Author: best-essay

Your essay should be within 3,000 words in length, including appendices and references.
Your essay should be typed on A4 paper (one side), with 1.5 line spacing and preferably
using Arial or Times New Roman font.
The cover page of your essay should show the title of your degree programme and the
module, the full essay topic, and your student ID number. The cover page is not included in
the word count.
Your essay will be judged by its merit of demonstrating (i) your understanding of the
underlying SCM theories; and (ii) your ability to analyse the relevant issues and apply the
SCM theories in a real practical situation

This is a Plan for revenue improvement Chief of operation, he wants to set strategy and long term plan for profit and revenue generating based on evidence based sources and uptodate references. other sources will be uploaded later

What advice would you offer to her about her weight loss plan? How does a very low intake of carbohydrates affect the body?2- Explain the changes that occur with aging and their relationship to nutrition status. 3- Discuss three reasons why someone might choose to become a vegetarian.
Part B: Answer each of the following questions in one to four sentences.1- Describe the main characteristics of the Mediterranean diet.2- List and define the three major steps that take place to process food in the body when we eat.3- List the most common sources for added sugars in the average diet.4- Provide five recommendations for heart-healthy eating.5- Compare and contrast type 1 diabetes and type 2 diabetes.6- List four basic rules to follow in your home to prevent food-borne illness.7- Chromium supplements are popular with bodybuilders and weight litters because of claims that they increase muscle strength and muscle mass and enhance body composition. Discuss the truth or falsity of this belief.8- Name the fat-soluble vitamins include one function of each one food source. 9- Toddlers can be choosy about what they eat. What can parents do to assure their tod-dier is consuming a healthy diet.10- What are ergogenics? List four examples.% NB- One source I want, only one reference: The book to used name Nutrition for life Fourth Edition by Janice Thompson and Melinda Manore

When you finish your final product, what is the central theme you wish to convey to anyone reviewing what you create? Who is your audience?

Develop an outline of what you want to go in your final product and how you propose to design it.

The paper should be 3 double-spaced pages using APA style. References, graphs, and tables (if used) are not included in the page limit. A literature review on the topic of The Feasibility of a Universal, Single-Payer Healthcare System. I. Introduction Clearly define the problem being evaluated (increasing healthcare premiums/costs and lack of universal coverage) State the significance of the problem being evaluated (show magnitude and trends). Describe briefly the current state of knowledge of the relevant literature (civilian and/or military) on this problem and potential solutions to address it. State why you think it is still important to conduct your research on this problem. In other words, what does your research aim to contribute to the literature on this problem? (a way to reduce costs/expand coverage) Clearly state the objective (s) of your study State the relevant hypotheses of your study (they should be supported by the existing literature on your topic). II. Literature Review Conduct a review of the literature that demonstrates your understanding of the existing body of knowledge relevant to your topic (use citations appropriately) o Focus on relevant papers and most recent ones (last 10 years if the literature is vast) (civilian and/or military) o Present a well-balanced analysis of the literature. What are the strengths and limitations of the current literature? What have we learned so far? What are the remaining gaps? What is it you would do differently to address these gaps? III. Implications and Reflections Provide a paragraph that summarizes the implications of working as a medical provider in the Military Health System (MHS). In other words, what can be learned from this review that may inform the formulation or implementation of healthcare-related policy in the MHS; and/or the design, funding, advocacy and implementation of public health interventions in the MHS; and/or the delivery of care in the MHS (how does your understanding of the problem inform new ways of diagnosing or treating patients in the MHS; and/or new research recommendations in the MHS. Reflect on some principles in health economics that help you to frame and understand your topic differently o The system would increase moral hazard, decrease adverse selection, and provide more visibility of providers. o Could the Military Health System be used as a universal model? Possible References: https://thedo.osteopathic.org/2018/07/its-time-for-a-single-payer-health-care-system-in-the-us-heres-why/ https://qz.com/1022831/why-doesnt-the-united-states-have-universal-health-care/ https://pnhp.org/what-is-single-payer/
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The post should be well constructed and free of grammatical errors, and be between 250 and 300 words. You do not need to undertake outside research in order to answer the question; although you may, if you like. It is a wise strategy to create your response as a Word document (that way, you have a copy for yourself). You must cite your sources both in your response and below it (Bibliography), using the Chicago Style citation format. Students who do not cite their work can expect to receive only a minimum grade of 60% for this assignment. It is expected that our textbook by Shi and Tindall will be a source and should likewise be accessed and cited. Late responses will be penalized at 5% per day.
Choose one (1) question.1. What was the experience of African Americans in the “New South”?2. Describe how the West was populated. What challenges did newcomers encounter? 3. How did the federal government’s post-Civil War policies in the West affect Native Americans?4. Discuss the advantages and disadvantages of urban growth during the Gilded Age? 5. Who were the “new immigrants” of the late nineteenth century? How were they viewed by American society?6. How did the nature of politics during the Gilded Age contribute to political corruption and stalemate?

Explain the use of deadly force as it relates to the use of force continuum. Discuss when deadly force is legally justifiable. Give two examples of deadly force options a police officer has at their disposal2- Explain the makeup and role of Fusion Centers in the fight against terrorism and homeland security. What agencies are included in Fusion Centers? What two important benefits have been realized since the formation of Fusion Centers?3- Compare and contrast the criminal and civil forfeiture. Explain what assets may be seized. Explain the problems civil forfeiture has created in the public perception of law enforcement.
Part B: Answer each of the following questions with a brief response in one to four sentences.4- Explain two fairly recent developments that have had a significant positive impact on the successful investigation of crimes.5- Explain how the law shapes and defines police subculture.6- The legislative branch has the power to control police behavior. This can be in response to negative community reaction to police activity or other outside influences. Explain how the legislative branch can effectively control police operations.7- Explain how police use pretextual stops to investigate other crime. What the pretextual stop?8- Police corruption is a problem that plagues our country today. Detail the most problematic form of police corruption and explain its dynamics . 9- Secrecy is a central organizing concept of police subculture. When is the police code of silence? What factors facilitate this code?10- Explain the concept of negligent failure to protect as a relates to police liability.
% NB- I want to used the book of Policing in America for my reference: The Book is Policing in America Eight edition by Larry K. Gaines and Victor E. Kappeler. This book is my reference.

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (23 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
o Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
o Justify the value and relevance of the evidence used as the basis for a concept map.
Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.
o Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
o Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
o Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.CONTEXT
The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interactions, and symptoms, as well as between emotional, personality, cultural, and socioeconomic considerations that impact health.QUESTIONS TO CONSIDER
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.
What is the primary condition, disease, or disorder affecting the patient?
o What types of experience have you had working with patients with this condition, disease, or disorder?
o How does this condition, disease, or disorder typically present?
o What are the recommended treatment options?
o What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
How have you used concept maps to help plan and organize care?
o What are the advantages of concept maps, from your point of view?
o How could concept maps be more useful?
How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations?
o What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?ASSESSMENT INSTRUCTIONS
Scenario
You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.
Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:
Cancer.
Diabetes (type 2).
HIV/AIDS.
Hyperthyroidism.
Hypothyroidism.
Metabolic syndrome.
Obesity.
Polycycstic ovary syndrome.
Prediabetes.
Pregnancy.
Instructions
Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.
Part 1: Concept Map
Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
Part 2: Additional Evidence (Narrative)
Justify the value and relevance of the evidence you used as the basis for your concept map.
Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
Additional Requirements
Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 23 double-spaced, typed pages. Your narrative should be succinct yet substantive.
Number of references: Cite a minimum of 35 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
APA formatting:
o For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
o For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.
RESOURCES
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid.
Assessment
Vaughan, J., & Parry, A. (2016). Assessment and management of the septic patient: Part 1. British Journal of Nursing, 25(17), 958964. (THIS WILL BE IN ADDITIONAL FILES)
Vaughan, J., & Parry, A. (2016). Assessment and management of the septic patient: Part 2. British Journal of Nursing, 25(21), 11961200. (THIS WILL BE IN ADDITIONAL FILES)

Biopsychosocial
Saragiotto, B. T., de Almeida, M. O., Yamato, T. P., & Maher, C. G. (2016). Multidisciplinary biopsychosocial rehabilitation for nonspecific chronic low back pain. Physical Therapy, 96(6), 759763. (THIS WILL BE IN ADDITIONAL FILES)

Semrau, J., Hentschke, C., Buchmann, J., Meng, K., Vogel, H., Faller, H., . . . Pfeifer, K. (2015). Long-term effects of interprofessional biopsychosocial rehabilitation for adults with chronic non-specific low back pain: A multicentre, quasi-experimental study. PLoS One, 10(3), 1-28. (THIS WILL BE IN ADDITIONAL FILES)

Van de Velde, D., Eijkelkamp, A., Peersman, W., & De Vriendt, P. (2016). How competent are healthcare professionals in working according to a bio-psycho-social model in healthcare? The current status and validation of a scale. PLoS One, 11(10), 119. (THIS WILL BE IN ADDITIONAL FILES)

Concept Maps
View the simulation Vila Health: Concept Maps as Diagnostic Tools | Transcript. (THIS WILL BE IN ADDITIONAL FILES)

View the Concept Map Tutorial | Transcript for information on working with the concept map and template to complete your assessment. (THIS WILL BE IN ADDITIONAL FILES)

Pathophysiology
Stanford School of Medicine. (2013). Basics of metabolism [Video]. Retrieved from https://www.khanacademy.org/partner-content/stanford-medicine/growth-and-metabolism/v/basics-of-metabolism (PLEASE USE THIS WEB LINK TO VIEW)

Khan, S. (2011). Glucose insulin and diabetes [Video]. Retrieved from https://www.khanacademy.org/test-prep/mcat/biomolecules/hormonal-regulation/v/glucose-insulin-and-diabetes (PLEASE USE THIS WEB LINK TO VIEW)

Patton, R. S. (2013). Hormone concentration metabolism and negative feedback [Video]. Retrieved from https://www.khanacademy.org/science/health-and-medicine/advanced-endocrine-system/endocrine-system-introduction/v/hormone-concentration-metabolism-negative-feedback (PLEASE USE THIS WEB LINK TO VIEW)

Course Files and Templates
Concept Map Template [DOCX]. (THIS WILL BE IN ADDITIONAL FILES)

Guiding Questions: Concept Map [DOC]. (THIS WILL BE IN ADDITIONAL FILES)

Optional Resources
The following additional resources are for your further exploration of specific conditions, diseases, or disorders. These resources will help you with your initial research for the Concept Map assessment. They may also provide ideas and information for creating your own case study around a specific condition, disease, or disorder if you choose to do so for the first assessment.
You do not have to read all of these resourcesnor should you. Review them as needed to complete your assessments.
Cancer
American Cancer Society (n.d.). Retrieved from https://www.cancer.org/
Office on Women’s Health. (2014). Cancer. Retrieved from https://www.womenshealth.gov/cancer/index.htm (PLEASE USE THIS WEB LINK TO VIEW) (PLEASE USE THIS WEB LINK TO VIEW)

Diabetes (Type 2 and Complications)
American Diabetes Association. (2017). Type 2 diabetes. Retrieved from http://www.diabetes.org/diabetes-basics/type-2/?loc=util-header_type2 (PLEASE USE THIS WEB LINK TO VIEW)

American Diabetes Association. (2017). Complications. Retrieved from http://www.diabetes.org/living-with-diabetes/complications/ (PLEASE USE THIS WEB LINK TO VIEW)

American Diabetes Association. (2017). Standards for medical care in diabetes2017 abridged for primary care providers. Clinical Diabetes, 35(1), 526. Retrieved from http://clinical.diabetesjournals.org/content/35/1/5 (PLEASE USE THIS WEB LINK TO VIEW)

American Diabetes Association. (n.d.). DiabetesPro. Retrieved from http://professional.diabetes.org/?loc=bb-dorg (PLEASE USE THIS WEB LINK TO VIEW)

Geisz, M. B. (2010). The diabetes initiative. Retrieved from http://www.rwjf.org/en/library/research/2010/04/the-diabetes-initiative.html (PLEASE USE THIS WEB LINK TO VIEW)

Office on Women’s Health. (2016). Diabetes. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/diabetes.html (PLEASE USE THIS WEB LINK TO VIEW)

HIV/AIDS
AIDS Foundation of Chicago. (n.d.). About HIV. Retrieved from http://www.aidschicago.org/page/about-hiv (PLEASE USE THIS WEB LINK TO VIEW)

Mody, A., Bartz, S., Hornik, C. P., Kiyimba, T., Bain, J., Muehlbauer, M., . . . Freemark, M. (2014). Effects of HIV infection on the metabolic and hormonal status of children with severe acute malnutrition. PLoS One, 9(7), e102233.
Office on Women’s Health. (2017). HIV and AIDS. Retrieved from https://www.womenshealth.gov/hiv-and-aids (PLEASE USE THIS WEB LINK TO VIEW)

Hypo- and Hyperthyroidism
American Thyroid Association. (2017). Thyroid information. Retrieved from http://www.thyroid.org/thyroid-information/ (PLEASE USE THIS WEB LINK TO VIEW)

Office on Women’s Health. (2017). Thyroid disease. Retrieved from https://www.womenshealth.gov/a-z-topics/thyroid-disease (PLEASE USE THIS WEB LINK TO VIEW)

Metabolic Syndrome
Saylor, J., & Friedmann, E. (2015). Biopsychosocial contributors to metabolic syndrome: A secondary analysis of 20072010 National Health and Nutrition Examination Survey data. Nursing Research, 64(6), 434443. (THIS WILL BE IN ADDITIONAL FILES)
Sheehan, P. (2010). Beyond metabolic syndrome. DiabetesInsight, 1(3). Retrieved from http://professional.diabetes.org/podcast/beyond-metabolic-syndrome (PLEASE USE THIS WEB LINK TO VIEW)

Sherif, K. (Ed.). (2017). Metabolic syndrome. Retrieved from http://www.healthywomen.org/condition/metabolic-syndrome (PLEASE USE THIS WEB LINK TO VIEW)

Obesity
AACE Obesity Resource Center. (n.d.). Stay current with ongoing developments in the management of patients with obesity. Retrieved from http://obesity.aace.com/ (PLEASE USE THIS WEB LINK TO VIEW)

Obesity Action Coalition. (2017). Retrieved from http://www.obesityaction.org/
Office on Women’s Health. (2012). Overweight, obesity, and weight loss fact sheet. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/overweight-weight-loss.html (PLEASE USE THIS WEB LINK TO VIEW)

Polycystic Ovary Syndrome
Office on Women’s Health. (2016). Polycystic ovary syndrome. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/polycystic-ovary-syndrome.html (PLEASE USE THIS WEB LINK TO VIEW)

Teede, H., Deeks, A., & Moran, L. (2010). Polycystic ovary syndrome: A complex condition with psychological, reproductive and metabolic manifestations that impacts on health across the lifespan. BMC Medicine, 8(1), 4150. (THIS WILL BE IN ADDITIONAL FILES)
Prediabetes
American Diabetes Association. (2017). Diagnosing diabetes and learning about prediabetes. Retrieved from http://www.diabetes.org/are-you-at-risk/prediabetes/ (PLEASE USE THIS WEB LINK TO VIEW)

Perreault, L., Pan, Q., Mather, K. J., Watson, K. E., Hamman, R. F., & Kahn, S. E. (2012). Effect of regression from prediabetes to normal glucose regulation on long-term reduction in diabetes risk: Results from the diabetes prevention program outcomes study. The Lancet, 379(9833), 22432251. (THIS WILL BE IN ADDITIONAL FILES)
Perreault, L., Temprosa, M., Mather, K. J., Horton, E., Kitabchi, A., Larkin, M., . . . Goldberg, R. B. (2014). Regression from prediabetes to normal glucose regulation is associated with reduction in cardiovascular risk: Results from the diabetes prevention program outcomes study. Diabetes Care, 37(9), 26222631. Retrieved from http://care.diabetesjournals.org/content/37/9/2622 (PLEASE USE THIS WEB LINK TO VIEW)

Pregnancy
Office on Women’s Health. (2017). Pregnancy. Retrieved from https://www.womenshealth.gov/pregnancy (PLEASE USE THIS WEB LINK TO VIEW)

Liu, L. X., & Arany, Z. (2014). Maternal cardiac metabolism in pregnancy. Cardiovascular Research, 101(4), 545553. Retrieved from https://academic.oup.com/cardiovascres/article/101/4/545/2930815/Maternal-cardiac-metabolism-in-pregnancy (PLEASE USE THIS WEB LINK TO VIEW)

Lowe, W. L., & Karban, J. (2014). Genetics, genomics and metabolomics: New insights into maternal metabolism during pregnancy. Diabetic Medicine, 31(3), 254262. (THIS WILL BE IN ADDITIONAL FILES)
Thadhani, R. (2016). Study of pregnancy regulation of insulin and glucose. Retrieved from https://clinicaltrials.gov/ct2/show/NCT02763267 (PLEASE USE THIS WEB LINK TO VIEW)

Develop a data table that illustrates one or more underperforming clinical outcomes in a care environment of your choice. Write an assessment (35 pages) in which you set one or more quantitative goals for the outcomes and propose a change plan that is designed to help you achieve the goals.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, it is recommended that you complete the assessments in this course in the order in which they are presented.
Knowing what is the best practice for our patients is very important in providing safe and effective care. Understanding best practices can help nurses identify areas of care that need to be improved. To identify areas of need, nurses must use evidence from various sources, such as the literature, clinical practice guidelines (CPG), professional organization practice alerts or position papers, and protocols. These sources of evidence can also be used to set goals for improvement and best practices with an eye toward improving the care experience or outcomes for patients.
The challenge facing many care environments and health care practitioners is how to plan for change and implement changes. For, if we cannot effectively implement changes in practice or procedure, than our goals of improving care will likely amount to nothing. This assessment focuses on allowing you to practice locating, assessing, analyzing, and implementing change strategies in order to improve patient outcomes related to one or more clinical goals.
This assessment will take the form of a data table to identify areas for improvement and to set one or more outcome goals, as well as a narrative describing a change plan that would help you to achieve the goals you have set.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
o Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.
Competency 2: Develop change strategies for improving the care environment.
o Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.
o Justify the specific change strategies used to achieve desired outcomes.
Competency 3: Apply quality improvement methods to practice that promote safe, equitable quality of care.
o Explain how change strategies will lead to quality improvement with regard to safety and equitable care.
Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.
o Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
o Communicate change plan in a way that makes the data and rationale easily understood and compelling.
o Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
CONTEXT
One area in health care that it is necessary to consider is the environment in which the nurse works. It is important that this environment evolves and changes so that all patients are adequately supported. For this assessment, you will develop a change strategy to improve the health care environment. These changes can be rooted in a desire to improve clinical outcomes and data related to assessment accuracy, drug administration, disease recovery rates, or another relevant metric or outcome. A key skill for master’s-level nurses is to be able to evaluate clinical data and create a change plan to help drive improvements in the data to reach set goals.QUESTIONS TO CONSIDER
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
The assessment will be based on one or more outcomes that you would like to see improve. Think about experiences you have had working on setting goals for outcomes or using data to identify areas of need. Part of achieving your goal will be your ability to implement change in pursuit of improving outcomes. The Vila Health: Using Evidence to Drive Improvement simulation may be helpful in this regard.
Where do you look for resources and evidence to help you get started when treating a specific condition?
Where do you look for resources and evidence to help you get started when setting clinical goals?
o When there are no guidelines or policies for setting clinical goals, where do you look for resources and evidence to help you get started?
How do you use these resources and evidence to begin constructing evidence-based treatment, or developing evidence-based goals?
What data do you plan to use as a basis for setting improved outcome goals?
o What care environment do you envision using as the context of your assessment?
o How would change models, strategies, or theories need to be applied to help ensure achievement of your outcome goals?
o Which change models, strategies, or theories seem to be the best fit for your goals and environments. Why?
ASSESSMENT INSTRUCTIONS
Scenario
Consider the current environment. This could be your current care setting, the care settings presented in the Vila Health: Using Evidence to Drive Improvement or Vila Health: Concept Maps as Diagnostic Tools media, or a care setting in which you are interested in working.
For the setting that you choose you will need to have a data set that depicts sub-optimal outcomes related to a clinical issue. This data could be from existing sources in the course (Vila Health: Using Evidence to Drive Improvement), a relevant data set that already exists (a data set from the case study you used as a basis for your Concept Map assessment, or from your current place of practice), or an appropriate data set that you have created yourself. (Note: if you choose to create your own data set, check with your instructor first for approval and guidance.)
After you have selected an appropriate data set, use your understanding of the data to create at least one realistic goal (though you may create more) that will be driven by a change strategy appropriate for the environment and goal.
Potential topics for this assessment could be:
Consider ways to help minimize the rate of secondary infections related to the condition, disease, or disorder that you focused on for your Concept Map assessment. As a starting point you could ask yourself, “What could be changed to facilitate safety and minimize risks of infection?”
Consider how to help a patient experiencing traumatic stress or anxiety over hospitalization. As a starting point you could ask yourself, “How could the care environment be changed to enhance coping?”
Once you determine the change you would like to make, consider the following:
What data will you use to justify the change?
How can the team achieve this change with a reasonable cost?
What are the effects on the workplace?
What other implementation considerations do you need to consider to ensure that the change strategy is successful?
How does your change strategy address all aspects of the Quadruple Aim, especially the well-being of health care professionals?
Once the change strategy is implemented, how would you evaluate the efficiency and effectiveness of the care system if the desired outcomes are met?
Instructions
Your assessment submission should include a data table that illustrates the current and desired states of the clinical issue you are attempting to improve through your application of change strategies. Additionally, you will need to explain the rationale for your decisions around your chosen change strategies, as well as how the change strategies will be successfully implemented. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your change strategy addresses all of them. You may also want to read the Change Strategy and Implementation scoring guide and Guiding Questions: Change Strategy and Implementation to better understand how each grading criterion will be assessed.
Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.
Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.
Justify the specific change strategies used to achieve desired outcomes.
Explain how change strategies will lead to quality improvement with regard to safety and equitable care.
Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.
Communicate the change plan in a way that makes the data and rationale easily understood and compelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
Additional Requirements
Length of submission: 35 double-spaced, typed pages, not including the title and reference pages. Your plan should be succinct yet substantive.
Number of references: Cite a minimum of 35 sources of scholarly or professional evidence that supports your goal setting, proposed change strategies, quality improvement, and interprofessional considerations. Resources should be no more than five years old.
APA formatting: Use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. No abstract is required.
RESOURCES
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid.
Assessment
Komenan, K., Elidj, E. J., Ildevert, G. P., Yao, K. I., Kanga, K., Kouam, K. A., . . . Kanga, J. (2013). Multifocal buruli ulcer associated with secondary infection in HIV positive patient. Case Reports in Medicine, 2013, 14. Retrieved from https://www.hindawi.com/journals/crim/2013/348628/ (PLEASE USE WEBLINK TO VIEW)
Biopsychosocial
Scaramuzzo, L. A., Gordils-Perez, J., & Cullen, P. M., (2014). Getting patients active: Using national data to drive practice. Clinical Journal of Oncology Nursing, 18, 4143. (THIS WILL BE IN ADDITIONAL FILES )

Change
Eads, V., & Maruzzella, G. (2016). The clinical nurse as an agent of change. Medsurg Nursing, 25(3), 173175. (THIS WILL BE IN ADDITIONAL FILES )

Heinig, M. J. (2010). Using data to drive and shape change. Journal of Human Lactation, 26(4), 359361. (THIS WILL BE IN ADDITIONAL FILES )

Nundy, S., Mishra, A., Hogan, P., Lee, S. M., Solomon, M. C., & Peek, M. E. (2014). How do mobile phone diabetes programs drive behavior change? Evidence from a mixed methods observational cohort study. The Diabetes Educator, 40(6), 806819. (THIS WILL BE IN ADDITIONAL FILES )

Evidence and Goal Setting
Ahrens, S., & Johnson, C. S. (2013). Finding the way to evidence-based practice. Nursing Management, 44(5), 1519.
Taylor, M. V., Priefer, B. A., & Alt-White, A. C. (2016). Evidence-based practice: Embracing integration. Nursing Outlook, 64(6), 575582. (THIS WILL BE IN ADDITIONAL FILES )

View the simulation Vila Health: Using Evidence to Drive Improvement | Transcript. (THIS WILL BE IN ADDITIONAL FILES )

Pathophysiology
Li, Y., Lu, Z., Zhang, X., Yu, H., Kirkwood, K. L., Lopes-Virella, M. F., & Huang, Y. (2015). Metabolic syndrome exacerbates inflammation and bone loss in periodontitis. Journal of Dental Research, 94(2), 362370.
Mocan Hognogi, L. D., & Simiti, L. V. (2016). The cardiovascular impact of visfatin – An inflammation predictor biomarker in metabolic syndrome. Clujul Medical, 89(3), 322326. (THIS WILL BE IN ADDITIONAL FILES )

Pharmacology
Sharmila, V., & Babu, T. (2015). Oral contraceptive pills induced hemichorea in an adolescent female with polycystic ovarian disease. Indian Journal of Pharmacology, 47(2), 232233. (THIS WILL BE IN ADDITIONAL FILES )

Course Files and Templates
Guiding Questions: Change Strategy and Implementation [DOC]. (THIS WILL BE IN ADDITIONAL FILES )