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Balance Scorecard Module

Balance Scorecard Module.

Use the four perspectives of the Balanced Scorecard and your company documents.Determine the possible metrics for each quadrant for your organization.Explore the website for an organization comparable to yours.Determine the possible metrics for each quadrant for the organization.Explore the website for an organization not comparable to yours.Determine the possible metrics for each quadrant for the organization.Compare metrics for both organizations versus the metrics for your organization.Complete a 700-word summary including the following:Identify the metrics for your organization.Identify the metrics for the comparable organization.Identify the metrics for the non-comparable organization.Summarize how the metrics differ.Identify potential performance gaps in your organization.Recommend actions to reduce the performance gaps.Format the assignment consistent with APA guidelines.I will leave the selection of the companies up to you.The deadline is Jan 15
Balance Scorecard Module

NRP 571 University of Phoenix Advanced Health Assessment.

Part 1 SOAP This week you have gained insight about the pediatric assessment, as you have compared the head to toe examination of the infant, child, and adult.Now it is time to apply your documentation skills by writing a comprehensive SOAP note focused on a 7-year-old well child check with parental concerns of short stature.Review the BP case scenario above.Use the SOAP Note Template and the SOAP Note Structure Guide to develop your documentation needed to complete your SOAP note. Make sure to review the The 10 charts in Set 2: Clinical charts with 3rd and 97th percentiles from the National Center for Health Statistics and reference the appropriate chart within the SOAP note.The assessment and plan sections will not be graded but should be completed to ensure documentation of a complete SOAP note. You will also use this information to complete your E&M coding for the visit. Make sure to: Document all relevant information using appropriate terminology. List the appropriate ICD-10 codes and E&M codes using the diagnoses provided. Part II ReflectionAssignment ContentNow that you have completed your SOAP note for B.P., it is time for reflection. This reflection is your opportunity to review what you learned about the patient, the process, and the outcomes in preparation for future patient encounters. The reflection must include a discussion about an evidence-based practice to improve the quality of care the patient receives. Write a 700-word reflection providing rationale for your completed SOAP note. Consider the interview information provided in the patient scenario as you:List 5 open-ended questions you would ask using descriptive language familiar to the patient during the HPI exam relevant to the chief complaint, including all pertinent and positive negatives. Provide a rationale for each question you ask by explaining why it is appropriate and how it aligns to the chief complaint. Provide a minimum of 3 rationales for the physical exam components performed. Locate and review a current evidence-based article that discusses evidence-based guidelines or new research relating to each diagnosis. Provide a brief summary of the article(s) in your reflection. Identify a minimum of 2 barriers to quality health care the patient can potentially experience per the information provided in the interview (e.g., cultural, linguistic, economic, previous conditions, etc.). As the FNP, explain how you can address these barriers to improve the quality of care the patient receives. Use a minimum of 2 peer reviewed articles to support your answers.
NRP 571 University of Phoenix Advanced Health Assessment

Grossmont Cuyamaca Community College District March Trilogy Racism Paper

Grossmont Cuyamaca Community College District March Trilogy Racism Paper.

Dr. UtgaardModern American HistoryThe March trilogy is a key part of our course.We will use it for two of our weekly discussions and you will also write a paper on the book.The paper assignment appears at the end of this document.For each book, you will find it helpful to answer the questions on the handout as read.March: Book OneBy John Lewis, Andrew Aydin, and Nate Powell Identify the following people and terms and answer the questions listed below:What was John Lewis’ economic and religious background growing up in rural Alabama? In 1951 John Lewis made his first trip north with his uncle. What challenges did they face in their drive north and what impact did the visit have on Lewis? Who was Emmitt Till?Rosa Parks, Martin Luther King, Jr. (MLK) and the Montgomery Bus BoycottWhat was the social gospel Lewis learned at Baptist seminary in Nashville, Tennessee?What happened with Lewis’ plan to integrate Troy State University?What did Lewis learn from Jim Lawson? Describe the training of the young activists as they prepared for action.Why did the activists target the lunch counters in Nashville?What kind of response did the lunch counter sit-ins receive in Nashville?What kind of attention did the sit-ins generate?What were some of the generational differences within the movement? What was SNCC?How did the mayor of Nashville’s stance change towards segregation?March: Book TwoBy John Lewis, Andrew Aydin, and Nate PowellIdentify the following people and terms and answer the questions listed below: Describe the efforts of Lewis and the activists to integrate fast-food restaurants and movie theaters in Nashville. What were the freedom rides and why were they more dangerous than the Nashville sit-ins? What was CORE?Why did John Lewis leave the freedom ride? Who was Bull Connor?To what degree did the Kennedy administration support the freedom rides?Who was John Seigenthaler? Martin Luther King in Montgomery Jackson, MississippiDescribe the interaction between John Lewis and Attorney General, Robert Kennedy Mississippi compared to Alabama Describe life and the resistance of the activists in the Mississippi State Prison Voting Rights and SNCC’s split Conditions in Mississippi in 1961 How were both the tactics and stance of SNCC changing in 1962? Who was James Meredith? Who was George Wallace? How did civil rights activists turn Bull Connor’s brutality to their advantage in 1963? Who was Medgar Evers? Limitations of Kennedy’s proposed Civil Rights BillPlanning for the March on Washington and the role of Philip Randolph and Bayard Rustin How and why did John Lewis change his speech at the March on Washington on 28 August 1963? How was John Lewis’ speech different from the famous Martin Luther King “I Have a Dream” speech on that day? What happened at the 16th Street Baptist Church in Birmingham, Alabama on 15 September 1963?March: Book ThreeBy John Lewis, Andrew Aydin, and Nate PowellIdentify the following people and terms and answer the questions listed below:What happened in Birmingham after the bombing of the 16th Street Baptist Church in Birmingham, Alabama on 15 September 1963?Where is Selma? Who is Jim Clark?What was SNCC’s goal in Selma?How specifically was the right to vote denied to African Americans in the Jim Crow South?What happened on Freedom Day, 7 October 1963?What protest did Bob Moses and Al Lowenstein plan for Mississippi?Who was Fannie Lou Hamer? What happened on November 22, 1963What was President Lyndon B. Johnson’s (LBJ) stance on Kennedy’s proposed civil rights bill? How did young activists like John Lewis view LBJ?What was the SNCC plan for the election year of 1964?How did the state officials in Mississippi respond to SNCC’s plans for Freedom Summer in 1964?What happened to Mickey Schwerner, Andy Goodman, and James Chaney? How did Mississippi authorities respond? What was the national response? Why was the Civil Rights Act of 1964 a milestone, but also seen as insufficient by Lewis?What was the difference between the Rockefeller and Goldwater wings of the Republican Party? Who won the nomination in 1964?What happened at the 1964 Democratic National Convention? Why does Lewis view the 64 convention as a turning point for the movement?What impact did his extensive trip to African countries have on John Lewis? What challenges did SNCC face in late 1964?Why did Selma become the focal point for action in 1965? Why did MLK’s Southern Christian Leadership Conference (SCLC) take the lead there?How was Malcom X different than most civil rights activists? What happened to him in 1965?Why did SNCC have reservations about MLK and the SCLC’s decision to march from Selma to Montgomery? Why did Lewis join the march on Selma?What was so important about Bloody Sunday, 7 March 1965? What was so important about Lyndon Johnson’s speech after Bloody Sunday? 6 August 1965, Voting Rights ActWhy do the authors repeatedly make reference to the inauguration of Barack Obama in January 2009?Paper Assignment (100 points) Write a 2.5- to 3-page paper on one of the prompts below. Your paper must include at least six examples. You must include examples from books 1, 2, and 3. You may choose to include visual analysis in your examples. Use parenthetical citations indicating the book and page number. For example: When the sheriff in Selma was released from the hospital, he wore a button that said “Never.” (Book 3/171-172) Option 1: What strategies were used by activists in the Civil Rights Movement? Describe how a combination of moral and physical courage was so important to the successes of the Civil Rights Movement.Option 2; As revealed in the March trilogy, describe the tools of oppression used to deny African Americans their civil and political rights. You may wish to consider the role of political leaders, law enforcement, the courts, businesses, every-day racists, etc.Option 3: Graphic histories have recently become more common. Some critics fear that graphic (comic) histories sacrifice too much nuance and detail with their emphasis on the visual. After reading the March trilogy, what were the strengths and/or weaknesses of learning history in this form? What images were the most powerful?
Grossmont Cuyamaca Community College District March Trilogy Racism Paper

SDSU Physiology Flow Movement Glucose Homeostasis & Renal Corpuscle Exam Practice

professional essay writers SDSU Physiology Flow Movement Glucose Homeostasis & Renal Corpuscle Exam Practice.

Please find the Physiology short answer questions attached. I have answered some, and have given the others some bullet points, but of course, you can formulate your own answer in AT LEAST two paragraphs. VERY IMPORTANT: First paragraph MUST DIRECTLY address the CORE question being asked, then the second paragraph should expand on the information introduced. This is very important to be done. I appreciate all your help! Assigment isn’t due until 4 – 5 days from the submission of this request. If you know your Physiology, then this is for you.
SDSU Physiology Flow Movement Glucose Homeostasis & Renal Corpuscle Exam Practice

ITESM Disneys Hercules Film Journals Questions

ITESM Disneys Hercules Film Journals Questions.

Disney’s Hercules – Viewing Journal Questions1.How does the film adapt Hercules’ birth and childhood story? Do you believethese are ‘acceptable’ adaptations?2.What do you think of Disney’s depictions of the Greek gods and goddesses?3.The scene in which Hercules meets Megara represents a conflation of a number ofHerculean myths – list the various references to the ancient material in this sceneand comment on how this material has been adapted.Note:In response to these questions, remember to comment on the points of similarity ANDdifference between ancient myth and the film. There should also be consideration of theintended audience of the film in your answerHercules (2014) – Viewing Journal Questions1.You have now watched two film adaptations of the Hercules story – in youropinion, was one more ‘accurate’ to the ancient material than the other? If so,what made it more ‘accurate’?2.Building on your response to Q1, did increased ‘accuracy’ directly lead to a‘better’ film? (or – to put it another way – was your favourite film of the two themore accurate one? If so, why? If not, why not?)3.How does this film represent the concept of “heroism”? Does this differ from theDisney conception of Greek heroism? You should consider the intended audienceof both of the films in your answersTroy (2004) – Viewing Journal Questions1.Read the selections of theIliad posted in the ‘additional readings’ folder. Howaccurately does the film capture these key moments of the narrative?2The film drastically condenses the timeline of the events of the Trojan War – inyour opinion, how does this condensed timeline effect our interpretation of theunfolding events? Do you think this was a ‘good’ or ‘bad’ choice for thescreenplaySpartacus (1960) – Viewing Journal QuestionsThere are only two questions this week because they will each require extendedexploration:1.The figure of Spartacus is both a gladiator and a slave – in what ways does thefilm explore the intersection of these two sides of his character? Remember toinclude specific examples of scenes from the film in your analysis.2.Do you think the film is a ‘call for revolution’? Or, to put it another way, is thefigure of Spartacus in the movie a ‘revolutionary hero’? You should consider thehistorical context of the time of production and support your answer withexamples from the fil
ITESM Disneys Hercules Film Journals Questions

Management Of Heart Failure Patients To Reduce Readmissions Nursing Essay

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Introduction The purpose of the Bridge Project under the National Heart Failure training Program (NHeFT) (It Takes a Community: Creating a Bridge to Improved Healthcare Outcomes for Heart Failure) is to stimulate quality improvement for patients with heart failure, including quality of life, and to disseminate this model to various care settings through collaborative efforts. Our short term plan is to reduce the 30 day readmission rate at your institution. Our long term plan is to facilitate the development of interdisciplinary disease management programs along the continuum of care which will improve the health of older adults with heart failure and empower the staff that cares for them with education tailored to each care setting. We believe that the devastating downward trend of heart failure can be reversed through collaboration and education. By improving care in individual settings and working together to create standards of care and improve communication, we believe we can reverse the downward spiral. Before implementing an improvement plan, it is critical that a process map be constructed to target the areas where the rate limiting step/s exist that are affecting the desired outcome. In addition, these rate limiting steps may be the very ones that need intervention in the plan, do, see, and act cycle of quality improvement. Although some of these questions pertain to the hospital setting, it is nonetheless important to understand the “patient’s journey” from hospitalizations to home or skilled nursing facility to home and finally to your group. The seamless transition is one of the keys to success in caring for this population. Therefore, although this program is intended to set up a heart failure program within your outpatient cardiology group, obtaining hospital information is important. The hospital would be wherever your population of patients is being admitted. It may be not just one hospital but 2 or 3. Much of this information can be obtained from public websites. Once you have identified those for us, we will obtain as much data as we can. Coupled to your answers, we will process map your system/s. This survey aims to identify efforts that have been or are currently being implemented and to assess the needs of each hospital/practice system who do or do not have a structured heart failure program to assist in developing and implementing the heart failure disease management plan. Admissions process: What information do you get for patients admitted to the hospital in a non-heart failure service when they are discharged? How do you know that you will be seeing these patients? Who has access to the information concerning patients that you will be responsible for? How are patients admitted (i.e. by phone, in person, by paperwork) to the hospitals where you practice? What is the process and structure of admissions? Who admits patients, i.e., where do the patients come from? Consider PCP, Cardiologists, nurses, ED or transfers. Cardiologists that participate in this program will: Use optimal medical therapy processes to keep patients out of the hospital, thereby improving morbidity. Medication uptitration to goal levels as Guideline, evidenced-based care. Actively participate and support the multi-disciplinary team in the care of the heart failure patients. To use a hospitalization to actively uptitrate medical therapy beyond simply diuretic treatment. Support actively the patient educational efforts of the heart failure team members directly to the patient Reinforce the educational objectives of the total health care team including sodium dietary restriction, fluid restriction when necessary, increased activity and medication compliance. Consideration and discussion of ICD implantation when, in spite of 3 months of optimal medical therapy including optimally titrated doses of beta blockade, the patient’s ventricular function has not improved >35%. Consideration of biV pacing if patient remains symptomatic in spite of optimal medical therapy and has a wide QRS. To support the outpatient performance measures in the entirety of the practice and team effort. Protocol: A managed care program dedicated for heart failure patients to improve symptoms, functional capacity, and reduce hospitalizations. A second objective of the program is to practice using Guideline evidenced-based care with a combination of optimal medical therapy, patient education, close followup and pro-active interventional care to keep patients at home. Protocols will be individualized according to patient diagnosis and prognosis. Inclusion Criteria: Patients with a diagnosis of heart failure (ICD code 402, 404 and 428) who have been admitted to the hospital for decompensated heart failure in the past year. Patients with frequent admissions for decompensated heart failure Patients with the diagnosis of heart failure who have been requiring escalating doses of diuretics. Patients with heart failure who have not been tolerating uptitration of evidenced-based care, e.g., ACE inhibitors or beta blockers Patients with heart failure who have had compliance issues with diet or medication Exclusion criteria Patients with end-stage renal disease and dialysis Patients with a history of drug abuse as an etiology of heart failure Patients with stable heart failure who have never been hospitalized, NYHA Class I and II. Share this: Facebook Twitter Reddit LinkedIn WhatsApp