

    2.  Reflect on your skills used during the marketing project by completing the following:

    a.  Explain
    **two** of your strengths in navigating this marketing project.

    b.  Discuss
    **one** improvement area that would have changed your approach to the marketing project.

    3.  Discuss
    **two** learning experiences from working on this marketing project and how
    _each_ applies to your professional career path.

    C.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    D.  Demonstrate professional communication in the content and presentation of your submission.

    **## ExperientialLearningIntroPresentation.pdf**

    WK PMO –
    Career
    Mapping and
    Recruitment
    Project

    Sarina Huber
    Terri Zdrojewski

    January 14, 2025

    Wolters Kluwer on a page

    2

    Tagline

    When you have to be right

    Purpose

    Our purpose is to help professionals deliver
    deep impact when it matters most

    46%
    54%

    Gender diversity

    Serving customers in

    180+
    countries. Operations in
    40+ countries (HQ in
    Netherlands)

    21,400+
    employees worldwide

    €5.6
    billion revenuesof Fortune 500

    companies are served
    by Wolters Kluwer

    93%

    Male Female

    2023 Full-Year Results

    One portfolio of solutions

    3

    Tax & Accounting

    CCH Axcess
    CCH ProSystem fx

    CCH Axcess Engagement
    CCH Axcess Workflow
    CCH AnswerConnect

    CCH iFirm
    A3 Software

    ADDISON
    Genya

    Twinfield

    Health

    UpToDate
    Medi-Span

    Sentri7
    Simplifi+

    Ovid
    Lippincott

    Finance & Corporate
    Compliance

    CT Corporation
    ComplianceOne

    Expere
    eOriginal

    GainsKeeper
    Lien Solutions

    Legal &
    Regulatory

    VitalLaw
    LEX
    ONE

    Navigator
    Schulinck
    Passport

    TyMetrix 360°
    Legisway

    Kleos

    Corporate
    Performance &

    Environmental, Social
    and Governance

    Enablon
    CCH Tagetik
    TeamMate
    OneSumX

    Putting our values into action

    4

    Aim high
    and deliver

    We’re responsible for
    the right results

    Focus on
    customer
    success

    Customers are at the center
    of everything we do

    Make it
    Better

    We’re committed to continuous
    improvement and innovation

    Win as
    a team

    We’re stronger together

    • Our team consists of 20+ seasoned Program and
    Project Management Professionals assisting
    Wolters Kluwer Tax & Accounting in delivering
    some of the largest, strategic, high-value
    initiatives

    • Our PMO supports all North American-facing
    Business Units and Functional Support
    organizations

    • Our PMO team has an average of over 15 years of
    experience at Wolters Kluwer, with many team
    members exceeding 20 years of industry
    experience.

    • Our current focus is on attracting early-career
    Project Managers and supporting their
    professional growth.

    Tax & Accounting PMO Overview

    5

    Career Mapping

    6

    Define the distinct roles and responsibilities of a Program
    Manager, Project Manager, and Project Coordinator while
    highlighting the subtle differences between them.

    Outline the necessary skills and experience and describe
    potential pathways for career progression within these roles.

    Consider how these roles and experiences could support an
    individual transitioning into a leadership position.

    How can we effectively promote our career path progression to
    attract top talent, both internally and externally?

    A blue circle with a white play button

    Description automatically generated

    A blue circle with a white letter f in it

    Description automatically generated

    A blue and white logo

    Description automatically generated

    A blue circle with white letters on it

    Description automatically generated

    A blue circle with white x in it

    Description automatically generated

    Thank you

    Q&A

    [https://www.youtube.com/user/WoltersKluwerComms](https://www.youtube.com/user/WoltersKluwerComms)

    [https://www.facebook.com/wolterskluwer](https://www.facebook.com/wolterskluwer)

    [https://www.instagram.com/_wolterskluwer/](https://www.instagram.com/_wolterskluwer/)

    [https://www.linkedin.com/company/wolters-kluwer/](https://www.linkedin.com/company/wolters-kluwer/)

    [https://twitter.com/Wolters_Kluwer](https://twitter.com/Wolters_Kluwer)

    – Slide 1: WK PMO – Career Mapping and Recruitment Project
    – Slide 2: Wolters Kluwer on a page
    – Slide 3: One portfolio of solutions
    – Slide 4: Putting our values into action
    – Slide 5: Tax & Accounting PMO Overview
    – Slide 6: Career Mapping
    – Slide 7: Thank you

    **## WoltersKluwer-ProjectSummary.docx**

    Wolters Kluwer – Project Summary

    | | | | |
    | — | — | — | — |
    | **Employer Partner** | Wolters Kluwer | **Designated Employer Lead** | [sarina.huber@wolterskluwer.com](mailto:sarina.huber@wolterskluwer.com) [terri.jackson@wolterskluwer.com](mailto:terri.jackson@wolterskluwer.com) |
    | **Company Description** | Wolters Kluwer is a global provider of professional information, software solutions, and services for the healthcare; tax and accounting; governance, risk and compliance; and legal and regulatory sectors. Wolters Kluwer has served professionals for many decades, helping them enhance workflows<br>and make informed decisions. Our expert solutions – a combination of deep domain knowledge with advanced technology and services – deliver better outcomes, analytics, and improved productivity and solve complex problems for our customers. We’re recognized and valued for helping customers<br>realize their potential and deliver impact when it matters most. |
    | **Project Description** | **MS in Marketing with a Digital Marketing Specialization Track**<br>The objective of this project is to define and communicate the distinct roles and responsibilities of a Program Manager, Project Manager, and Project Coordinator while delineating the subtle differences between them. It aims to detail the necessary skills and experience, describe potential pathways for career progression within these roles, demonstrate how these roles can support an individual transitioning into a leadership position, and outline strategies to market this information both internally and externally.<br>The research, communication strategy, content asset concepts, and metrics/evaluation are intended to support a hiring effort with plans to hire 5 Program Managers, 5 Project Managers, and 5 Project Coordinators. More background and summary information on these 3 roles will be provided upon project launch. Until this is provided, please use general information available online about these 3 types of jobs.<br>The project will incorporate digital marketing components to effectively position these roles within the job market. This includes conducting market research to identify industry trends and job demand, developing communication strategies to highlight career progression opportunities, and creating ideas for targeted content assets such as infographics, brochures, and social media posts. The project will also explore brand positioning for each role, emphasizing their unique value within an organization, and define metrics to evaluate the impact of marketing efforts in attracting talent and showcasing leadership potential.<br>Report Outline:<br>1. Market Research<br>· <br>_Industry Trends_: Key job market trends and in-demand skills for Program Managers, Project Managers, and Project Coordinators.<br> <br>· <br>_Job Role Overview_: Core responsibilities and career progression paths.<br> <br>2. Communication Strategy<br>· <br>_Messaging Focus_: Career growth, leadership development, and role value.<br> <br>· <br>_Brand Positioning_: Unique contributions of each role within an |

    organization.

    3. Content Asset Concepts

    ·
    _Visuals_: Infographics on career paths and industry stats.

    ·
    _Promotional Materials_: Digital brochures and targeted social media posts.

    4. Metrics & Evaluation

    ·
    _KPIs_: Recommend engagement, reach, and application metrics.

    ## MS in Marketing with a Marketing Analytics Specialization Track

    The objective of this project is to define and communicate the distinct roles and responsibilities of a Program Manager, Project Manager, and Project Coordinator while clarifying the subtle differences between them. The project will detail the necessary skills, experience, and career progression pathways, highlighting how these roles support leadership development. A key focus will be leveraging marketing analytics to inform data-driven strategies for internal and external recruitment efforts.

    The research, communication strategy, content asset concepts, and metrics/evaluation will support a hiring effort aimed at filling five positions each for Program Managers, Project Managers, and Project Coordinators. More specific role descriptions will be provided upon project launch; until then, publicly available job information can be referenced.

    ## Marketing Analytics Framework

    1.
    **Market Research**

    ·
    _Data-Driven Industry Insights_: Use labor market data to identify job trends, demand, and skill gaps.

    ·
    _Role Benchmarking_: Analyze job descriptions, salary data, and career paths using online databases and recruitment analytics platforms.

    ## 2. Communication Strategy

    ·
    _Data-Backed Messaging_: Develop targeted messaging based on engagement metrics and sentiment analysis to highlight career growth, leadership development, and role value.

    ·
    _Predictive Analytics_: Use forecasting models to anticipate hiring trends and inform brand positioning strategies.

    ## 3. Content Asset Concepts

    ·
    _Campaign Optimization_: Design promotional materials with A/B testing, ensuring content resonates with the target audience through real-time performance monitoring.

    ## 4. Metrics & Evaluation

    ·
    _KPIs and Performance Metrics_: Track engagement, reach, and application rates through dashboards and reporting tools.

    ·
    _Data Integration_: Combine website analytics, applicant tracking system (ATS) metrics, and social media insights to provide a comprehensive view of campaign effectiveness.

    **## INTRODUCTION.docx**

    INTRODUCTION

    Purpose:

    Map out a clinical patient’s symptoms and other data to make an informed decision about prescribing psychotropic medications. This patient should be from your previous assignment: Psychiatric Evaluation.

    A major component of the role of the PMHNP is medication assessment and management. Initially, most students and newly graduated NPs find this to be quite challenging, even overwhelming.  Once you are experienced, this task will be become more automatic, occurring multiple times a day based on evidence, literature, trends, laboratory values, patient preference, and prior history, as well as your preference. You must be proficient in correct DSM-5 diagnosis/differential diagnosis, psychopharmacology, symptoms, side effects, and proper medical management including laboratory values to check and monitor and patient education.

    Do not simply copy what your preceptor or other prescriber wrote for medication. Make a plan for what you decide the patient should be taking and provide the rationale.

    Complete a psychopharmacology map indicating what the patient is currently prescribed and what you recommend going forward as the psychiatric-mental health nurse practitioner treating the patient. (use the same patient from Part I- Psychiatric History)

    Map out a clinical patient’s symptoms and other data to make an informed decision about prescribing psychotropic medications.

    Submission to be in essay format using the topics:

    1 Major DSM-V diagnosis.
    2 Differentials.
    Symptoms to target.
    Medications.
    Rationale for medication decisions.
    Possible side effects.
    Medical interventions/labs.

    The psychopharmacology map is a plan of care, not a snapshot.
    Discuss potential titrations of medications and also possible assessments, such as lab work.

    This should be 11 pages , not including title page and reference page.

    Each assignment this semester should be on a unique patient. This patient should be documented in Typhon. Provide patient Typhon Identification number in assignment.

    **## Rubric.docx**

    Rubric

    **A1:MARKETING OBJECTIVE AND PLAN OF ACTION**

    **Competent**

    The submission identifies the assigned company’s marketing objective and provides a list of steps for the proposed plan of action that logically addresses the company’s marketing objective.

    **A1a:ALIGNMENT OF ACTION PLAN WITH MARKETING OBJECTIVE**

    **Competent**

    The submission logically explains why the proposed plan of action aligns with the company’s marketing objective.

    **A2:CONCEPTS UTILIZED**

    **Competent**

    The submission accurately describes 2 marketing concepts that logically support the proposed plan of action.

    **B1:SKILLS TO SUPPORT PROJECT**

    **Competent**

    The reflective essay appropriately explains how all the given skills were used to manage the marketing project and includes specific processes used for each given skill.

    **B2a:KEY STRENGTHS**

    **Competent**

    The reflective essay logically explains 2 strengths used in navigating the marketing project.

    **B2b:AREA FOR IMPROVEMENT**

    **Competent**

    The reflective essay discusses a logical area for improvement that would have changed the learner’s approach to the marketing project.

    **B3:LEARNING EXPERIENCES**

    **Competent**

    The reflective essay discusses 2 learning experiences from working on the marketing project and how each applies to the learner’s professional career path.

    **C:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **D:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## 30PAGES.docx**

    30 PAGES

    Introduction

    For this task, you will demonstrate the competencies learned throughout your Marketing training.

    You will work directly with your designated client in the identified organization to execute a marketing project that aligns with your professional career path. You will outline a proposed plan of action to address the client's marketing needs. Using the marketing project experience, you will compose a reflection on how you used the skills you have gained through the marketing program and analyze why you made specific strategic decisions.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the COLLEGE’S similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    A.  Describe your assigned marketing project by doing the following:

    1.  Identify the company’s marketing objective and provide a list of the steps for your proposed plan of action to address this need.

    a.  Explain why the proposed plan of action aligns with the company’s marketing objective.

    2.  Describe
    **two** marketing concepts used to support the proposed plan of action.

    B.  Write a reflective essay that debriefs the entire marketing experiential learning experience by doing the following:

    1.  Explain how you managed
    _each_ of the following skills to support the marketing project, including specific processes used for
    _each_:

    •   effective communication

    •   collaboration

    •   strategic decision-making

    •   time management

    •   project management

    2.  Reflect on your skills used during the marketing project by completing the following:

    a.  Explain
    **two** of your strengths in navigating this marketing project.

    b.  Discuss
    **one** improvement area that would have changed your approach to the marketing project.

    3.  Discuss
    **two** learning experiences from working on this marketing project and how
    _each_ applies to your professional career path.

    C.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    D.  Demonstrate professional communication in the content and presentation of your submission.

    **## ExperientialLearningIntroPresentation.pdf**

    WK PMO –
    Career
    Mapping and
    Recruitment
    Project

    Sarina Huber
    Terri Zdrojewski

    January 14, 2025

    Wolters Kluwer on a page

    2

    Tagline

    When you have to be right

    Purpose

    Our purpose is to help professionals deliver
    deep impact when it matters most

    46%
    54%

    Gender diversity

    Serving customers in

    180+
    countries. Operations in
    40+ countries (HQ in
    Netherlands)

    21,400+
    employees worldwide

    €5.6
    billion revenuesof Fortune 500

    companies are served
    by Wolters Kluwer

    93%

    Male Female

    2023 Full-Year Results

    One portfolio of solutions

    3

    Tax & Accounting

    CCH Axcess
    CCH ProSystem fx

    CCH Axcess Engagement
    CCH Axcess Workflow
    CCH AnswerConnect

    CCH iFirm
    A3 Software

    ADDISON
    Genya

    Twinfield

    Health

    UpToDate
    Medi-Span

    Sentri7
    Simplifi+

    Ovid
    Lippincott

    Finance & Corporate
    Compliance

    CT Corporation
    ComplianceOne

    Expere
    eOriginal

    GainsKeeper
    Lien Solutions

    Legal &
    Regulatory

    VitalLaw
    LEX
    ONE

    Navigator
    Schulinck
    Passport

    TyMetrix 360°
    Legisway

    Kleos

    Corporate
    Performance &

    Environmental, Social
    and Governance

    Enablon
    CCH Tagetik
    TeamMate
    OneSumX

    Putting our values into action

    4

    Aim high
    and deliver

    We’re responsible for
    the right results

    Focus on
    customer
    success

    Customers are at the center
    of everything we do

    Make it
    Better

    We’re committed to continuous
    improvement and innovation

    Win as
    a team

    We’re stronger together

    • Our team consists of 20+ seasoned Program and
    Project Management Professionals assisting
    Wolters Kluwer Tax & Accounting in delivering
    some of the largest, strategic, high-value
    initiatives

    • Our PMO supports all North American-facing
    Business Units and Functional Support
    organizations

    • Our PMO team has an average of over 15 years of
    experience at Wolters Kluwer, with many team
    members exceeding 20 years of industry
    experience.

    • Our current focus is on attracting early-career
    Project Managers and supporting their
    professional growth.

    Tax & Accounting PMO Overview

    5

    Career Mapping

    6

    Define the distinct roles and responsibilities of a Program
    Manager, Project Manager, and Project Coordinator while
    highlighting the subtle differences between them.

    Outline the necessary skills and experience and describe
    potential pathways for career progression within these roles.

    Consider how these roles and experiences could support an
    individual transitioning into a leadership position.

    How can we effectively promote our career path progression to
    attract top talent, both internally and externally?

    A blue circle with a white play button

    Description automatically generated

    A blue circle with a white letter f in it

    Description automatically generated

    A blue and white logo

    Description automatically generated

    A blue circle with white letters on it

    Description automatically generated

    A blue circle with white x in it

    Description automatically generated

    Thank you

    Q&A

    [https://www.youtube.com/user/WoltersKluwerComms](https://www.youtube.com/user/WoltersKluwerComms)

    [https://www.facebook.com/wolterskluwer](https://www.facebook.com/wolterskluwer)

    [https://www.instagram.com/_wolterskluwer/](https://www.instagram.com/_wolterskluwer/)

    [https://www.linkedin.com/company/wolters-kluwer/](https://www.linkedin.com/company/wolters-kluwer/)

    [https://twitter.com/Wolters_Kluwer](https://twitter.com/Wolters_Kluwer)

    – Slide 1: WK PMO – Career Mapping and Recruitment Project
    – Slide 2: Wolters Kluwer on a page
    – Slide 3: One portfolio of solutions
    – Slide 4: Putting our values into action
    – Slide 5: Tax & Accounting PMO Overview
    – Slide 6: Career Mapping
    – Slide 7: Thank you

    **## WoltersKluwer-ProjectSummary.docx**

    Wolters Kluwer – Project Summary

    | | | | |
    | — | — | — | — |
    | **Employer Partner** | Wolters Kluwer | **Designated Employer Lead** | [sarina.huber@wolterskluwer.com](mailto:sarina.huber@wolterskluwer.com) [terri.jackson@wolterskluwer.com](mailto:terri.jackson@wolterskluwer.com) |
    | **Company Description** | Wolters Kluwer is a global provider of professional information, software solutions, and services for the healthcare; tax and accounting; governance, risk and compliance; and legal and regulatory sectors. Wolters Kluwer has served professionals for many decades, helping them enhance workflows<br>and make informed decisions. Our expert solutions – a combination of deep domain knowledge with advanced technology and services – deliver better outcomes, analytics, and improved productivity and solve complex problems for our customers. We’re recognized and valued for helping customers<br>realize their potential and deliver impact when it matters most. |
    | **Project Description** | **MS in Marketing with a Digital Marketing Specialization Track**<br>The objective of this project is to define and communicate the distinct roles and responsibilities of a Program Manager, Project Manager, and Project Coordinator while delineating the subtle differences between them. It aims to detail the necessary skills and experience, describe potential pathways for career progression within these roles, demonstrate how these roles can support an individual transitioning into a leadership position, and outline strategies to market this information both internally and externally.<br>The research, communication strategy, content asset concepts, and metrics/evaluation are intended to support a hiring effort with plans to hire 5 Program Managers, 5 Project Managers, and 5 Project Coordinators. More background and summary information on these 3 roles will be provided upon project launch. Until this is provided, please use general information available online about these 3 types of jobs.<br>The project will incorporate digital marketing components to effectively position these roles within the job market. This includes conducting market research to identify industry trends and job demand, developing communication strategies to highlight career progression opportunities, and creating ideas for targeted content assets such as infographics, brochures, and social media posts. The project will also explore brand positioning for each role, emphasizing their unique value within an organization, and define metrics to evaluate the impact of marketing efforts in attracting talent and showcasing leadership potential.<br>Report Outline:<br>1. Market Research<br>· <br>_Industry Trends_: Key job market trends and in-demand skills for Program Managers, Project Managers, and Project Coordinators.<br> <br>· <br>_Job Role Overview_: Core responsibilities and career progression paths.<br> <br>2. Communication Strategy<br>· <br>_Messaging Focus_: Career growth, leadership development, and role value.<br> <br>· <br>_Brand Positioning_: Unique contributions of each role within an |

    organization.

    3. Content Asset Concepts

    ·
    _Visuals_: Infographics on career paths and industry stats.

    ·
    _Promotional Materials_: Digital brochures and targeted social media posts.

    4. Metrics & Evaluation

    ·
    _KPIs_: Recommend engagement, reach, and application metrics.

    ## MS in Marketing with a Marketing Analytics Specialization Track

    The objective of this project is to define and communicate the distinct roles and responsibilities of a Program Manager, Project Manager, and Project Coordinator while clarifying the subtle differences between them. The project will detail the necessary skills, experience, and career progression pathways, highlighting how these roles support leadership development. A key focus will be leveraging marketing analytics to inform data-driven strategies for internal and external recruitment efforts.

    The research, communication strategy, content asset concepts, and metrics/evaluation will support a hiring effort aimed at filling five positions each for Program Managers, Project Managers, and Project Coordinators. More specific role descriptions will be provided upon project launch; until then, publicly available job information can be referenced.

    ## Marketing Analytics Framework

    1.
    **Market Research**

    ·
    _Data-Driven Industry Insights_: Use labor market data to identify job trends, demand, and skill gaps.

    ·
    _Role Benchmarking_: Analyze job descriptions, salary data, and career paths using online databases and recruitment analytics platforms.

    ## 2. Communication Strategy

    ·
    _Data-Backed Messaging_: Develop targeted messaging based on engagement metrics and sentiment analysis to highlight career growth, leadership development, and role value.

    ·
    _Predictive Analytics_: Use forecasting models to anticipate hiring trends and inform brand positioning strategies.

    ## 3. Content Asset Concepts

    ·
    _Campaign Optimization_: Design promotional materials with A/B testing, ensuring content resonates with the target audience through real-time performance monitoring.

    ## 4. Metrics & Evaluation

    ·
    _KPIs and Performance Metrics_: Track engagement, reach, and application rates through dashboards and reporting tools.

    ·
    _Data Integration_: Combine website analytics, applicant tracking system (ATS) metrics, and social media insights to provide a comprehensive view of campaign effectiveness.