Posts

Choose a contemporary moral issue in our society and apply the ethical principle of Utilitarianism to approve and be in favor of this moral issue.

/in /by

 
Nursing homework help
This is a TURNITIN assignment!
Choose a contemporary moral issue in our society and apply the ethical principle of Utilitarianism to approve and be in favor of this moral issue. You must pick a moral issue that you strongly agree with and apply the utilitarian claims to back up your arguments. In addition, you must apply Bentham’s Felicific Calculus.
“Not applying Utilitarianism or the Felicific Calculus results in an automatic F !!!
Utilitarianism is the ethical theory that the moral worth of an action is only determined by its contribution to overall utility . It is thus a form of consequentialism , meaning that the moral worth of an action is determined by its outcome-the ends justifies the means.
– MLA format
– A minimum of 500 words!
– A minimum of 3 reference sources!

A 33-year-old patient is seen for a bilateral screening mammography with computer-aided detection, interpreted by the physician, with digitization of the radiographic images. What CPT codes should be assigned?

/in /by

 
Nursing homework help
Answer the following questions, please make sure all answers are CORRECT and send back to me
2. A 23-year-old patient comes in complaining of shortness of breath, fatigue, and an abnormally fast heartbeat. She also has GERD, acute exacerbation of asthma, and cachecticorum acne. The physician obtains a complete blood cell count, and renders a diagnosis of Rietti-Greppi-Micheli anemia. What diagnosis codes are assigned?
A. D58.3, K23.9, J45.906, L70.8
B. D56.3, K24.9, J45.941, L70.8
C. D59.3, K21.9, J45.921, L70.8
D. D56.9, K21.9, J45.901, L70.8
4. A 33-year-old patient is seen for a bilateral screening mammography with computer-aided detection, interpreted by the physician, with digitization of the radiographic images. What CPT codes should be assigned?
A. 78053, 77054
B. 77097, 77056
C. 77059, 77051
D. 77057, 77052
5. A patient undergoes testing for ten synthetic cannabinoids, cocaine, methadone, and three opiate analogs. What codes would be assigned?
A. 80331, 80353, 80358, 83992
B. 80352, 80353, 80358, 80363
C. 80352, 80353, 80364, 80368
D. 80347, 80360, 80363, 80365
7. A patient undergoes a limited clinical pathology consultation, without review of history or medical records. What code should be assigned?
A. 80502
B. 80500
C. 80434
D. 80436
8. A lumbosacral myelography performed with radiological supervision and interpretation is assigned to code
A. 72285.
B. 72270.
C. 72275.
D. 72265.
9. A 26-year-old patient undergoes a carotene test to check her vitamin A level. What CPT code should be assigned?
A. 82381
B. 82384
C. 82380
D. 82382
10. What code is assigned for intravenous pyelography without KUB and without tomography?
A. 74455
B. 74400
C. 74742
D. 74326
11. A patient has an activated coagulation time test. The coder assigns code 85345. Is this code correct or incorrect?
A. The code is correct, but should include a modifier for the activated portion of the test.
B. The code is incorrect. The correct code is 85347.
C. The code is incorrect. The correct code is 85348.
D. The code is correct.
12. Code 82947 indicates a test that is included in a/an _______ panel.
A. renal function
B. lipid
C. electrolyte
D. hepatic function
13. A new patient comes in to the doctor’s office for her annual gynecological exam. During the course of the exam, she undergoes a screening cervical cytopathology smear, which is performed by an automated system under the supervision of a physician. What HCPCS code is assigned?
A. G0147
B. G0417
C. G0856
D. G0256
14. Code 89230 indicates
A. sweat by iontophoresis.
B. bilirubin, total, transcutaneous.
C. nasal smear for eosinophils.
15. What code is assigned for a hepatitis C antibody test?
A. 86784
B. 86756
C. 86803
D. 86830
16. Blood lipoprotein with electrophoretic separation and quantitation with high resolution fractionation and quantitation of lipoproteins including lipoprotein subclasses would be assigned to code
A. 83701.
B. 83698.
C. 83704.
D. 83705.
17. The description for code 82441 is
A. cholinesterase; serum.
B. chlorinated hydrocarbons, screen.
C. cortisol; free.
D. chromium.
18. What code would be assigned for anterior segment imaging with fluorescein angiography, with interpretation and report?
A. 92230
B. 92235
C. 92499
D. 92287
19. A patient has a temporomandibular joint arthrography. If the procedure is performed under radiological supervision and interpretation, what code should be reported?
A. 70553
B. 70350
C. 70332
D. 70551
20. Mr. Carson comes to the emergency room complaining of leg pain after falling out of bed in his home. A technician at the hospital obtains an x-ray of the tibia and the fibula using the hospital’s radiology equipment. The physician reviews his x-ray, and determines that he has sprained his leg. Mr. Carson also has a history of prostate cancer, cigarette smoking, Crohn’s disease, and hyperbilirubinemia. The emergency department visit included an expanded problem focused history and examination. The medical decision making was of moderate complexity. Code this scenario.
A. 99284-25, 73592
B. 99285-25, 73592
C. 99281-25, 73591
D. 99283-25, 73590

Weighing the Evidence

/in /by

 
Nursing homework help
Weighing the Evidence
When conducting original research, the final step researchers must complete is weighing the evidence and interpreting the meanings of their data, statistics, and analyses. This is the culmination of the research process in which all of the research methods and designs can be synthesized into a meaningful conclusion. In this stage, researchers should formulate explanations for what their data indicates, determine whether the data answers their initial research question, identify areas of uncertainty, and consider directions for further research.
In this Discussion, you focus on one of the research articles that you identified for Part 2 of the Course Project (Literature Review). You then explore the process of how the researchers generated conclusions based on their data, consider other possible interpretations of their data, and formulate ideas for further research.
To prepare:
· Review this week’s Learning Resources, focusing on how researchers find meaning in their data and generate sound conclusions. Pay particular attention to Table 2 in the article, “Study Design in Medical Research.”
· Revisit the 5 articles that you identified in Part 2 of the Course Project. Select one to consider for the purpose of this Discussion.
· Read sections of the chosen article where the data is presented, analyzed, and interpreted for meaning. What reasoning process did the researchers use to formulate their conclusions? What explanation did they give to support their conclusions? Were there any weaknesses in their analysis or conclusions?
· Consider possible alternate conclusions that the researchers could have drawn based on their data.
· Examine the findings that the article presents and consider how well they addressed the researcher’s initial question(s). What additional research could be done to build on these findings and gain a fuller understanding of the question?
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Review Chapter 2, Fig. 2.1
Chapter 29, “Systematic Reviews of Research Evidence: Meta-analysis, Metasynthesis, and Mixed Studies Review”
This chapter focuses on the different types of systematic reviews. The chapter discusses the advantages of this type of analysis and the steps for conducting a meta-analysis or metasynthesis.
Dingle, P. (2011). Statin statistics: Lies and deception. Positive Health, 180, 1.
In this article, the author outlines how misleading statistics are used to make false claims about the positive use of statin drugs in order to retain a market share of sales for pharmaceutical firms.
Katapodi, M. C., & Northouse, L. L. (2011). Comparative effectiveness research: Using systematic reviews and meta-analyses to synthesize empirical evidence. Research & Theory for Nursing Practice, 25(3), 191–209.
The authors of this article assert that more comparative effectiveness research (CER) is necessary to accommodate the elevated demand for evidence-based health care practices. The article supplies a summary of methodological issues relevant to systematic reviews and meta-analyses used in the process of CER.
Stichler, J. F. (2010). Evaluating the evidence in evidence-based design. Journal of Nursing Administration, 40(9), 348–351.
The quality of evidence used in EBP can vary considerably. This article highlights the necessity of critically appraising facility design research articles and using a hierarchical model to rate the strength of evidence.
Bernd, R., du Prel, J.-B., & Blettner, M. (2009). Study design in medical research: Part 2 of a series on the evaluation of scientific publications. Deutsches Aerzteblatt International, 106(11), 184–189. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2695375/pdf/Dtsch_Arztebl_Int-106-0184.pdf
This article provides guidance in evaluating the study design of scientific publications for reliability and credibility. The authors suggest that the most important elements to consider are the question to be answered, the study population, the unit of analysis, the type of study, the measuring technique, and the calculation of sample size.
Walden University. (n.d.a). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm
This website provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers.
Media
Laureate Education (Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author.
This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.
Laureate Education (Producer). (2012n). Weighing the evidence. Baltimore, MD: Author.
In this video, Dr. Kristen Mauk provides insight about how she analyzed her data and interpreted meanings of what the data showed. She describes how she drew conclusions based on the results and how she explained unexpected findings that were contrary to her initial hypotheses.
\��0

 Creating a Culture of Evidence-Based Practice

/in /by

Nursing homework help

 Creating a Culture of Evidence-Based Practice
An abundance of evidence can be found on almost any medical issue or health topic. Often, the availability of information is not the concern, but rather nurses struggle with how to convey the evidence to others and change practices to better reflect the evidence. Deep-rooted organizational cultures and policies can make some resistant to change, even to changes that can vastly improve the quality, effectiveness, and efficiency of health care. However, there are many strategies that nurses can employ to bring about changes to practice.
In this Discussion, you focus on how to create an organizational culture that supports evidence-based practice.
To prepare:
· Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.
· Reflect on your own organization’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?
· Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your organization.
· Reflect on the significance of evidence-based practice in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?
· Reflect on how nurses can disseminate findings from evidence-based practice research.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter      30, “Disseminating Evidence: Reporting Research Findings”
    In this chapter, the focus is on actually reporting on the research      findings and how to determine the best approach for reaching the desired      audience. The chapter also includes tips on how to organize the      information and describes what is usually included in such reports.

Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244–254.
This article describes a multi-dimensional EBP program designed to generate sustainable improvement in patient care and patient outcome. The text details the program’s strategies for implementation along with achievements and lessons learned.
Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217–225.
In this text, the authors highlight established systems and structures designed to supply staff with resources to translate research and deliver EBP. Additionally, the article explicates a multitude of initiatives designed to disseminate evidence to the point of care.
Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42(4), 222–230.
This article provides several models for implementing evidence-based practice within an organization. It introduces four different phases through which an implementation should progress, and provides examples of each.
Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. Worldviews on Evidence-Based Nursing, 6(4), 200–209.
In this article, the authors detail a survey design study conducted to determine the relationship between a learning organization’s characteristics and the beliefs of registered nurses with respect to EBP. In addition, the study examines the impact of EBP beliefs on registered nurses’ implementation of EBP.
Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational change toward evidence-based practice. Worldviews on Evidence-Based Nursing, 7(1), 51–53.
The authors of this text suggest multiple strategies for integrating the EBP paradigm at the organizational level. The text provides rationale for why educators should also consider change at the individual level as an effective conduit for disseminating the EBP paradigm at the organizational level.
Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. Worldviews on Evidence-Based Nursing, 7(3), 135–157.
This text reviews 21 action research studies to determine what is known about using action research to implement evidence-based practice. The authors explicate the promising features and flaws that were common across the action research studies they used.
Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence-based practice. The Milbank Quarterly, 87(2), 368–390.
This article presents the primary issues and challenges in EBP across numerous health disciplines. The authors then posit a transdisciplinary EBP model designed to incorporate the strengths and diminish the flaws of each discipline’s EBP model.
Steurer, L. M.(2010). An evidence-based practice scholars program: One institution’s journey toward excellence. Journal of Continuing Education in Nursing, 41(3), 139–143.
The author of this article details the efforts of an EBP scholars program that was designed to teach an overview of EBP, along with the skills necessary to improve patient outcomes. In addition to the program’s development and implementation, the article highlights lessons learned.
Media
Laureate Education (Producer). (2012k). Translating evidence into practice. Baltimore, MD: Author.
Dr. Kristen Mauk discusses the outcomes of her DNP project in this video. She explains how nurses in the rehabilitation unit where she conducted her project used the results of her project to improve their practices.
Laureate Education (Producer). (2012c). Disseminating findings. Baltimore, MD: Author.
In this video, Dr. Kristen Mauk offers advice for nursing students and practitioners in disseminating the findings of their research and evidence-based practice projects. She identifies many options for dissemination that are available to nurses.