medicare and medicaid

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Medicare and Medicaid

 

There are two major forces acting against each other when it comes to government healthcare programs such as Medicare and Medicaid. On one end, you have the forces pushing to privatize the programs and to relinquish the government’s role in providing healthcare. On the other end, you have the forces wanting to expand these types of programs.

 

Based on your understanding of the topic, answer the following questions:

 

Explain the positive and negative aspects of these forces that act against each other, in case of government healthcare programs such as Medicare and Medicaid.How do these two forces play a part in the development of healthcare policy relative to government healthcare programs?

 

All government programs are subject to legislative actions and administrative implementation.

 

Based on the stages through which each item of public policy passes, answer the following questions:

 

How can a government healthcare program that was first envisioned be the same program when implemented?Why do public policy and legislative action have such a significant impact on the implementation of government healthcare programs?

 

State health programs are typically funded in part by federal grants. The federal government pays a percentage of the costs and the states pay for the remaining balance.

 

Based on your understanding of the above statement, answer the following:

 

Discuss the power and discretion states have in making decisions for federally funded health programs.Using the PPACA as an example, what role will states play in implementing the policy?Describe the level of financial support expected from the federal government.

response

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“social media gives you a sense of community” or “social media isolates you from others”

It is my stance that social media isolates you from others.  Turkle (2012) reports researching the impact of social media on society for years. She has decided over the years that social media use can lead to isolation.  I agree.  Agosto (2012) asserts that teens have an identified preference with regard to social media platform used depending on purpose of communication.  Teens clearly identified that some communication needs to be done personally, such as planning for celebrations, etc. 

I feel that there is some understanding in today’s special media savvy world that relationships must be maintained by face to face interaction.  Increasingly, teens and adults are on social media even when in the same room. The only engagement seen in houses across the country are on the internet, often times with each other while sitting in the same room.  People do take their internet use too far, at times to the detriment of personal relationships (Turtle, 2012; Agosto, 2012).  Instant internet connection leads to the validation others look for.  As such, teens learn that social media interaction is instantly rewarding.  This will lead to excessive social media interaction and a decrease in face to face interactions. The consistent lessened interactions in social settings can lead to social anxiety and questioning self-worth.

References

Agosto, D. E., Abbas, J., & Naughton, R. (2012). Relationships and social rules: Teens’ social network and other ICT selection

practices. Journal of the American Society for Information Science and Technology, 63(6), 1108–1124. DOI:

 10.1002/asi.22612

Turkle, S. (2012). Connected, but alone. TEDTalk.

Retrieved from http://www.ted.com/talks/sherry_turkle_alone_together

Vogel, E. A., Rose, J. P., Roberts, L. R., Eckles, K. (2014). Social comparison, social media, and

self-esteem. Psychology of Popular Media Culture. 3(4), 206-222. doi: 10.1037/ppm0000047

essay

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Defining and understanding the elements of a group culture is essential to forging a professional identity either online or in person. These elements are important because they reflect how professionals interact, whether online or in person.

An industrial or work place culture consists of different occupations, roles and statuses. A hospital is an excellent example of a number of people working in close proximity representing different occupational groups. Patients, nurses, health care specialists, surgeons, administrators, security, and support staff groups all function together but may be identified by their equipment, behaviors and language, and the tools and training used to get their work completed.

In this Assignment you will write a descriptive report about the culture of a group of people, a company, or an organization based on background research and an interview of a professional person who is part of that culture.

Assignment Instructions

Part 1

Search using individual internet research and write a report that investigates a cultural group in the medical field. Describe what the group is like in your own words.

Part 2

Select and interview a professional person in the medical field. Ask questions about this person’s group that will allow you to gain insights into aspects of the culture that he/she is a member of. Integrate the insights gained from the interview responses and your impressions into your written report.

Assignment Format

  • Cover page that includes your name, course and section number, date, and the Assignment title.
  • Five pages clearly typewritten in college-level American English text (3 pages background text, 2 pages describing what you learned from the interview).
  • One reference page listing sources you discovered in your background research and used to support your descriptive writing in Part 1 (use APA citation).
  • Attach your interview questions and notes as an appendix.

ASTHMA

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 Please read the instruction in the uploaded file and below.

 

 

 

            First you need to include a cover page with the usual elements except a running head as you are creating a flyer. Next you will provide a description of ASTHMA. In order to get an excellent rating you need to include course and additional peer reviewed sources published in the last 5 years (journal articles). You would use peer reviewed sources to support ASTHMA and target audience you are addressing. Then you should describe your target audience (what population is the flyer intended for). Lastly you need to identify the search terms used to identify all sources (journal articles and creditable websites). Next, you would create a paragraph to identify the course and additional resources to create the flyer. Describe in a sentence the peer reviewed sources used to define the key terms. Describe in a sentence the peer reviewed sources used to describe ASTHMA to target audience. Describe in a sentence the course and other resources used to provide guidance on how to identify websites and resources with credible information on the health issue. You do not have to use peer reviewed and course resources for every section. You do need to use a blend of peer reviewed and course resources in the introduction section for an excellent rating.

The information on this page is repeated on the first page of the sample flyer. I repeated it here to give you a blank page to insert your introduction to your flyer. You do not have to use this shell for your flyer. Please do not include the grading rubric in your flyer.

THE FLYER HAS A RUBRIC SPECIFIC TO THE FLYER THAT INCLUDES A SECTION ON IDENTIFYING CREDIBLE WEBSITES. THIS SECTION IS NOT MENTIONED IN THE INSTRUCTIONS. YOU NEED TO SUBSTANTIAVELY ADDRESS HOW CONSUMERS CAN IDENTIFY CREDIBLE WEBSITES IN THE FLYER AS THIS SECTION IS WORTH 20 POINTS!!

References

Bradley, P. (2006). The history of simulation in medical education and possible future directions. Medical Education, 40(3), 254-262.

Good, M. (2003). Patient simulation for training basic and advanced clinical skills. Medical Education, 37, 14-21.

Gordon, C., & Buckley, T. (2009). The effect of high-fidelity simulation training on medical-surgical graduate nurses’ perceived ability to respond to patient clinical emergencies. Journal of Continuing Education in Nursing, 40(11), 491-500.

Please remember that the reference page should only include references cited in the body of your paper. You need to integrate additional resources and course readings in your paper,  to earn an excellent rating you need to integrate 2 or more credible additional sources and 3-4 course resources into your application assignments.

There are several important points covered in the “Guidance for Application Assignments” I wanted to highlight:

 

·         The use of direct quotes is discouraged and should only be used when the source material uses language that is particularly striking or notable.

·         The introduction should provide an overview of the topic, the purpose of the paper, and topics that will be addressed.

·         Credible sources include scholarly peer-reviewed journal articles, evidence based resources, and professional (.org), educational (.edu), and government websites (.gov). Commercial websites (.com) are not considered credible sources.

 

·         When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years….

forensic pschology

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Assignment: 

A forensic psychologist is often hired by the defense or the prosecutor to assist with jury selection. Using the library, Internet, or any other available materials, discuss in detail the following:

  • What would this psychologist be looking for during voir dire and in investigations of the jury pool?
  • What, if any, different analysis techniques might a psychologist use when assisting the defense versus assisting the prosecution?
  • Why would the items being investigated be important to the defense or to the prosecution?
  • What specific area of forensics are you interested in, or what type of position are you interested in?

Possible Points: 115

Requirements:

Topic Points:
Above you will see four different points that I need to see addressed in your paper. In essence, this paper can be broken into four sections. To start here, it will prove easier to find a criminal case at a local level. You can then write this from the perspective that you are a consultant on the case and you have some context to provide the reader.

Here is a video tutorial on how to create an outline. http://www.screencast.com/t/OiCptp90TP1y.

Your paper will include the following sections:

  • Abstract (One Paragraph)

  • Introduction (Two Paragraphs) – Here you want to briefly discuss the purpose of the paper. Answer this question, This paper will introduce the reader to what and why is it important?

  • Jury Consultant and the voir dire process (3-Pages Total) –

o Role of the Consultant for the Prosecutor

§ Characteristics and Factors of Potential Jury Members

o Role of the Consultant for the Defense

§ Characteristics and Factors of Potential Jury Members

o Analysis of Key Differences (Are there any major differences?)

o Personal Reaction to Forensic Psychology and its efficacy in the field (1-Page)

  • Conclusion (One Paragraph)

APA: 
Video Tutorial on Citing – http://www.screencast.com/t/ppkygqCr0

If you are at all confused, reach out to me via email or call my cell phone (317-797-1126).

Paper Format: 
3-5 Pages (1050 – 1750 Words) – This includes content only (the body of the paper)
12-point font and Reference section.

Resources: 
Minimum of five. I know this seems like a lot but you are writing on a topic that needs at the very least this many to properly state your case. This means I should see no less than five resources in your reference section and no less than five internal citations.

For A plus writer only

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Scenario A

Consider a time when you had the experience of being led by someone who was able to get you to achieve more than you thought you could. Based on what you learned about leadership styles, describe events examining how your selected leader worked by certain principles. In addition, report details of an event demonstrating how you were led to perform.

On the basis of the above scenario, answer the following questions:

  • What style did the leader exhibit? Describe events pointing out how your selected leader worked by certain principles.
  • Report details of the scenario demonstrating how you were led to perform.
  • How did you improve your overall attitude and motivation based on a supportive leader in the workplace?
  • Positive influence can help team members develop their skills and knowledge. Do you agree to this statement? Why and how?
  • How does working in a positive organization with supportive leadership encourage staff performance at work each day?
  • What leadership skills will you take from your positive experience and use when you are in a leadership position?

Scenario B

Now, recall a time when you were led by someone who could not motivate you. Describe events pointing out how your selected leader’s working style made subordinates feel uncomfortable.

On the basis of the above scenario, answer the following questions:

 

  • What style did the leader exhibit? Describe events pointing out your selected leader’s leadership style.
  • Report details of the scenario demonstrating how you were led in his or her team.
  • How did the manager’s action make you feel? Explain.
  • Which leadership behaviors do you think your selected leader lacked? Do you think the leader had ever had a chance to learn about leadership styles?
  • How important is it for a leader to be trained to guide and motivate the staff members to enhance team unity, enthusiasm, and positive attitudes?
  • What role should the individual staff member have to motivate himself or herself instead of relying on a manager?

 

 

 

 

EXPECTANCY THEORY

One widely cited theory of motivation is Victor Vroom’s (1964) Expectancy Theory (also referred to as the VIE Theory). Expectancy Theory suggests that for any given situation, the level of a person’s motivation (force in Vroom’s conceptualization) with respect to performance is dependent upon (1) his or her desire for an outcome; (2) the perception that individual’s job performance is related to obtaining other desired outcomes; and (3) the perceived probability that his or her effort will lead to the required performance. The theory may be expressed as M = V × I × E (see Figure 6–1).

Vroom (1964) explains that the force that drives a person to perform is dependent upon three factors: valence, instrumentality, and expectancy (pp. 15–19).

Valence is the strength of an individual’s want or need, or dislike, for a particular outcome. An outcome has a positive valence when the person prefers attaining it to not attaining it, a valence of zero when the person is indifferent to attaining or not attaining it, and a negative valence when the person prefers not attaining it to attaining it. As such, valence can have a wide range of both positive and negative values. The strength of a person’s desire for, or aversion to, an outcome is based on the intrinsic properties of an outcome that are valued or not (a second-level outcome in Vroom’s conceptualization), and/or on the anticipated satisfaction or dissatisfaction associated with other outcomes that are related to any given outcome (a first-level outcome in Vroom’s conceptualization). For example, some workers may value an opportunity for promotion or advancement because of their need for achievement. (One outcome, advancement, is positively related to or instrumental with respect to achieving another outcome—achievement.) Others may not want the promotion because it would require additional time commitment and, therefore, less time for family or friends. (One outcome, advancement, is negatively related to or instrumental with respect to another outcome—need for affiliation.)

Figure 6–1 Vroom’s Expectancy Theory (VIE)

Instrumentality is an individual’s perception that his or her performance is related to other outcomes, either positively or negatively. It is an outcome–outcome association. In other words, an individual will perform in a certain manner because he or she believes that behavior will be rewarded with something that has value to the individual. For example, a person believes that by producing both high-quality and -quantity work, it will result in recognition (e.g., praise or bonus) or a promotion from his or her supervisor.

Expectancy is an individual’s perception that his or her effort will positively influence his or her performance. It is an action–outcome association. It can be defined as a momentary belief concerning the likelihood that a particular act (effort) will be followed by a particular outcome (performance). Expectancies can be described in terms of their strength. Maximal strength is indicated by subjective certainty that the act will be followed by the outcome, while minimal (or zero) strength is indicated by subjective certainty that the act will not be followed by the outcome. For example, an individual perceives that if he or she works overtime, the management report will be completed by the deadline (maximal strength). However, if the employee perceives the deadline to be unrealistic and not obtainable because of the time required to complete the report, the expectancy strength is minimal.

Newsom (1990) summarized Expectancy Theory with what he termed the “Nine Cs”:

  • 1. Challenge: Does the individual have to work hard to perform the job well? Managers need to review an employee’s job design. Is it routine and unchallenging? Does the job incorporate Herzberg’s motivators (see Chapter 5)?
  • 2. Criteria: Does he or she know the difference between good and poor performance? Managers need to effectively communicate to an employee the responsibilities and/or requirements of the task and how the employee will be measured as to its successful completion. A manager should not assume that an employee knows the criteria for performing satisfactorily. In addition, managers need to provide feedback so an employee is aware of what he or she is doing right and what needs to be improved.
  • 3. Compensation: Do the outcomes associated with good performance reward the individual? Nadler and Lawler (1983) discussed the mixed message an organization sends to employees when employees are rewarded for seniority rather than performance. What the organization gets is behavior oriented toward safe, secure employment rather than efforts directed at performing well.
  • 4. Capability: Does the individual have the ability to perform the job well? Employees who lack the necessary skills, knowledge, and experience to perform a task well will become frustrated and avoid future growth opportunities.
  • 5. Confidence: Does the individual believe he or she can perform the job well? Employees need to believe that they can perform a task well. Although an employee may have the knowledge and skill, he or she may not see himself or herself with the ability to perform the task well. This may be based on past experiences of failure.
  • 6. Credibility: Does the individual believe that management will deliver on promises? Managers must deliver what they promised.
  • 7. Consistency: Does the individual believe that all workers receive similar preferred outcomes for good performance and similar less preferred outcomes for poor performance? Managers need to treat all employees equally, on the basis of objective criteria.
  • 8. Cost: What does it cost an individual in time and effort to perform well?
  • 9. Communication: Does management communicate well and consistently with the individual in order to affect the other eight Cs? Managers need to set clear goals and provide the right rewards for different people. (See Figure 6–2.)

For managers, Expectancy Theory is very useful because it helps to understand a worker’s behavior. If employees lack motivation, it may be caused by their indifference toward, or desire to avoid, the existing outcomes. Expectancy Theory is based on the assumption that individuals calculate the “costs and benefits” in choosing among alternative behavioral actions. So the important question for managers to ask is, “What rewards (outcomes) do my employees value?” (See Case Study 6–1: Why Aren’t My Employees Motivated?)

Figure 6–2 Application of Expectancy Theory Using Newsom’s Nine Cs

 

Case Study 6–1 Why Aren’t My Employees Motivated?

Roger Harris is the founder and managing partner of a large health management consulting firm that specializes in strategic planning for hospitals. The firm has six partners, including Roger, and 20 professional staff (all with graduate degrees in health administration). The staff is evenly divided between males and females, single and married individuals between 25 to 35 years old. Of the 10 married, two spouses work outside the home. All the married individuals have families of at least two children and all children are under 10 years old.

The philosophy of the firm is to serve the needs of its client and have fun serving those needs all while making a profit. Because of the tight labor market, the firm’s salaries for its professional staff are well above the market in order to attract and retain the best talent. In addition, each employee has a private office, breakfast served daily, free weekly car washes, and his or her dry cleaning delivered to the office. The firm also offers the staff home computers if they prefer to work at home on weekends during the firm’s busy time, which usually runs from October to May.

During this period, staff are required to work approximately 55 to 60 hours per week. Staff receive two weeks’ vacation annually, in addition to one week for continuing professional education and one week personal time, which is utilized by 100 percent of the staff.

Roger Harris is concerned because, although partners’ billable hours (i.e., hourly rates charged to clients for services rendered) have increased 12 percent over the last two years, the staff’s billable hours have decreased by 14 percent. In addition, Roger Harris noted that the turnover rate (i.e., percentage of the newly hired graduates that stay with the firm for approximately three to four years before taking a position in one of their client’s hospitals) has increased to 50 percent (from 10 percent five years earlier).

In order to increase the firm’s productivity and retention rate, Roger Harris initiated a bonus program as follows:

If a staff member bills out 2,000 hours annually, he or she receives a bonus equal to 5 percent of his or her annual salary. For every hour billed over the minimum 2,000 hours, the employee is paid twice the hourly rate.

All employees earned their 5 percent bonus, but no one’s productivity increased over the minimum 2,000 hours base.

Roger Harris is quite concerned by this lowering productivity and increasing turnover rate. Thinking that the staff needed outside professional recognition, he encouraged everyone to publish articles for the various health management journals discussing aspects of their most interesting cases. All the staff displayed their willingness to do so, as long as the time required to develop the articles would be applied toward their minimum 2,000 hours’ bonus calculation.

Roger Harris related to staff that anyone who demonstrated technical competence and the ability to attract and retain clients to the firm has the opportunity to become a partner. Even though individuals from the outside filled the last two senior management-level positions, four of the six partners were promoted from within (after 8 to 10 years of continuous employment with the firm). However, the most recent promotion to partner was made to an individual hired from the outside after only three years of employment with the firm.

Roger Harris thinks that the consulting firm is a great place to work with interesting and challenging cases, an excellent compensation package, and growth opportunity. Therefore, he cannot understand why staff’s productivity continues to decline and the turnover rate continues to increase.

Using Expectancy Theory, explain to Roger Harris why nonpartner productivity level is low and why the firm is experiencing a high turnover rate with its professional staff.

 

J. Stacy Adams (1963, 1965) proposed his Equity Theory, stating that a person evaluates his or her outcomes and inputs by comparing them with those of others. Adams’ theory is based in the social-exchange theories that center on two assumptions. First, that there is a similarity between the process through which individuals evaluate their social relationships and economic transactions in the market. Social relationships can be viewed as exchange processes in which individuals make contributions (investments) for which they expect certain outcomes (Mowday, 1983). The second assumption concerns the process through which individuals decide whether a particular exchange is satisfactory. If there is relative equality between the outcomes and contributions of both parties to an exchange, satisfaction is likely to result from the interaction (Mowday, 1983). If an inequality is perceived, then dissatisfaction occurs, which triggers an internal tension within one or more of the individuals.

The two major components in Equity Theory are inputs and outcomes. Inputs are defined as those things a person contributes to an exchange. In the workplace, an employee’s inputs would be experience, education, efforts, skills, and abilities. Outcomes are those things that result from the exchange, such as salary, bonuses, promotions, and recognition. Adams states that equity exists when the ratio of a person’s outcomes to inputs is equal to the ratio of others’ outcomes and inputs (see Figure 6–3).

Several important aspects of Adams’ theory are noted. First, the determination of whether inequity exists is based on the individual’s perceptions of input and outcomes, which may or may not be reality. Second, inequity will not exist if the person has high inputs and low outputs, as long as the other person has the similar ratio. Third, inequity exists when a person is either underpaid or overpaid. For example, if employees perceive they are overcompensated, they may increase their level of productivity. If employees perceive they are undercompensated, they may either decrease their level of productivity or attempt to obtain additional compensation.

 

Nurses/Doctors Please: SOAP Note for Skin Conditions

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Nursing SOAP Note1: Differential Diagnosis for Skin Conditions

Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Discussion, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

Note: Your Discussion post should be in the SOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance.Remember that not all comprehensive SOAP data are included in every patient case.

To prepare:

·         Review the Skin Conditions document provided in this week’s Learning Resources, and select two conditions to closely examine for this Discussion.

·         Consider the abnormal physical characteristics you observe in the graphics you selected. How would you describe the characteristics using clinical terminologies?

·         Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.

·         Consider which of the conditions is most likely to be the correct diagnosis, and why.

A description of the two graphics you selected (identify each graphic by number). Use clinical terminologies to explain the physical characteristics featured in each graphic. Formulate a differential diagnosis of three to five possible conditions for each. Determine which is most likely to be the correct diagnosis, and explain your reasoning.

REMINDERS:

 

Please follow the Note above. Do SOAP note format and check it out on the uploaded file the SOAP exemplar and template as your outline for your writings… No traditional essay on this assignment, again use SOAP note. Thank you.

 

Required Resources

Note: Because the information in this course is so vital, a large number of resources are provided in various formats to facilitate your competence in diagnosing a wide variety of health conditions. When multiple resources are available on the same topic, select those that best meet your personal learning needs to prepare you to accurately diagnose patient health problems.

 

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

·         Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 8, “Skin, Hair, and Nails” (pp. 114-165)

This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments.

·         Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 28, “Rashes and Skin Lesions” (pp. 325-343)

This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.

Note: Download and use the Adult Examination Checklist and the Physical Exam Summary when you conduct your video assessment of the skin, hair, and nails.

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for skin, hair, and nails. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Skin, Hair, and Nails was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Skin, hair, and nails physical exam summary. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Skin, Hair, and Nails Physical Exam Summary was published as a companion to Seidel’s guide to physical examination(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Chadha, A. (2009). Assessing the skin. Practice Nurse, 38(7), 43–48.

Retrieved from the Walden Library databases.

In this article, the author explains how to take a relevant skin health history. In addition, the article defines common terms used to describe skin lesions and rashes.

·         Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part I. Differential diagnosis. American Family Physician, 81(6), 726–734. 

Retrieved from http://www.aafp.org/afp/2010/0315/p726.html

This article focuses on common, uncommon, and rare causes of generalized rashes. The article also specifies tests to diagnose generalized rashes.

·         Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part II. Diagnostic approach. American Family Physician, 81(6), 735–739. 

Retrieved from http://www.aafp.org/afp/2010/0315/p735.html

This article revolves around the diagnosis of generalized rashes. The authors describe clinical features that may help in distinguishing generalized rashes.

·         Everyday Health, Inc. (2013). Resources for dermatology and visual conditions. Retrieved fromhttp://www.skinsight.com/ info/for_professionals 

This interactive website allows you to explore skin conditions according to age, gender, and area of the body.

·         Document: Skin Conditions (Word document) 

This document contains five images of different skin conditions. You will use this information in this week’s Discussion.

·         Document: Comprehensive SOAP Exemplar (Word document)

·         Document: Comprehensive SOAP Template (Word document)

Media

Online media for Seidel’s Guide to Physical Examination

In addition to this week’s media, it is highly recommended that you access and view the online resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 8 that relate to the assessment of the skin, hair, and nails.

The following suturing tutorials provide instruction on the basic interrupted suture, as well as the vertical and horizontal mattress suturing techniques:

·         Tulane Center for Advanced Medical Simulation & Team Training. (2010, July 8). Suturing technique.Retrieved from https://www.youtube.com/watch?v=c-LDmCVtL0o

·         Mikheil. (2014, April 22). Basic suturing: Simple, interrupted, vertical mattress, horizontal mattress. Retrieved from https://www.youtube.com/watch?v=MFP90aQvEVM

Optional Resources

·         LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.

o    Chapter 6, “The Skin and Nails” 

In this chapter, the authors provide guidelines and procedures to aid in the diagnosis of skin and nail disorders. The chapter supplies descriptions and pictures of common skin and nail conditions.

·         Ethicon, Inc. (n.d.a). Absorbable synthetic suture material. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/absorbable_suture_chart.pdf

·         Ethicon, Inc. (2006). Dermabond topical skin adhesive application technique. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_application_poster.pdf

·         Ethicon, Inc. (2001). Ethicon needle sales types. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/needle_template.pdf

·         Ethicon, Inc. (n.d.b). Ethicon sutures. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/suture_chart_ethicon.pdf

·         Ethicon, Inc. (2002). How to care for your wound after it’s treated with Dermabond topical skin adhesive. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_wound_care.pdf

·         Ethicon, Inc. (2005). Knot tying manual. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/knot_tying_manual.pdf

 

·         Ethicon, Inc. (n.d.c). Wound closure manual. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_m

sociology

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1. Question (1) how has the family in the USA changed overtime for example from 1800s to 1900s to 2000s? (2) What are some compelling sociological factors that influenced these changes? (3) How has the term family come to be defined in 2017 in the USA?

2. Do you believe that a family makeup or type (e.g. single-parent, two-parent, homosexual, Hispanic, White, Black, Native American, lower class, recent immigrants) impact or influence how the family lives and interacts within the family and with outside society?

3. Bronfenbrenner bioecological theory focuses on five key systems which consist of micro system, mesosystem, exosystem, macrosystem, and cronosystem. When I think of what a family consists of, this system is reasonable method to describe them. The family I will discuss relates with the microsystem due to having children who maintain relationships with the community, school and peer groups. Although two siblings being raised in the same household by the same two parents, they may or may not interact with peers the same as the other. The parents may interact and be involved with people of the community and it will be encouraged that the children follow suit and maintain those relationships to bring about harmony and balance. The exosystem refers to when the children or family are moved from place to place for instance, if the parents are a low-income family and have to move often due to financial issues and the family has to reacclimatize themselves to their new community. The parent who socializes their child and family with their culture or religious norms are exhibiting a part of a macrosystem. Lastly, the cronosystem provides some change and transition throughout the children’s life.

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4. While I lean towards a different system theory, I enjoyed reading about the theory that you lean towards. Learning about the different theories is important, as you say, because no one family is the same. Because of this, one could conclude that not every theory will help determine causes of conflict or reasons for cohesiveness in a family. A family with just one parent may come accross different challenges or triumphs than a family consisting of one biological parent and one step-parent. While the family system theory emphasizes looking at the individual parts of the family, the other theories have valid ways of looking at a family as well. 

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GEN 499 General education week 1 assignment

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Assignment

Complete the Ashford University Self Reflection (http://uniloa.com/survey/index.php?sid=94669&lang=en). This assessment consists of 70 survey questions and some general background questions (approximately 20 minutes) for you to answer to the best of your ability. Your responses are anonymous, and you are encouraged to select the answer that most accurately describes your beliefs and behaviors. Please make every attempt to complete this survey in one session. Your survey results will not be saved if you exit before completion, and your valuable responses will be lost.

Upon completion, you will be directed to a page that prompts you to download a document confirming completion of the survey. Please save this form as a Word document, and submit it. You will earn 5% for completing this assessment and submitting the confirmation of completion.

 

 

 

 

                       Other GEN 499 Tutorials

–GEN 499 General education week 1 assignment

–GEN 499 week 2 discussion 1 general education Ashford

–GEN 499 week 2 Assignment 1 Ashford General education

–GEN 499 week 3 Discussion 1 and 2 General education

–GEN 499 week 3 Assignment Ashford General education

–GEN 499 week 3 Final Research Paper Preparation (Drugs and Family Violence ) General education

–GEN 499 Ashford 5: – Week 4 – Discussion 1 and 2

–GEN499: General Education Capstone week 5 discussion 1 and 2

-GEN 499 WEEK 5 ASSIGNMENT FINAL RESEARCH PAPER (Drugs and Family Violence) Early Childhood Education Capstone

 

 

For A-PLUS WRITER ONLY

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For this assignment you are provided with four scenarios. For each scenario, you are required to answer the following question:

  • What are the access-to-care issues in the given situations? Suggest at least two solutions to address the access-to-care issues in these scenarios.

Scenarios:

  • Mr. A is a 30-year-old African American male. His employer provides for his health insurance, which covers emergency room visits, hospitalization, and some preventive-care services such as yearly physicals. Whenever he schedules appointments for preventive-care services, he has to spend one to three hours at the doctor’s office. Additionally, he has to schedule follow-up appointments for laboratory tests after each office visit.
  • Mrs. B is a 30-year-old African American woman with two children. She is employed at a workplace that does not provide the employees with health insurance. Mrs. B and her children make frequent visits to the emergency room for healthcare services.
  • Mr. C is an unemployed 52-year-old Asian male who has not seen a doctor in at least eight years. He speaks limited English. He has been experiencing some health problems. He was recently told about a free clinic located within a couple of miles of his apartment. There are no Asian healthcare providers at the local health clinic. He has some concerns about healthcare provided by anyone other than Asian healthcare providers.
  • Mrs. D and her husband, a middle-aged Caucasian couple, recently moved to a rural community. They are both on medications for chronic health conditions, which require them to go for bimonthly doctor visits. Their car recently broke down and there is limited bus service in their community. They are having a difficult time going for their appointments and obtaining their medications. They are also less motivated to seek care because they have some major disagreements with the primary care doctor who is a young woman in her early thirties.