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To Prepare
- Reflect on the study plan you created in NRNP 6665. Did you accomplish your SMART goals? What areas of focus still present opportunities for growth?
The Assignment
- Revise your study plan summarizing your current strengths and opportunities for improvement.
- Develop 3–4 new SMART goals for this quarter and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.
- Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.
https://bit.ly/3MBFQb0
Thursday, 9 June 2022
For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. For this practicum experience, be sure to develop goals and objectives that allow you to synthesize knowledge and skills related to assessment, diagnosis, and treatment planning.
To Prepare
- Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims?
- Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be: - Specific
- Measurable
- Attainable
- Results-focused
- Time-bound
- Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)
- Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.
- Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature.
- Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements.
The Assignment
Record the required information in each area of the Practicum Experience Plan template, including 3–4 measurable practicum learning objectives you will use to facilitate your learning during the practicum experience.
https://bit.ly/3H5uJFY
To Prepare
- Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims?
- Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be: - Specific
- Measurable
- Attainable
- Results-focused
- Time-bound
- Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)
- Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.
- Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature.
- Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements.
The Assignment
Record the required information in each area of the Practicum Experience Plan template, including 3–4 measurable practicum learning objectives you will use to facilitate your learning during the practicum experience.
https://bit.ly/3H5uJFY
Assignment 1: Evaluation and Management (E/M)Insurance coding and billing is complex, but it boils down to how to accurately apply a code, or CPT (current procedural terminology), to the service that you provided. The payer then reimburses the service at a certain rate. As a provider, you will have to understand what codes to use and what documentation is necessary to support coding.
For this Assignment, you will review evaluation and management (E/M) documentation for a patient and perform a crosswalk of codes from DSM-5-TR to ICD-10.
Photo Credit: Getty Images/Tetra images RF
To PrepareReview this week’s Learning Resources on coding, billing, reimbursement.Review the E/M patient case scenario provided.The AssignmentAssign DSM-5-TR and ICD-10 codes to services based upon the patient case scenario.Then, in 1–2 pages address the following. You may add your narrative answers to these questions to the bottom of the case scenario document and submit altogether as one document.
Explain what pertinent information, generally, is required in documentation to support DSM-5-TR and ICD-10 coding.Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options.Finally, explain how to improve documentation to support coding and billing for maximum reimbursement.
Pathways Mental Health
Psychiatric Patient Evaluation
InstructionsUse the following case template to complete Week 2 Assignment 1. On page 5, assign DSM-5 and ICD-10 codes to the services documented. You will add your narrative answers to the assignment questions to the bottom of this template and submit altogether as one document.Identifying InformationIdentification was verified by stating of their name and date of birth. Time spent for evaluation: 0900am-0957amChief Complaint“My other provider retired. I don’t think I’m doing so well.”HPI25 yo Russian female evaluated for psychiatric evaluation referred from her retiring practitioner for PTSD, ADHD, Stimulant Use Disorder, in remission. She is currently prescribed fluoxetine 20mg po daily for PTSD, atomoxetine 80mg po daily for ADHD. Today, client denied symptoms of depression, denied anergia, anhedonia, amotivation, no anxiety, denied frequent worry, reports feeling restlessness, no reported panic symptoms, no reported obsessive/compulsive behaviors. Client denies active SI/HI ideations, plans or intent. There is no evidence of psychosis or delusional thinking. Client denied past episodes of hypomania, hyperactivity, erratic/excessive spending, involvement in dangerous activities, self-inflated ego, grandiosity, or promiscuity. Client reports increased irritability and easily frustrated, loses things easily, makes mistakes, hard time focusing and concentrating, affecting her job. Has low frustration tolerance, sleeping 5–6 hrs/24hrs reports nightmares of previous rape, isolates, fearful to go outside, has missed several days of work, appetite decreased. She has somatic concerns with GI upset and headaches. Client denied any current binging/purging behaviors, denied withholding food from self or engaging in anorexic behaviors. No self-mutilation behaviors.Diagnostic Screening ResultsScreen of symptoms in the past 2 weeks: PHQ 9 = 0 with symptoms rated as no difficulty in functioning Interpretation of Total Score Total Score Depression Severity 1-4 Minimal depression 5-9 Mild depression 10-14 Moderate depression 15-19 Moderately severe depression 20-27 Severe depression GAD 7 = 2 with symptoms rated as no difficulty in functioning Interpreting the Total Score: Total Score Interpretation ≥10 Possible diagnosis of GAD; confirm by further evaluation 5 Mild Anxiety 10 Moderate anxiety 15 Severe anxiety MDQ screen negative PCL-5 Screen 32Past Psychiatric and Substance Use TreatmentEntered mental health system when she was age 19 after raped by a stranger during a house burglary. Previous Psychiatric Hospitalizations: denied Previous Detox/Residential treatments: one for abuse of stimulants and cocaine in 2015 Previous psychotropic medication trials: sertraline (became suicidal), trazodone (worsened nightmares), bupropion (became suicidal), Adderall (began abusing) Previous mental health diagnosis per client/medical record: GAD, Unspecified Trauma, PTSD, Stimulant use disorder, ADHD confirmed by school recordsSubstance Use HistoryHave you used/abused any of the following (include frequency/amt/last use): Substance Y/N Frequency/Last Use Tobacco products Y ½ ETOH Y last drink 2 weeks ago, reports drinks 1-2 times monthly one drink socially Cannabis N Cocaine Y last use 2015 Prescription stimulants Y last use 2015 Methamphetamine N Inhalants N Sedative/sleeping pills N Hallucinogens N Street Opioids N Prescription opioids N Other: specify (spice, K2, bath salts, etc.) Y reports one-time ecstasy use in 2015 Any history of substance related: Blackouts: + Tremors: - DUI: - D/T's: - Seizures: - Longest sobriety reported since 2015—stayed sober maintaining sponsor, sober friends, and meetingsPsychosocial HistoryClient was raised by adoptive parents since age 6; from Russian orphanage. She has unknown siblings. She is single; has no children. Employed at local tanning bed salon Education: High School Diploma Denied current legal issues.Suicide / HOmicide Risk AssessmentRISK FACTORS FOR SUICIDE: Suicidal Ideas or plans - no Suicide gestures in past - no Psychiatric diagnosis - yes Physical Illness (chronic, medical) - no Childhood trauma - yes Cognition not intact - no Support system - yes Unemployment - no Stressful life events - yes Physical abuse - yes Sexual abuse - yes Family history of suicide - unknown Family history of mental illness - unknown Hopelessness - no Gender - female Marital status - single White race Access to means Substance abuse - in remission PROTECTIVE FACTORS FOR SUICIDE: Absence of psychosis - yes Access to adequate health care - yes Advice & help seeking - yes Resourcefulness/Survival skills - yes Children - no Sense of responsibility - yes Pregnancy - no; last menses one week ago, has Norplant Spirituality - yes Life satisfaction - “fair amount” Positive coping skills - yes Positive social support - yes Positive therapeutic relationship - yes Future oriented - yes Suicide Inquiry: Denies active suicidal ideations, intentions, or plans. Denies recent self-harm behavior. Talks futuristically. Denied history of suicidal/homicidal ideation/gestures; denied history of self-mutilation behaviors Global Suicide Risk Assessment: The client is found to be at low risk of suicide or violence, however, risk of lethality increased under context of drugs/alcohol. No required SAFETY PLAN related to low riskMental Status ExaminationShe is a 25 yo Russian female who looks her stated age. She is cooperative with examiner. She is neatly groomed and clean, dressed appropriately. There is mild psychomotor restlessness. Her speech is clear, coherent, normal in volume and tone, has strong cultural accent. Her thought process is ruminative. There is no evidence of looseness of association or flight of ideas. Her mood is anxious, mildly irritable, and her affect appropriate to her mood. She was smiling at times in an appropriate manner. She denies any auditory or visual hallucinations. There is no evidence of any delusional thinking. She denies any current suicidal or homicidal ideation. Cognitively, She is alert and oriented to all spheres. Her recent and remote memory is intact. Her concentration is fair. Her insight is good.Clinical ImpressionClient is a 25 yo Russian female who presents with history of treatment for PTSD, ADHD, Stimulant use Disorder, in remission. Moods are anxious and irritable. She has ongoing reported symptoms of re-experiencing, avoidance, and hyperarousal of her past trauma experiences; ongoing subsyndromal symptoms related to her past ADHD diagnosis and exacerbated by her PTSD diagnosis. She denied vegetative symptoms of depression, no evident mania/hypomania, no psychosis, denied anxiety symptoms. Denied current cravings for drugs/alcohol, exhibits no withdrawal symptoms, has somatic concerns of GI upset and headaches. At the time of disposition, the client adamantly denies SI/HI ideations, plans or intent and has the ability to determine right from wrong, and can anticipate the potential consequences of behaviors and actions. She is a low risk for self-harm based on her current clinical presentation and her risk and protective factors.Diagnostic Impression Double click inside this text box to add/edit text. Delete placeholder text when you add your answers.Treatment PlanMedication: Increase fluoxetine 40mg po daily for PTSD #30 1 RF Continue with atomoxetine 80mg po daily for ADHD. #30 1 RF Instructed to call and report any adverse reactions. Future Plan: monitor for decrease re-experiencing, hyperarousal, and avoidance symptoms; monitor for improved concentration, less mistakes, less forgetful Education: Risks and benefits of medications are discussed including non-treatment. Potential side effects of medications discussed. Verbal informed consent obtained. Not to drive or operate dangerous machinery if feeling sedated. Not to stop medication abruptly without discussing with providers. Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs. Instructed to avoid this practice. Praised and Encouraged ongoing abstinence. Maintain support system, sponsors, and meetings. Discussed how drugs/ETOH affects mental health, physical health, sleep architecture. Patient was educated about therapy and services of the MHC including emergent care. Referral was sent via email to therapy team for PET treatment. Patient has emergency numbers: Emergency Services 911, the national Crisis Line 800-273-TALK, the MHC Crisis Clinic. Patient was instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal. Time allowed for questions and answers provided. Provided supportive listening. Patient appeared to understand discussion and appears to have capacity for decision making via verbal conversation. RTC in 30 days Follow up with PCP for GI upset and headaches, reviewed PCP history and physical dated one week ago and include lab results Patient is amenable with this plan and agrees to follow treatment regimen as discussed.
Narrative Answers
Add your answers here. Delete instructions and placeholder text when you add your answers.
References
https://bit.ly/3xzkg2p
For this Assignment, you will review evaluation and management (E/M) documentation for a patient and perform a crosswalk of codes from DSM-5-TR to ICD-10.
Photo Credit: Getty Images/Tetra images RF
To PrepareReview this week’s Learning Resources on coding, billing, reimbursement.Review the E/M patient case scenario provided.The AssignmentAssign DSM-5-TR and ICD-10 codes to services based upon the patient case scenario.Then, in 1–2 pages address the following. You may add your narrative answers to these questions to the bottom of the case scenario document and submit altogether as one document.
Explain what pertinent information, generally, is required in documentation to support DSM-5-TR and ICD-10 coding.Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options.Finally, explain how to improve documentation to support coding and billing for maximum reimbursement.
Pathways Mental Health
Psychiatric Patient Evaluation
InstructionsUse the following case template to complete Week 2 Assignment 1. On page 5, assign DSM-5 and ICD-10 codes to the services documented. You will add your narrative answers to the assignment questions to the bottom of this template and submit altogether as one document.Identifying InformationIdentification was verified by stating of their name and date of birth. Time spent for evaluation: 0900am-0957amChief Complaint“My other provider retired. I don’t think I’m doing so well.”HPI25 yo Russian female evaluated for psychiatric evaluation referred from her retiring practitioner for PTSD, ADHD, Stimulant Use Disorder, in remission. She is currently prescribed fluoxetine 20mg po daily for PTSD, atomoxetine 80mg po daily for ADHD. Today, client denied symptoms of depression, denied anergia, anhedonia, amotivation, no anxiety, denied frequent worry, reports feeling restlessness, no reported panic symptoms, no reported obsessive/compulsive behaviors. Client denies active SI/HI ideations, plans or intent. There is no evidence of psychosis or delusional thinking. Client denied past episodes of hypomania, hyperactivity, erratic/excessive spending, involvement in dangerous activities, self-inflated ego, grandiosity, or promiscuity. Client reports increased irritability and easily frustrated, loses things easily, makes mistakes, hard time focusing and concentrating, affecting her job. Has low frustration tolerance, sleeping 5–6 hrs/24hrs reports nightmares of previous rape, isolates, fearful to go outside, has missed several days of work, appetite decreased. She has somatic concerns with GI upset and headaches. Client denied any current binging/purging behaviors, denied withholding food from self or engaging in anorexic behaviors. No self-mutilation behaviors.Diagnostic Screening ResultsScreen of symptoms in the past 2 weeks: PHQ 9 = 0 with symptoms rated as no difficulty in functioning Interpretation of Total Score Total Score Depression Severity 1-4 Minimal depression 5-9 Mild depression 10-14 Moderate depression 15-19 Moderately severe depression 20-27 Severe depression GAD 7 = 2 with symptoms rated as no difficulty in functioning Interpreting the Total Score: Total Score Interpretation ≥10 Possible diagnosis of GAD; confirm by further evaluation 5 Mild Anxiety 10 Moderate anxiety 15 Severe anxiety MDQ screen negative PCL-5 Screen 32Past Psychiatric and Substance Use TreatmentEntered mental health system when she was age 19 after raped by a stranger during a house burglary. Previous Psychiatric Hospitalizations: denied Previous Detox/Residential treatments: one for abuse of stimulants and cocaine in 2015 Previous psychotropic medication trials: sertraline (became suicidal), trazodone (worsened nightmares), bupropion (became suicidal), Adderall (began abusing) Previous mental health diagnosis per client/medical record: GAD, Unspecified Trauma, PTSD, Stimulant use disorder, ADHD confirmed by school recordsSubstance Use HistoryHave you used/abused any of the following (include frequency/amt/last use): Substance Y/N Frequency/Last Use Tobacco products Y ½ ETOH Y last drink 2 weeks ago, reports drinks 1-2 times monthly one drink socially Cannabis N Cocaine Y last use 2015 Prescription stimulants Y last use 2015 Methamphetamine N Inhalants N Sedative/sleeping pills N Hallucinogens N Street Opioids N Prescription opioids N Other: specify (spice, K2, bath salts, etc.) Y reports one-time ecstasy use in 2015 Any history of substance related: Blackouts: + Tremors: - DUI: - D/T's: - Seizures: - Longest sobriety reported since 2015—stayed sober maintaining sponsor, sober friends, and meetingsPsychosocial HistoryClient was raised by adoptive parents since age 6; from Russian orphanage. She has unknown siblings. She is single; has no children. Employed at local tanning bed salon Education: High School Diploma Denied current legal issues.Suicide / HOmicide Risk AssessmentRISK FACTORS FOR SUICIDE: Suicidal Ideas or plans - no Suicide gestures in past - no Psychiatric diagnosis - yes Physical Illness (chronic, medical) - no Childhood trauma - yes Cognition not intact - no Support system - yes Unemployment - no Stressful life events - yes Physical abuse - yes Sexual abuse - yes Family history of suicide - unknown Family history of mental illness - unknown Hopelessness - no Gender - female Marital status - single White race Access to means Substance abuse - in remission PROTECTIVE FACTORS FOR SUICIDE: Absence of psychosis - yes Access to adequate health care - yes Advice & help seeking - yes Resourcefulness/Survival skills - yes Children - no Sense of responsibility - yes Pregnancy - no; last menses one week ago, has Norplant Spirituality - yes Life satisfaction - “fair amount” Positive coping skills - yes Positive social support - yes Positive therapeutic relationship - yes Future oriented - yes Suicide Inquiry: Denies active suicidal ideations, intentions, or plans. Denies recent self-harm behavior. Talks futuristically. Denied history of suicidal/homicidal ideation/gestures; denied history of self-mutilation behaviors Global Suicide Risk Assessment: The client is found to be at low risk of suicide or violence, however, risk of lethality increased under context of drugs/alcohol. No required SAFETY PLAN related to low riskMental Status ExaminationShe is a 25 yo Russian female who looks her stated age. She is cooperative with examiner. She is neatly groomed and clean, dressed appropriately. There is mild psychomotor restlessness. Her speech is clear, coherent, normal in volume and tone, has strong cultural accent. Her thought process is ruminative. There is no evidence of looseness of association or flight of ideas. Her mood is anxious, mildly irritable, and her affect appropriate to her mood. She was smiling at times in an appropriate manner. She denies any auditory or visual hallucinations. There is no evidence of any delusional thinking. She denies any current suicidal or homicidal ideation. Cognitively, She is alert and oriented to all spheres. Her recent and remote memory is intact. Her concentration is fair. Her insight is good.Clinical ImpressionClient is a 25 yo Russian female who presents with history of treatment for PTSD, ADHD, Stimulant use Disorder, in remission. Moods are anxious and irritable. She has ongoing reported symptoms of re-experiencing, avoidance, and hyperarousal of her past trauma experiences; ongoing subsyndromal symptoms related to her past ADHD diagnosis and exacerbated by her PTSD diagnosis. She denied vegetative symptoms of depression, no evident mania/hypomania, no psychosis, denied anxiety symptoms. Denied current cravings for drugs/alcohol, exhibits no withdrawal symptoms, has somatic concerns of GI upset and headaches. At the time of disposition, the client adamantly denies SI/HI ideations, plans or intent and has the ability to determine right from wrong, and can anticipate the potential consequences of behaviors and actions. She is a low risk for self-harm based on her current clinical presentation and her risk and protective factors.Diagnostic Impression Double click inside this text box to add/edit text. Delete placeholder text when you add your answers.Treatment PlanMedication: Increase fluoxetine 40mg po daily for PTSD #30 1 RF Continue with atomoxetine 80mg po daily for ADHD. #30 1 RF Instructed to call and report any adverse reactions. Future Plan: monitor for decrease re-experiencing, hyperarousal, and avoidance symptoms; monitor for improved concentration, less mistakes, less forgetful Education: Risks and benefits of medications are discussed including non-treatment. Potential side effects of medications discussed. Verbal informed consent obtained. Not to drive or operate dangerous machinery if feeling sedated. Not to stop medication abruptly without discussing with providers. Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs. Instructed to avoid this practice. Praised and Encouraged ongoing abstinence. Maintain support system, sponsors, and meetings. Discussed how drugs/ETOH affects mental health, physical health, sleep architecture. Patient was educated about therapy and services of the MHC including emergent care. Referral was sent via email to therapy team for PET treatment. Patient has emergency numbers: Emergency Services 911, the national Crisis Line 800-273-TALK, the MHC Crisis Clinic. Patient was instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal. Time allowed for questions and answers provided. Provided supportive listening. Patient appeared to understand discussion and appears to have capacity for decision making via verbal conversation. RTC in 30 days Follow up with PCP for GI upset and headaches, reviewed PCP history and physical dated one week ago and include lab results Patient is amenable with this plan and agrees to follow treatment regimen as discussed.
Narrative Answers
Add your answers here. Delete instructions and placeholder text when you add your answers.
References
https://bit.ly/3xzkg2p
Wednesday, 8 June 2022
Directions: Refer to the DC Sniper Case at: (https://bja.ojp.gov/sites/g/files/xyckuh186/files/Publications/SniperRpt.pdf) to answer each of the following questions.
Discuss at least three things that complicated the investigation component of this case. Be specific using facts from the case itself, in addition to the laws that may have complicated the case. How were these complications minimized or overcome?Discuss two investigative lessons learned from this case and how they have helped the role of a criminal investigator and police departments in their entirety.Discuss the data bases that were used in the course of the investigation to garner information about the suspects and whether the importance of information sharing, and effective communication impacted this case positively or negatively and how. Be sure to give specific case information to support your thoughts.Discuss what evidence, upon finding the suspects, would be permissible to take without a warrant given the facts of the case that were known up until that time. Discuss the process you would go through to collect the evidence legally and to submit to the courts.
Format Requirements
Paper must be double spaced, 11 or 12 pt font and 1”margins all around, .doc or .docx format. Please do not submit a .pdf.All APA 7th edition format requirements must be followed (cover page, in text citations, reference page). Refer to APA/UMGC - learning resources found in the content page of this course.You must have resources to support your thoughts/opinions/information. These must be cited both in text as well as at the end of the document. Your paper should not contain direct quotes, sourced material must be paraphrased.
https://bit.ly/393Xpmc
Discuss at least three things that complicated the investigation component of this case. Be specific using facts from the case itself, in addition to the laws that may have complicated the case. How were these complications minimized or overcome?Discuss two investigative lessons learned from this case and how they have helped the role of a criminal investigator and police departments in their entirety.Discuss the data bases that were used in the course of the investigation to garner information about the suspects and whether the importance of information sharing, and effective communication impacted this case positively or negatively and how. Be sure to give specific case information to support your thoughts.Discuss what evidence, upon finding the suspects, would be permissible to take without a warrant given the facts of the case that were known up until that time. Discuss the process you would go through to collect the evidence legally and to submit to the courts.
Format Requirements
Paper must be double spaced, 11 or 12 pt font and 1”margins all around, .doc or .docx format. Please do not submit a .pdf.All APA 7th edition format requirements must be followed (cover page, in text citations, reference page). Refer to APA/UMGC - learning resources found in the content page of this course.You must have resources to support your thoughts/opinions/information. These must be cited both in text as well as at the end of the document. Your paper should not contain direct quotes, sourced material must be paraphrased.
https://bit.ly/393Xpmc
No directly quoted material may be used in this project paper.Project 3: Preparing for a Speech Before a Security Professional OrganizationScenario: You are the Corporate Security Director for a Fortune 500 company and a recognized leader in the security profession. You accept an invitation to speak at the ASIS International Seminar and Exhibits about the various security operational and other challenges with which organizations are confronted in protecting assets and possible solutions. Because of your expertise, you are asked to discuss in detail a security director's various professional responsibilities in today’s world, including loss prevention, investigation, administrative, and managerial functions and the critical skills required of a security director to fully succeed in accomplishing the protective mission. You are also asked to address the importance for a security director to develop strong working relationships with various internal and external entities and provide examples how these associations will promote a successful security operation.
Writing Assignment: After conducting the appropriate academic research using at least three different sources, write a speech that comprehensively addresses the following:(1) Provide a “welcome” statement and a strong introduction describing to the audience the purpose of your speech.(2) Identify and discuss the current operational and other challenges confronting security directors and possible solutions to those challenges.(3) Identify and discuss in detail a security director's various professional responsibilities in today’s world, including loss prevention, investigation, administrative, and managerial functions.(4) Identify and discuss the critical skills required of a security director to fully succeed in protecting an organization’s assets.(5) Identify and discuss the significance in establishing strong internal and external relationships to meet security operational objectives and provide examples of the individuals and groups with whom partnerships must be forged.(6) Provide concluding remarks that summarize your presentation and close your speech with an invitation for the audience to participate in a question/answer discussion session.
Note: One or more of your research sources may include interviews with properly documented private sector security professionals in a position to respond to the types of questions required to ascertain the information to write this speech. Students will identify these individuals and their titles to the course instructor one week before the project due date. Also, in organizing your written speech, you should consider using short sub-titles (e.g., Operational and Other Challenges and Solutions; Loss Prevention Role; Investigation Role; etc.) for distinct areas cited above so you do not inadvertently omit a project requirement.
Format RequirementsPaper must be double spaced, 11 or 12 pt font and 1”margins all around.All APA 7th edition format requirements must be followed (cover page, in text citations, reference page). Refer to APA/UMGC - learning resources found in the content page of this course.You must have resources to support your thoughts/opinions/information. These must be cited both in text as well as at the end of the document. Your paper should not contain direct quotes, sourced material must be paraphrased.
https://bit.ly/3NCquEu
Writing Assignment: After conducting the appropriate academic research using at least three different sources, write a speech that comprehensively addresses the following:(1) Provide a “welcome” statement and a strong introduction describing to the audience the purpose of your speech.(2) Identify and discuss the current operational and other challenges confronting security directors and possible solutions to those challenges.(3) Identify and discuss in detail a security director's various professional responsibilities in today’s world, including loss prevention, investigation, administrative, and managerial functions.(4) Identify and discuss the critical skills required of a security director to fully succeed in protecting an organization’s assets.(5) Identify and discuss the significance in establishing strong internal and external relationships to meet security operational objectives and provide examples of the individuals and groups with whom partnerships must be forged.(6) Provide concluding remarks that summarize your presentation and close your speech with an invitation for the audience to participate in a question/answer discussion session.
Note: One or more of your research sources may include interviews with properly documented private sector security professionals in a position to respond to the types of questions required to ascertain the information to write this speech. Students will identify these individuals and their titles to the course instructor one week before the project due date. Also, in organizing your written speech, you should consider using short sub-titles (e.g., Operational and Other Challenges and Solutions; Loss Prevention Role; Investigation Role; etc.) for distinct areas cited above so you do not inadvertently omit a project requirement.
Format RequirementsPaper must be double spaced, 11 or 12 pt font and 1”margins all around.All APA 7th edition format requirements must be followed (cover page, in text citations, reference page). Refer to APA/UMGC - learning resources found in the content page of this course.You must have resources to support your thoughts/opinions/information. These must be cited both in text as well as at the end of the document. Your paper should not contain direct quotes, sourced material must be paraphrased.
https://bit.ly/3NCquEu
Prior to beginning the discussion, read Chapter 1 of the course text for a tangible understanding of strategic methods. Read the UPS Holiday Season Fiasco: A Failure of Strategic Planning (Links to an external site.) article.Strategic planning is crucial to an organization’s sustainability. According to Abraham (2012), how does strategic planning differ from strategic management, and where does planning fit in the development of a strategy? According to research, how should an organization’s strategy influence the business model?After you have read the UPS Holiday Season Fiasco: A Failure of Strategic Planning (Links to an external site.) article, describe the problems in UPS and FedEx’s strategic planning process. Supporting your findings, how did the fear of losing market share affect the implementation and management of their organizational strategies? Research UPS and FedEx and describe the strategic changes made since the 2013 event. Based on the strategic models described in the course text, what type of strategy supports growth and sustainability during an ever-expanding or changing demand?
Guided Response: You must support your post with at least two scholarly resources in addition to the text to defend your positions and findings.
Link: />Chapter 1: attached
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Guided Response: You must support your post with at least two scholarly resources in addition to the text to defend your positions and findings.
Link: />Chapter 1: attached
https://bit.ly/393RQUQ
For this assessment, you will develop a 3-5 page paper that examines a safety quality issue pertaining to medication administration in a health care setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.
Health care organizations and professionals strive to create safe environments for patients; however, due to the complexity of the health care system, maintaining safety can be a challenge. Since nurses comprise the largest group of health care professionals, a great deal of responsibility falls in the hands of practicing nurses.
Quality improvement (QI) measures and safety improvement plans are effective interventions to reduce medical errors and sentinel events such as medication errors, falls, infections, and deaths.
A 2000 Institute of Medicine (IOM) report indicated that almost one million people are harmed annually in the United States, (Kohn et al., 2000) and 210,000-440,000 die as a result of medical errors (Allen, 2013).The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care.
A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (OSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.
You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.
Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:• Competency 1: Analyze the elements of a successful quality improvement initiative. O Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs.
• Competency 2: Analyze factors that lead to patient safety risks. O Explain factors leading to a specific patient-safety risk focusing on medication administration.
• Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs. O Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs. O Identify stakeholders with whom nurses would need to coordinate to drive quality and safety enhancements with medication administration.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. O Organize content so ideas flow logically with smooth transitions; contain few errors in grammar or punctuation, word choice, and spelling.
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Health care organizations and professionals strive to create safe environments for patients; however, due to the complexity of the health care system, maintaining safety can be a challenge. Since nurses comprise the largest group of health care professionals, a great deal of responsibility falls in the hands of practicing nurses.
Quality improvement (QI) measures and safety improvement plans are effective interventions to reduce medical errors and sentinel events such as medication errors, falls, infections, and deaths.
A 2000 Institute of Medicine (IOM) report indicated that almost one million people are harmed annually in the United States, (Kohn et al., 2000) and 210,000-440,000 die as a result of medical errors (Allen, 2013).The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care.
A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (OSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.
You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.
Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:• Competency 1: Analyze the elements of a successful quality improvement initiative. O Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs.
• Competency 2: Analyze factors that lead to patient safety risks. O Explain factors leading to a specific patient-safety risk focusing on medication administration.
• Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs. O Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs. O Identify stakeholders with whom nurses would need to coordinate to drive quality and safety enhancements with medication administration.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. O Organize content so ideas flow logically with smooth transitions; contain few errors in grammar or punctuation, word choice, and spelling.
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