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Appropriate Quality Code Patient Data Management & Documentation Case Study

Appropriate Quality Code Patient Data Management & Documentation Case Study.

Chapter 17: For this assignment I wanted to give you some more information on the SER (service) abbreviations and clarifications regarding instructions for the case study assignment on page 362:Service (SER)CD – CardiologyEN – EndocrinologyGS – General SurgeryOB – ObstetricsUR – UrologyOR – Operation RoomOP- this should be OR – Operation RoomNE – NeurologyFigure 17.6 – Data for timeliness of documentation study Pg 362Refer/Read Case Study on page 361During the last accreditation survey, the hospital had findings related to quality and timeliness of documentation. The facility is due for another survey very soon, To ensure that your organization is in compliance with the Joint Commission documentation standards, you need to conduct a quality audit. You have assigned one of your staff to collect data from patient records to accomplish this task. The staff member collected data for the month of December for quality and timeliness of documentation. The data collected are presented in figure 17.6 (found on pate 362).Refer to the links below to become knowledgeable of The Joint Commission requirements on timeliness of History and Physicals and Operative Reports.https://www.jointcommission.org/en/standards/standard-faqs/critical-access-hospital/medical-staff-ms/000002272/ (Links to an external site.)https://www.jointcommission.org/en/standards/standard-faqs/ambulatory/record-of-care-treatment-and-services-rc/000001698/ (Links to an external site.) (Links to an external site.)1. Analyze the collected data in Figure 17.6.2. Assign the appropriate quality code (1-4), if applicable, for each patient using the key provided at the bottom of Figure 17.6 page 362. If no quality code is applicable enter NA for that patient. Also, document the reason that quality code was assigned. This portion of the assignment is work 42 points. 1 point for each correct quality code assigned and 1 point for the correct reason documented for patients #2-22. I have given you the answer to pt. #1. There will be some data that was gathered that reflects all elements were meet, you can put N/A or Ok on those. If procedure start and end time is not filled in that may or may not play a part in you assigning the appropriate quality code or identifying that no quality issues was indicated. Below is an example of how you are to submit the “Quality Code” and “Reason” for each patient by utilizing a table format. PatientDischarge DateSerQuality CodeReason112/23/18CDe3No time noted on H&P update stamp3. Analyze the data: a. Which code is most common? 1 pt. b. Is there one service that seems to be a problem? 1 pt c. What can you conclude from the data about compliance with documentation standards? 2 pts4. Recommend what measures would need to be implemented to correct any documentation compliance issues? 4 pts
Appropriate Quality Code Patient Data Management & Documentation Case Study

Gender Studies Question.

I’m working on a gender studies report and need a sample draft to help me learn.

I need a 4 page rhetorical analysis on this article about gender. https://www.nytimes.com/2020/02/11/upshot/gender-r…The analysis needs to include analysis on how the author used ethos, pathos, and logos.Include a clear thesis statement.Invent an arrangement/organizational strategy that best showcases your findings and analysis.Length: 4-6 pages, double-spaced, size 12 font (not including the Works Cited)MLA formattingParenthetical Citations and Works Cited—the MLA guide in Purdue has strategies for citing unusual sources. Hint, hint! Mandatory Minimum Requirement for a D: attribution of all materials. See syllabus for grading policy details. To sum up: plagiarism results in a zero (0).In the Works Cited, include a link to the text (or an image if you took a photo) for the grader so they can quickly find what you picked. Plagiarism results in a zero (0) as stated in the syllabus.
Gender Studies Question

COMP 310 SUNY Oswego Shootings in Schools Proposal Memorandum.

Proposal Memo* Helps reader SOLVE the problem▪Persuades the reader to take action to improve a situation.
▪ Helps the reader to make a difficult decision. my topic: school shootingsAlthough everything has changed due to COVID, why are these shootings normalized? How come innocent kids are dying at SCHOOLproblem : shootingssolution: metal detectors at schools before entry, to ensure safety for students & staffProvide research and backup explanations why this mandated. Below are instructions on how the memo should be presented. READ & Follow these directions first. If there’s any questions feel free to ask. DO NOT PALAGARIZE!!
COMP 310 SUNY Oswego Shootings in Schools Proposal Memorandum

University of California Santa Barbara Racial Inequalities in Education Paper

University of California Santa Barbara Racial Inequalities in Education Paper.

I’m working on a psychology question and need a sample draft to help me learn.

Hello, I need with my Sociology assignment. I need a 1 page single-spaced paper based on the construction of inequalities in everyday life through our routine interactions with people and institutions, in various settings, situations, regulations, and conversations, or by reporting/reflecting on a film, lecture, or other event related to some form of inequality. – If you have witnessed/identified a moment where an asymmetry is created (involving you or another person, BUT NOT one you heard of from another source, i.e. media) write about it using the following format.FORMAT1. Give the details of the situation in the first half of the page: a description of what you noticed or experienced or a description of the film plot, lecture content, event, etc., using everyday language.2. Critically discuss this situation/event in the second half of the page, drawing on lecture and reading material (at least one citation needed) and using sociological/academic discourse.
University of California Santa Barbara Racial Inequalities in Education Paper

Anthropology homework help

assignment helper Anthropology homework help. This is a paper that is focusing on do you believe that nurses have an obligation to be politically active. The paper also provides additional questions to use in the writing and submission of the assignment paper. Below are the guidelines to use in the assignment:,Do you believe that nurses have an obligation to be politically active,Firstly, introduce your specific Personal Philosophy of Nursing.  This should be one to three paragraphs.,Secondly, select one of the following topics:,Thirdly, do you believe that nurses have an obligation to be politically active?  Why or why not?  Provide examples from the nursing literature regarding how nurses have demonstrated their political influence on health care related issues.  How does your personal philosophy of nursing support or refute political action?,Fourthly, reflect upon a past or present nursing leader.  What characteristics and style of leadership did (or does) the individual demonstrate?  Support your answer with information from the nursing literature. Did this leadership style promote or deter the individual’s goals and aspirations?  Consider the influence this leader has had on your practice and personal philosophy of nursing.,Additionally, how do your values, beliefs, and life experiences influence your ability to participate as a member of an ,interprofessional team,?    Investigate the impact of interprofessional teams on health care, as presented in the nursing literature. Consider how other health care professionals have assisted you in providing better outcomes for your patients.  How has your personal philosophy of nursing been shaped through these experiences?,Academic Paper Guidelines:,Paper length: 4 pages, not including Title and Reference pages, which must also be included., APA format., Times New Roman, font size 12, double spaced., Using nursing and also related databases, locate and organize information from a variety of sources to support your discussion of the selected topic. Subsequently, carefully consider the accuracy and credibility of the sources as you answer each of the questions, supported by citations and references., Include a minimum of 3 scholarly journal articles and also your textbook in the discussion of your selected topic. These must be cited in the body of your paper and on the Reference page., Journal articles should be current (2015 – 2020, except for seminal publications) and appropriate.,Attachments,Click Here To Download,Anthropology homework help

Training for Correctional Officers to Reduce Excessive Force Numbers

Introduction Correctional facilities are responsible for the safety of its occupants. To maintain that status of safety, it is important for correctional officers to practice proper use of force in response to misconduct and other situations. Case law (City of Canton v. Harris, 1989) states departments are legally responsible for hiring and training officers who will act properly within the scope of the law (Ross, 2000; Alpert, 1989). Thus, agencies continually work to ensure they are taking every precaution possible to hire and train officers who will perform their duties well. It is important to examine the training correctional officers receive to fully establish why excessive force in correctional facilities are prevalent. Correctional Officers Prison guards assume an immense job in penitentiaries, jails and other remedial facilities. Their duties include maintaining the security of the prisoners, facilities and officers. Prison guards supervise detainee activities, look for contraband and other illicit substances and items, report prisoner misconduct, and aid in rehabilitation and counseling of offenders. One of the primary duties of correctional officers are to keep up the safety of inmates and prevent and control disputes. In performing their daily duties, it is sometimes required to use force to maintain the order of the facility. However, even though using force is accepted in the correctional system, it can be excessive. Use of force in Correctional Facilities Utilization of force in context of law enforcement, might be characterized as the “measure of exertion required by police to force consistence by a reluctant subject”. Use of force is utilized to defeat physical obstruction by a subject, anticipate escape or control a subject for motivations behind a capture dependent on reasonable justification, confine or limit a subject amid an investigatory stop dependent on articulable sensible doubt, seize a danger of damage to the officer or others (self-protection or safeguard of others), and accomplish other real law authorization purposes when minor nearness and verbal directions fall flat. There are two types of force; non-deadly and deadly force. Non-Deadly Force is force that is not likely to cause death or serious bodily harm. It is principally utilized by prison guards to shield themselves or another person from a third power utilizing unlawful power (non-lethal power).Types of non-deadly force options consist of conducted energy devices (tasers and stun guns), directed energy devices, chemical agents, (tear gas and stink bombs), distraction (bright lights laser dazzler and noise), vehicle stopping technology, barriers (nets, foams and physical barriers) and blunt force. The officer utilizing non-lethal power must have the capacity to verbalize the need for force to control as well as restrain the subject. Deadly Force is force that is likely to cause death or serious bodily injury. This is utilized by officers to shield themselves or another person from death or bodily injuries or to prevent the commission of a unlawful offense. Deadly force should only be used when he or she sensibly believes the subject has a fatal weapon, the subject a poses an immediate threat of physical violence to the officer or others, or there is probable cause to believe the suspected felon has committed a crime involving the infliction or threatened infliction of serious physical harm. Weapons that are utilized to emanate lethal power comprise of guns, blades, strikes to the head, patrol vehicle, hooking, wrestling, or combative techniques. Excessive Force It can be argued that there are many incentives and risks to using force in correctional facilities. Force might be utilized by law enforcement officers to prevent harm, provide protection, prevent chaos, reduce reoccurrence, provide personal safety and to de- escalate situations. Notwithstanding, despite the fact that utilizing power has its advantages, it ends up dangerous when it is utilized superfluously and more than needed. Excessive force is characterized by any power that is un-required, more than required, continued after the necessity for it has ended, intentionally applying it wrongfully, or visit utilization of power by specific officers, units, or departments, regardless of whether each case appears to be justifiable. As indicated by Hudson v. McMillian, 112S. Ct. 995 (1992) the Supreme Court expressed that lower courts should consider a few variables to choose whether power can be viewed as over the top; the requirement for the utilization of any power, the measure of power really utilized, the degree of any wounds managed by the prisoner, the danger seen by the sensible remedial authority, and endeavors made to temper the utilization of power (Boston and Manville,2010). The utilization of force in correctional facilities requires a Fourth Amendment audit under the standard of “objective reasonableness” set up in the Graham choice. The Court recognized numerous elements for investigating cases of inordinate power. These factors underscore the ideology that the suspect dictates the degree of force that an officer applies, and officers should make sure to verbalize them while justifying their force decision making. Moreover, it is essential for supervisory personnel to properly train officers in use-of-force decision-making and use-of-force procedures. There are all several reason as to why there is excessive force being used by correctional officers but it all boils down to training. Excessive force is being used in correctional facilities because there is a lack of proper training needed to attain the job. Issues arise when officers don’t have much experience or weren’t sufficiently trained in areas they should’ve been. With this lack of sufficient professionalization in correctional facilities, room for error is heightened. Inadequate Training Training is an important and vital aspect of being a correctional officer. There are three general forms of police training in the United States; basic training, field training, and in-service training (Morrison, 2006). Basic training is broadly required for recently contracted officers and comprises of training in the basic skills necessary to preform law enforcement tasks. Training incorporates firearms skills, self-defense, use of non-lethal weapons and criminal law. While training (topics, format and hours) (Stickle Justice Policy Journal, Spring 2016 Education and Use of Force 5) required vary from state to state the average number of classroom hours required for basic training in 2007 was 761 (Reaves, 2012). In many circumstances after completing basic training officers are then required to successfully complete field training. Field training consists of assigning new officers to senior officers for additional on the job training. This training allows a new officer to gain important insight and experience in the application of knowledge learned in basic training. Finally, a few states require continued in-service training for officers to maintain certification. Of those agencies that require annual in-service training the average number of hours of required is 38 (LEMAS, 2007). It is important to note that despite the importance placed on training the rate, type, and format varies drastically across the United States (Langworthy, Hughes

FIN 3000 CUNY BMCC Eastern Mobile Analyze Data with Charts & Pivottables Worksheet

FIN 3000 CUNY BMCC Eastern Mobile Analyze Data with Charts & Pivottables Worksheet.

Open the file SC_EX19_8a_FirstLastName_1.xlsx, available for download from the SAM website.Save the file as SC_EX19_8a_FirstLastName_2.xlsx by changing the “1” to a “2”.With the file SC_EX19_8a_FirstLastName_2.xlsx still open, ensure that your first and last name is displayed in cell B6 of the Documentation sheet.oIf you do not see the .xlsx file extension in the Save As dialog box, do not type it. The program will add the file extension for you automatically.oIf cell B6 does not display your name, delete the file and download a new copy from the SAM website.To complete this project, you need to add the Analysis ToolPak. If Data Analysis is not listed under the Analysis section of the Data ribbon, click the File tab, click Options, and then click the Add-Ins category. [Mac – Click the Tools menu, and then click Excel Add-ins.] In the Manage box, select Excel Add-ins and then click Go. In the Add-Ins box, check the Analysis ToolPak check box, and then click OK to install. [Mac – In the Add-Ins available box, select the Analysis ToolPak check box, and then click OK.] If Analysis ToolPak is not listed in the Add-Ins available box, click Browse to locate it.
FIN 3000 CUNY BMCC Eastern Mobile Analyze Data with Charts & Pivottables Worksheet

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