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  • Create a video on types of housing available for homeless people in Los Angeles

    Create a video on types of housing available for homeless people in Los Angeles County, you can add info on do they use the housing provided. But the main topic of the video is housing for homeless people in LA, include pictures and not too many words, also add appropriate music, and no voice-over is required, please. The video could also be 2-3 minutes. Please make sure at the end of the video the last thing is references.

  • Consider how clinical judgement, critical thinking and decision making are simil

    Consider how clinical judgement, critical thinking and decision making are similar and different and describe these in your own words. How do these processes differ in relation to bedside nursing when compared to that of an advanced practice nurse? Provide an example of how decision making is used by the bedside nurse and that of an advanced practice nurse to illustrate this point. After reading the information on emotional intelligence how would you describe this to someone who has never heard of the term. Can you apply emotional intelligence to a situation in care as an advanced practice nurse in a clinic or hospital?

  • DUE TODAY 07/14 Respond with at least 150 words (each) to a classmates Question:

    DUE TODAY 07/14
    Respond with at least 150 words (each) to a classmates
    Question:
    An adult patient with a chronic myelogenous leukemia sits down with you to discuss his questions and concerns about his upcoming bone marrow transplant. He has already received some educational materials and participated in a family conference during which health team members described the procedure and potential complications. He has been told that he has a risk of graft rejection or graft versus host disease (GVHD), but he does not understand the distinction (Chapter 12, Learning Objectives 1, 2, 10, 11).
    What are the similarities between graft versus host disease and graft rejection?
    What are the pathophysiologic differences between graft versus host disease and graft rejection?
    How would these differences be manifested clinically?
    Studies have shown a protective effect of mild to moderate GVHD in cancer patients who have had a bone marrow transplant. Based on your understanding, can you explain these findings?
    classmate:
    GvHD and Graft rejection
    What are the similarities between graft versus host disease and graft rejection?
    A graft-versus-host disease (GVHD) develops when the recipient's bodily cells are attacked by the graft's immune cells because they see the host as alien. In this case, the "host" refers to the recipient's tissues, whereas "graft" refers to transplanted or donated tissue. Graft rejection typically develops minutes or hours after transplantation and is brought on by specific antibodies against the graft. Graft rejection and graft versus host disease share a number of similarities. First of all, they both involve an attack on the autoimmune system of the body, and this attack involves the donated organs or tissues (Nagler et al., 2021). Also, both conditions are difficult to prevent and hence, people must take precautions to lower the likelihood of contracting such illnesses. Lastly, both conditions can be managed by immunosuppressive medications that include corticosteroids.
    What are the pathophysiologic differences between graft versus host disease and graft rejection?
    In regards to the pathophysiologic differences, while GVHD is brought on by donor-derived immune cells reacting against allogeneic recipient tissues, graft rejection involves the immunological reactivity of the recipient against transplanted allografts. The recipient's tissues in the GVHD condition are attacked by the graft because it perceives them as foreign substances. This may happen following an organ transplant. On the other hand, according to Nunes and Kanakry, (2019), graft rejection happens when tissues that have been transplanted are rejected. In other words, GVHD is caused by the recipients' immune systems reacting negatively to donor-derived immune cells, while graft rejection is caused by recipients' immune systems reacting negatively to transplants.
    How would these differences be manifested clinically?
    The differences between the two conditions are manifested when in GVHD, the recipient is rejected by the donor's immune system, while Graft rejection manifests when the transplant recipient's immune system rejects the transplanted tissue. Clinical symptoms of GVHD include dry eyes, skin discolorations, abdominal swelling, shortness of breath, and trouble swallowing. Also, the condition can result in tiredness and weak muscles. On the other hand, the clinical signs of graft rejection include organ swelling or pain, flu-like symptoms such as nausea, coughing, and body pains, as well as general malaise and discomfort (Nagler et al., 2021). Note that, the reduction in active donor T-cells prevents GVHD by properly cross-matching or tissue-typing, graft rejection can be avoided.
    Studies have shown a protective effect of mild to moderate GVHD in cancer patients who have had bone marrow transplants. Based on your understanding, can you explain these findings? GVHD is not always a bad event since mild GVHD can be seen as being advantageous if the transplant is performed to treat blood malignancy. The new cells GvHD actively eradicate any remaining cancer cells in the body and hence, a patient's risk of their cancer coming back after transplant may be reduced if they have mild GVHD. According to Hill and Koyama, (2020), patients with cancer who have undergone bone marrow transplantation may benefit from GVHD, because the tissues and organs of the patient are likely to be recognized as foreign by the donor's immune system. Although mild to moderate GVHD is most likely to affect cancer patients, the condition will likely get better with time.

  • Objectives: Create a final publish of an expository essay. Demonstrate understandi

    Objectives:
    Create a final publish of an expository essay.
    Demonstrate understanding of components of the writing process and academic writing style Q1,Review your first publish, instructor feedback, LopesWrite feedback, and course materials. Provide three successful strategies you will use in preparing your final publish. Why did you select these strategies? Do you have any questions as you prepare for your final publish this week? Q2,Explain why going through the writing process steps improves the quality of writing. What did you find most difficult about the writing process? Q3,Please do the following in completing the final publish of your essay:
    Revise your expository essay using the feedback received from your instructor on your outline and first publish.
    Review the media piece The Writing Process to help you refine and finalize your essay.
    Review the rubric for this assignment to ensure you have completed all necessary components of your essay.
    Your final publish should be at least 750-1,000 words.
    Complete the following before submitting your final essay:
    Read your paper aloud (to yourself or someone else) to “hear” issues with your grammar and sentence structure.
    Polish the issues found by smoothing out your language.
    Run spellcheck and grammar check (as a backup) before submitting the final publish. Make any necessary changes to address spelling or grammar issues.
    Properly cite your sources both in-text and in the References section at the end of your paper. (The Reference Page is the last page of your paper and should ONLY contain references. If you cited the work in the paper; the reference needs to be included. If you did not use the reference in your paper, then do not include the reference.)
    Make sure that the final publish does not contain any of the instructors embedded feedback from your first publish. These comments should have been corrected and the comment should be deleted. Please contact your instructor if you have questions.
    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.Review the Final publish Rubric to help you make sure all elements is present in your essay; this is NOT the same rubric that was used in the First publish. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Submit the completed Final publish to LopesWrite and review your report BEFORE submitting to your instructor. Make sure your LopesWrite score and essay are ready to be submitted BEFORE you select the “Final Submit” option.Submit the completed assignment to the final assignment dropbox by the end of Topic 6 (Sunday, by 11:59pm, Arizona Time).General Education Program InformationThis assignment assesses the following general education competency:Effective CommunicationGED2C1: Construct logical, cohesive, and persuasive arguments.

  • There were several multicultural competencies discussed in the textbook (see the

    There were several multicultural competencies discussed in the textbook (see the Appendix in your textbook titled “Multicultural and Social Justice Counseling Competencies”), and each of the competencies are important for counselor multicultural development. Of the competencies listed, elaborate as to which two stand out as the most significant or most important to you. In other words, what are the qualities of these two competencies that present themselves as more prominent than the others and why? In addition, identify and discuss the one competency listed in the textbook that would be more challenging for you to develop. Share your thoughts as to why this one would be more challenging. As part of your material review for the week, you heard Dr. Moitinho elaborate on some characteristics of culturally competent counselors from a Christian perspective. What additional Christian principle would you add to his presentation? Share your rationale for this additional principle.

  • I am required to write a paper on a medical subject; I chose the title above. Th

    I am required to write a paper on a medical subject; I chose the title above.
    The paper must be at least 12 pages long, not including title or reference pages.
    All citations and references must be in 7th APA.
    I had to have my references pre-approved; “additional sources” are allowed but the only references allowed are the 8 approved which I’ve attached in a PDF here.
    They are HEAVILY monitoring and filtering this assignment for use of AI.
    Here are some requirements from the instructor:
    “The introduction sets the stage for the rest of the paper. Introduce your topic, a thesis statement (the purpose of your research), background for the topic, and 3-4 subtopics included in the research. The Introduction should also include a statement of relevancy why this subject is significant to the EMS field medic.
    Literature Review
    The literature review summarizes critical findings of other authors who have published documents related to the subject matter. If appropriate, this section may also include a summary of any interviews the author conducted with experts in the area of the subject, or patients. Interviews are cited in the text but not included in the reference section. Be sure that direct quotes substantially relate to the topic. Every quotation should be backed up by a few sentences of your own related to the quotation (which in turn is related to the thesis statement). Be advised that when you paraphrase a source you must provide a citation and a reference. The sources you use in your literature review (and elsewhere in the paper) must be included in the references and every reference must have a corresponding citation. This is analogous to a key and a lock; you need both for the set to be complete. Do not use excessive quotations! You may only have two long quotations (40-80 words, formatted in a special way).
    Discussion
    The discussion section includes the interpretation, analysis and explanation of the literature reviewed. It should include the key findings and whether the literature reviewed supported or contradicted the thesis statement. If not supported, or if only partially so, include what was found and what could be learned from the results. Include any unexpected findings or any unanswered questions or areas that need further research. Note any shortcomings of the studies reviewed. Do not include personal experiences, nor a repetition of the abstract.
    Conclusion
    The conclusion is briefer than the discussion portion and ties it all together. Include the importance of the topic as related to prehospital medicine, any recommendations for change or future research and implications that might be drawn.
    Abstract
    The abstract is a brief summary of the major findings. It includes the purpose and main points of the research, procedures, results, and recommendations. It is written after the paper is completed and is normally no more than 150-200 words. The abstract, while written last, is the first page after the title page and is on a page by itself. The abstract is intended to be a “hook” so the reader will want to read the paper. Do not indent the abstract paragraph and do not repeat the abstract elsewhere in your paper. Note: The prospectus is a statement of what you plan to do and is not included in the abstract or elsewhere in the paper. The abstract reflects what you found in your research (planning vs results) and is not repeated elsewhere in your paper.”
    Here are my goals of research, prospectus, and introductory sentence, etc:
    Goal of Research:
    The goal of this research is to investigate the current challenges in psychiatric care within the emergency department (ED) and identify effective strategies for improvement. Several sub-points outlining the supporting evidence to be gathered include:
    1. Incidence and Prevalence: Determine the prevalence of psychiatric cases in EDs and their impact on healthcare resources.
    2. Challenges: Identify key challenges faced by healthcare professionals when providing psychiatric care in EDs.
    3. Strategies: Explore existing strategies and interventions used to address psychiatric care challenges.
    4. Patient Outcomes: Assess the impact of current practices on the mental health outcomes and well-being of patients.
    5. Cost Analysis: Examine the financial implications of psychiatric care in EDs for healthcare institutions.
    Reason for the Project:
    The goal of this project is to address the pressing need for improving psychiatric care within the ED setting due to the increasing demand for mental health services and unique challenges presented.
    Expected Accomplishments:
    By conducting this research, my goal is to accomplish the following
    – Identify evidence-based strategies to enhance psychiatric care in Emergency departments.
    – Raise awareness about the importance of addressing mental health needs in the ED.
    – Provide insights to optimize resource allocation and improve patient outcomes.
    Beneficiaries:
    – Patients: Enhanced mental health support and reduced wait times in EDs.
    – Healthcare Providers: Improved protocols for handling psychiatric cases.
    – Healthcare Institutions: Better resource allocation and cost savings and informed decisions to shape relevant policies and practices.
    Research Questions
    1. What are the primary challenges faced by healthcare professionals when providing psychiatric care in the ED?
    2. What strategies have proven effective in addressing these challenges and improving patient outcomes?
    3. What are the key factors contributing to patient satisfaction with psychiatric care in the ED?
    4. What recommendations can be made to optimize psychiatric care delivery in the emergency department?
    INTRODUCTORY PARAGRAPH (must be used verbatim in actual paper)
    In an era where mental health crises are on the rise, this study delves into the complicated yet often overlooked landscape of psychiatric care within the emergency department, focusing on the challenges faced by healthcare professionals, and looking at potential paths to improved care delivery and patient outcomes.

  • Welcome to the first week of Treatment of Forensic Populations. Psychology profe

    Welcome to the first week of Treatment of Forensic Populations.
    Psychology professionals may work years in their professional settings and never think about treating forensic populations such as sex offenders, drug abusers and offenders, or violent offenders. In fact, many psychology professionals (and many members of the public) shy away from such populations, choosing to believe that these people are best helped by remaining “locked up” or left to the resources of a prison treatment setting. Other psychology professionals, however, see the benefits of working with challenging forensic populations—not just for the person receiving services but also for the greater social good that can come from offering services to forensic populations. Ultimately, deciding whether to specialize in the treatment of forensic populations is a personal one that requires knowledge about various forensic settings, crimes, and treatments.
    This week, you examine the fundamentals of treating forensic populations. You consider a variety of forensic settings and external dimensions, that is, the factors outside of treatment that can affect practice in forensic settings such as social support, available resources, access to treatment, and other practice challenges. You also become familiar with this course as a whole and reflect on how it might help you meet some of your professional goals.
    LEARNING OBJECTIVES
    By the end of this week, you should be able to:
    Apply concepts and strategies related to the treatment of forensic populations to professional practice goals
    Analyze similarities and differences among forensic settings (prisons, jails, community corrections)
    The feelings generated when treating an individual in a forensic setting can range from sorrow to fear and nearly every emotion in between. Working with people who have been discounted by their own families and by society provides the forensic psychology professional with an opportunity to make a difference in the life of the person being treated as well as society at large. Unfortunately, such rewards can be hard earned. Treating forensic populations can be challenging, both professionally and personally. Forensic psychology professionals working in these settings must be comfortable with their surroundings, and recognize the benefits of doing this work as well as the risks that may be present.
    The psychology professional working in forensic settings not only must have the clinical skills to practice in these settings but also must have a solid understanding and appreciation for the differences that forensic treatment settings present. They must also have tools for navigating the field of forensic psychology. You will find that the knowledge base, concepts, and strategies for treating forensic populations do not exist in a bubble and, therefore, you can apply what you learn in this course to different aspects of your professional career.
    Resources
    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.
    WEEKLY RESOURCES
    To prepare for this Discussion:
    Review the Course Introduction and Syllabus. Reflect on the focus of this course as well as the concepts and strategies that will be addressed. Think about how these items relate to your professional identity and goals.
    Review Chapter 1 “The Scope and Purposes of Correctional Treatment,” in the course text Correctional Counseling and Treatment. Reflect on the focus of this course as well as the concepts and strategies that will be addressed. Think about how these items relate to your professional identity and goals.
    Review Chapter 12, “Group Counseling in Corrections,” in the course text Correctional Counseling and Treatment. Pay particular attention to treatment strategies and approaches for forensic populations.
    Reflect on your personal values and beliefs, and consider how they will impact your work in forensic settings.
    Think about the areas of professional practice that are of interest to you as well as the areas that present challenges to you.
    Think about the concepts, strategies, and treatment approaches related to forensic populations that you read about this week. Consider how they might affect your professional goals and the attainment of these goals.
    Reflect on your professional goals and consider how this course might help you meet them.
    With these thoughts in mind:
    By Day 4
    Post by Day 4 a brief description of your professional practice goals. Explain how you plan to apply the concepts and strategies covered in this course to the achievement of these goals. Finally, identify specific challenges that completing this course will enable you to address. Be specific.
    Be sure to support your postings and responses with specific references to the Learning Resources.
    Read a selection of your colleagues’ postings.
    By Day 6
    Respond by Day 6 to at least one of your colleagues’ postings in one or more of the following ways:
    Ask a probing question.
    Share an insight from having read your colleague’s posting.
    Offer and support an opinion.
    Validate an idea with your own experience.
    Make a suggestion.
    Expand on your colleague’s posting.
    Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
    Comparison of Forensic Settings
    The many different forensic treatment settings – prisons, jails, outpatient settings, community centers, and specialized treatment centers – provide many employment opportunities. Even within these settings, there are specific and differing programs that operate. For instance, a prison might operate a drug treatment program styled as an outpatient program, a residential drug treatment facility, a sex offender program, and general outpatient services, all in the same facility. In the outpatient setting, a forensic psychologist practitioner might be called on to conduct anger management groups, domestic violence groups, substance abuse services, and follow-up services with sex offenders after release. The diversity of practice experiences within the forensic system is impressive and sometimes even overwhelming.
    But not every setting is right for every therapist. Some forensic treatment professionals are comfortable entering any correctional facility, while others might be more comfortable working at one security level but not another (e.g., a low-security facility might be more preferable than a maximum-security facility). There are forensic treatment professionals who find forensic outpatient settings similar to traditional outpatient practice and, therefore, more familiar and comfortable. It is important to assess and understand your own comfort level with the various forensic treatment settings before entering them and starting along your career path. One way of doing this is to consider the various settings and compare them based on external dimensions of forensic treatment. For example, how do the available resources compare between a maximum-security prison and a juvenile detention center? Are the practice challenges similar across the various treatment settings, or do certain challenges inhibit effective practice in one setting more than others? These kinds of comparisons can help you understand the potential challenges in a desired forensic setting. Comparing forensic settings can also provide you with possible interest in settings not previously considered, and inform you as to how external factors can impact your professional goals.
    Resources
    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.
    WEEKLY RESOURCES
    To prepare for this Assignment:
    Review the article “Systemic Issues and Correctional Outcomes: Expanding the Scope of Correctional Psychology” in this week’s Learning Resources. Focus on forensic treatment setting issues. Note the various external dimensions of forensic treatment for each setting.
    Review Chapter 12 in the textbook Correctional Counseling and Treatment. Briefly discuss the origins of group counseling. Next identify and briefly discuss 2 benefits and 2 disadvantages of group counseling. Finally review the stages of the group development process.
    Select two forensic treatment settings to compare in this assignment.
    Select two of the following external dimensions of forensic treatment settings to use in your comparison: social support, available resources, access to treatment, and/or challenges to practice.
    Think about the similarities and differences between the settings in terms of external dimensions of forensic treatment settings.
    The assignment (1–2 pages):
    Identify the two forensic settings and the two external dimensions of forensic treatment you selected.
    Compare (similarities and differences) the settings in terms of the external dimensions of forensic treatment settings you selected.
    Explain at least one conclusion you drew or insight you gained as a result of your comparison.
    Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.
    By Day 7
    Submit your assignment by Day 7.
    Submission information
    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
    To submit your completed assignment, save your Assignment as WK1Assgn_LastName_Firstinitial
    Then, click on Start Assignment near the top of the page.
    Next, click on Upload File and select Submit Assignment for review.
    Rubric

  • Write a 4-5 page evidence-based proposal to support the need for a nurse informa

    Write a 4-5 page evidence-based proposal to support the need for a nurse informaticist in an organization who would focus on improving health care outcomes.
    IntroductionAs you begin to prepare this assessment, you are encouraged to complete the Team Perspectives of the Nurse Informaticist activity. Completion of this will help you succeed with the assessment as you explore the nurse informaticist’s role from the different perspectives of the health care team. Completing activities is also a way to demonstrate engagement.
    Nurses at the baccalaureate level in all practice areas are involved in nursing informatics through interaction with information management and patient care technologies. Nurses must not only demonstrate knowledge of and skills in health information and patient care technologies, but also how to use these tools at the bedside and organizational levels. Moreover, nurses need to recognize how information gathered from various health information sources can impact decision making at the national and state regulatory levels.
    ScenarioFor this assessment, assume you are a nurse attending a meeting of your state’s nurses association. A nurse informaticist conducted a presentation on her role and its impact on positive patient and organizational outcomes in her workplace. You realize that your organization is undergoing many technological changes. You believe this type of role could provide many benefits to your organization.
    You decide to pursue proposing a nurse informaticist role in your organization. You speak to your chief nursing officer (CNO) and human resources (HR) manager, who ask you to prepare a 4–5 page evidence-based proposal to support the new role. In this way, they can make an informed decision as to whether the addition of such a role could justify the return on investment (ROI). They need your proposal before an upcoming fiscal meeting.​ This is not an essay, but instead, it is a proposal to create a new Nurse Informaticist position.
    One important part of this assessment is the justification of the need for a nurse informaticist in a health care organization and references from relevant and timely scholarly or professional resources to support the justification for creating this nurse informaticist position. The term justify means to show or prove that the nurse informaticist position brings value to the organization. This justification must include evidence from the literature to support that this position will provide a return on investment for the organization.
    PreparationTo successfully prepare for this assessment, you will need to complete these preparatory activities:
    Review assessment resources and activities.Conduct independent research on the nursing knowledge and skills necessary to interact with health information and patient care technology.
    Focus your research on current resources available through peer-reviewed articles, professional websites, government websites, professional blogs, wikis, job boards, and so on.
    Consult the BSN Program Library Research Guide for help in identifying scholarly and authoritative sources.
    Interview peers in your network who are considered information technology experts.Ask them about how information technology advances are impacting patient care at the bedside, at the organizational level, and beyond.
    Proposal FormatThe chief nursing officer (CNO) and human resources (HR) manager have asked you to include the following headings in your proposal and to be sure to address the bullets following each heading:
    Nursing Informatics and the Nurse InformaticistWhat is nursing informatics?
    What is the role of the nurse informaticist?
    Nurse Informaticists and Other Health Care OrganizationsWhat is the experience of other health care organizations with nurse informaticists?
    How do these nurse informaticists interact with the rest of the nursing staff and the interdisciplinary team?
    IMPACT OF FULL NURSE ENGAGEMENT IN HEALTH CARE TECHNOLOGY
    How does fully engaging nurses in health care technology impact:Patient care?
    Protected health information (security, privacy, and confidentiality)?In this section, you will explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information, particularly privacy, security, and confidentiality. Evidence-based means that they are supported by evidence from scholarly sources.
    Workflow?
    Costs and return on investment?
    Opportunities and ChallengesWhat are the opportunities and challenges for nurses and the interdisciplinary team with the addition of a nurse informaticist role?How can the interdisciplinary team collaborate to improve quality care outcomes through technology?
    Summary of RecommendationsWhat are 3–4 key takeaways from your proposal about the recommended nurse informaticist role that you want the CNO and the HR manager to remember?This is the section where the justification for the implementation of the nursing informaticist role is addressed. Remember to include evidence from the literature to support your recommendation.
    Additional RequirementsWritten communication: Ensure written communication is free of errors that detract from the overall message.
    Submission length: 4–5 double-spaced pages, in addition to title and references pages.
    Font: Times New Roman, 12 point.
    Citations and References: Cite a minimum of three current scholarly and/or authoritative sources to support your ideas. In addition, cite a minimum of one current professional blog or website to support your central ideas. Current means no more than five years old.
    APA formatting: Be sure to follow APA formatting and style guidelines for citations and references. For an APA refresher, consult the Evidence and APA page on Campus.
    Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.Define nursing informatics and the role of the nurse informaticist.
    Explain how the nurse collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.
    Justify the need for a nurse informaticist in a health care organization.
    Competency 2: Implement evidence-based strategies to effectively manage protected health information.Explain evidence-based strategies that the nurse and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).
    Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.Follow APA style and formatting guidelines for citations and references.
    Create a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.
    Nursing Informatics in Health Care Scoring GuideCRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHED
    Define nursing informatics and the role of the nurse informaticist.Does not define nursing informatics and the role of the nurse informaticist.Defines nursing informatics and the role of the nurse informaticist, but the description lacks detail or is missing important information.Defines nursing informatics and the role of the nurse informaticist.Defines nursing informatics and the role of the nurse informaticist. References current data, evidence, or standards to support and refine definition.
    Explain how the nurse informaticist collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.Does not explain how the nurse informaticist collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.Identifies but does not explain how the nurse informaticist collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.Explains how the nurse informaticist collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care.Explains how the nurse informaticist collaborates with the interdisciplinary team, including technologists, to improve the quality of patient care. Makes explicit reference to scholarly or professional resources to support explanation.
    Justify the need for a nurse informaticist in a health care organization.Does not justify the need for a nurse informaticist in a health care organization.Proposes but does not justify the need for a nurse informaticist in a health care organization.Justifies the need for a nurse informaticist in a health care organization.Justifies the need for a nurse informaticist in a health care organization and references relevant and timely scholarly or professional resources to support the justification.
    Explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).Does not explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).Describes but does not explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).Explains evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality).Explains evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients’ protected health information (privacy, security, and confidentiality), with reference to specific data, evidence, or standards to support the explanation.
    Follow APA style and formatting guidelines for citations and references.Does not follow APA style and formatting guidelines for citations and references.Partially follows APA style and formatting guidelines for citations and references.Follows APA style and formatting guidelines for citations and references.Follows APA style and formatting guidelines for citations and references with flawless precision and accuracy.
    Create a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.Does not create a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.Creates a proposal that lacks clarity and/or has errors in grammar, punctuation, and spelling.Creates a clear, well-organized, and professional proposal that is generally free from errors in grammar, punctuation, and spelling.Creates a clear, comprehensive, well-organized, and professional proposal that is error-free in grammar, punctuation, and spelling.

  • Some of the most important legal-ethical dilemmas I would like to expand on are

    Some of the most important legal-ethical dilemmas I would like to expand on are the right to patient autonomy and informed consent. In my nursing experience I have come across many patient situations where family members have withheld pertinent information from the patient due to a terminal diagnosis. The information is withheld due to the fear of harm that it may psychologically cause the patient to know the truth about their diagnosis. As a Registered Nurse, I honestly felt I did not need to gain such an in depth understanding of the laws and ethics regarding withholding information, however, as a future Nurse Practitioner (NP) I feel it is important to under the ethics regarding this issue as it is commonly come across in practice. Withholding patient information at the request of family members goes against patient autonomy and placed the provider in an ethical dilemma by not telling the truth. According to the American Medical Association Code of Medical Ethics withholding any patient information is ethically unacceptable unless it is during an emergency situation where the patient is incapacitated and unable to provide informed consent (AMA Council on Ethical and Judicial Affairs, 2012). Informed consent specifies that the patient has the right to make decisions about their own care after the provider has given enough information including therapeutic alternatives and risks to a patient that is in capacity to make their own decisions (AMA Council on Ethical and Judicial Affairs, 2012). Nurse Practitioners play a pivotal role in engaging patients to shared decision-making and respect for patient autonomy. The ethical dilemma in this situation is that if a patient is able to make decisions for themselves, yet is having information withheld from family, how would they be able to make the appropriate decision for care or even be involved in their own treatment. Patient right is also a federal law under title 482 section 13 it states the patient has the right to be present in the development and application of their plan of care (Federal Registrar, 2023). On the other hand, there can be circumstances where information may be withheld from a patient if providing information would cause an incapacitating emotional distress or serious physical termed therapeutic privilege (Menon et al., 2021). Respect for patient autonomy is a basic patient right and is instilled in every Advanced Practice Nurse (APN). It is important to discuss this dilemma as we may be faced with a similar patient situation during our career. Being knowledgeable of the ethics and laws regarding withholding patient information can help avoid any internal conflicts as a practitioner. The issues regarding patient autonomy and informed consent can sometimes have grey areas for NP’s since most laws and ethics regard the patient-physician relationship, not necessarily specifying the patient- APN relationship or considering the APN in law. I feel this is an area that needs to be discussed further or have more information available in involving APNs and the role they play in this discussion. The best advice I would give to a NP going through a similar situation would be to always do what is right based on the principles of ethics and approach the situation as a multi-disciplinary team. Involve others when in doubt, even if the issue must reach an ethics committee, but do not brush off the situation as it can have serious consequences for patients’ autonomy and involvement in their own care. In previous situations that I have seen, physicians did not take the situation seriously or exercised the “therapeutic privilege” even if it did not apply to the situation, however, NP’s have a different point of perspective and I believe they can shed light on this ethical dilemma. References AMA Council on Ethical and Judicial Affairs. (2012, July 1). AMA code of Medical Ethics’ Opinions on Informing Patients. Journal of Ethics | American Medical Association. Retrieved February 2, 2023, from https://journalofethics.ama-assn.org/article/ama-code-medical-ethics-opinions-informing-patients/2012-07#:~:text=Withholding%20medical%20information%20from%20patients,before%20the%20information%20becomes%20available. Federal Registrar. (2023, February 1). Part 482 – Conditions of Participation for Hospitals . Code of Federal Regulations: A point in time eCFR system. Retrieved February 2, 2023, from https://www.ecfr.gov/current/title-42/chapter-IV/subchapter-G/part-482 Menon, S., Entwistle, V., Campbell, A. V., & van Delden, J. J. (2021). How Should the ‘Privilege’ in Therapeutic Privilege Be Conceived When Considering the Decision-Making Process for Patients with Borderline Capacity? Journal of Medical Ethics, 47(1), 47–50. https://doi.org/10.1136/medethics-2019-105792

  • Your essay should be based on the documentary “The Island of the Colorblind” by

    Your essay should be based on the documentary “The Island of the Colorblind” by Oliver Sacks and on Chapter 5: Vision.
    Your essay should address the following question: What are the most striking things about color perception that you learned from the documentary and why? Provide detailed explanations supported by documentary and textbook content.

    Note that the documentary is divided into 6 short parts, please watch all of them