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Nursing homework help Report Issue Discussion: Comparing Frameworks for Analyzing Organizations Avedis Donabedian’s work generated a pivotal means of assessing organizational performance relative to structure, process, and outcomes. However, it is clearly not sufficient to view health care quality merely in terms of outcomes—the structures and processes that facilitate these outcomes are equally as important. In this Discussion, you consider multiple frameworks that can be used to analyze an organization. As you proceed, consider how these frameworks allow you to examine the interplay of interdependent and related parts and processes that comprise the systems within an organization, as well as the arrangements or structures that connect these parts. To prepare: Investigate and reflect on the systems and structures of an organization with which you are familiar. Consider the following: What is the reporting structure? Who holds formal and informal authority? How many layers of management are there between the frontline and the highest office-holders of the organization? How are interdisciplinary teams organized? How is communication facilitated? How well integrated is decision making among clinical personnel and administrative professionals? How are particular service lines organized? Which departments, groups, and/or individuals within the organization are responsible for monitoring matters related to performance, such as quality and finances? Select two of the following frameworks: Learning organizations, presented in the Elkin, Haina, and Cone article Complex adaptive systems (CAS), presented in the Nesse, Kutcher, Wood, and Rummans article Clinical microsystems, presented in the Sabino, Friel, Deitrick, and Sales-Lopez article Good to great, presented in the Geller article The 5 Ps, presented in the ASHP Foundation article Review the Learning Resources for each of the frameworks that you selected. Also conduct additional research to strengthen your understanding of how to use each framework to assess an organization. Compare the two frameworks. How could each framework be used to identify opportunities to improve performance? In particular, how would you use each of these frameworks to analyze the organization that you have selected? By Day 3 Post an analysis of the systems and structures of the organization you selected, sharing specific examples. Explain insights that you gained by comparing the two frameworks, and how each can be used to assess an organization, identify a need for improvement, and, ultimately, enhance the performance of an organization. Hickey, J. V., & Brosnan, C. A. (2017). Evaluation of health care quality in for DNPs (2nd ed.). New York, NY: Springer Publishing Company. Chapter 1, “Evaluation and DNPs: The Mandate for Evaluation” (pp. 3-36) Chapter 3, “Conceptual Models for Evaluation in Advanced Nursing Practice” (pp. 61-86) Chapter 6, “Evaluating Organizations and Systems” (pp. 127-142)Chapter 1 defines microsystem, mesosystem, and macrosystem and notes that evaluation can focus on one of these levels or all three. Chapter 5 examines the evaluation of organizations and systems. Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers. Chapter 2, “Understanding the Healthcare Organization” (pp. 31–43)Although this chapter focuses on hospitals, the authors provide information about strategic planning and organizational structure that is applicable in many health care settings. The authors examine financial and quality issues as key aspects of performance measurement. Elkin, G., Zhang, H., & Cone, M. (2011). The acceptance of Senge’s learning organisation model among managers in China: An interview study. International Journal of Management, 28(4), 354–364. Retrieved from the Walden Library databases. This article outlines the five disciplines that Senge argued could be found in a learning organization. The authors also discuss the worldview that is inherent in business organizations in China and explain how this relates to Senge’s theory. Geller, E. S. (2006). From good to great in safety: What does it take to be world class? Professional Safety, 51(6), 35–40. Retrieved from the Walden Library databases. Geller reviews and applies Collin’s foundational Good to Great theory from its focus on financial success to safety. Nesse, R. E., Kutcher, G., Wood, D., & Rummans, T. (2010). Framing change for high-value healthcare systems. Journal for Healthcare Quality, 32(1), 23–28. Retrieved from the Walden Library databases. This article explores how to implement change in complex adaptive systems (CAS) such as health care. The authors purport that an understanding of the principles of change management in CAS is critical for success. Sabino, J. N., Friel, T., Deitrick, L. M., & Salas-Lopez, D. (2009). Striving for cultural competence in an HIV program: The transformative impact of a microsystem in a larger health network. Health & Social Work, 34(4), 309–313. Retrieved from the Walden Library databases. The authors discuss cultural competence as part of a patient-centered perspective on health care delivery. They examine an approach to creating innovation that originates at the unit (microsystem) level and can be diffused to the larger health care environment (macrosystem).

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 Nursing homework help

Discussion: Comparing Frameworks for Analyzing Organizations

Avedis Donabedian’s work generated a pivotal means of assessing organizational performance relative to structure, process, and outcomes. However, it is clearly not sufficient to view health care quality merely in terms of outcomes—the structures and processes that facilitate these outcomes are equally as important.
In this Discussion, you consider multiple frameworks that can be used to analyze an organization. As you proceed, consider how these frameworks allow you to examine the interplay of interdependent and related parts and processes that comprise the systems within an organization, as well as the arrangements or structures that connect these parts.
To prepare:

  • Investigate and reflect on the systems and structures of an organization with which you are familiar. Consider the following:
    • What is the reporting structure?
    • Who holds formal and informal authority?
    • How many layers of management are there between the frontline and the highest office-holders of the organization?
    • How are interdisciplinary teams organized?
    • How is communication facilitated?
    • How well integrated is decision making among clinical personnel and administrative professionals?
    • How are particular service lines organized?
    • Which departments, groups, and/or individuals within the organization are responsible for monitoring matters related to performance, such as quality and finances?
  • Select two of the following frameworks:
    • Learning organizations, presented in the Elkin, Haina, and Cone article
    • Complex adaptive systems (CAS), presented in the Nesse, Kutcher, Wood, and Rummans article
    • Clinical microsystems, presented in the Sabino, Friel, Deitrick, and Sales-Lopez article
    • Good to great, presented in the Geller article
    • The 5 Ps, presented in the ASHP Foundation article
  • Review the Learning Resources for each of the frameworks that you selected. Also conduct additional research to strengthen your understanding of how to use each framework to assess an organization.
  • Compare the two frameworks. How could each framework be used to identify opportunities to improve performance? In particular, how would you use each of these frameworks to analyze the organization that you have selected?
By Day 3

Post an analysis of the systems and structures of the organization you selected, sharing specific examples. Explain insights that you gained by comparing the two frameworks, and how each can be used to assess an organization, identify a need for improvement, and, ultimately, enhance the performance of an organization.
 

Hickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.
Chapter 1, “Evaluation and DNPs: The Mandate for Evaluation” (pp. 3-36)
Chapter 3, “Conceptual Models for Evaluation in Advanced Nursing Practice” (pp. 61-86)
Chapter 6, “Evaluating Organizations and Systems” (pp. 127-142)Chapter 1 defines microsystem, mesosystem, and macrosystem and notes that evaluation can focus on one of these levels or all three. Chapter 5 examines the evaluation of organizations and systems.

Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.
Chapter 2, “Understanding the Healthcare Organization” (pp. 31–43)Although this chapter focuses on hospitals, the authors provide information about strategic planning and organizational structure that is applicable in many health care settings. The authors examine financial and quality issues as key aspects of performance measurement.

Elkin, G., Zhang, H., & Cone, M. (2011). The acceptance of Senge’s learning organisation model among managers in China: An interview study. International Journal of Management, 28(4), 354–364.
Retrieved from the Walden Library databases.
This article outlines the five disciplines that Senge argued could be found in a learning organization. The authors also discuss the worldview that is inherent in business organizations in China and explain how this relates to Senge’s theory.

Geller, E. S. (2006). From good to great in safety: What does it take to be world class? Professional Safety, 51(6), 35–40.
Retrieved from the Walden Library databases.
Geller reviews and applies Collin’s foundational Good to Great theory from its focus on financial success to safety.

Nesse, R. E., Kutcher, G., Wood, D., & Rummans, T. (2010). Framing change for high-value healthcare systems. Journal for Healthcare Quality, 32(1), 23–28.
Retrieved from the Walden Library databases.
This article explores how to implement change in complex adaptive systems (CAS) such as health care. The authors purport that an understanding of the principles of change management in CAS is critical for success.

Sabino, J. N., Friel, T., Deitrick, L. M., & Salas-Lopez, D. (2009). Striving for cultural competence in an HIV program: The transformative impact of a microsystem in a larger health network. Health & Social Work, 34(4), 309–313.
Retrieved from the Walden Library databases.
The authors discuss cultural competence as part of a patient-centered perspective on health care delivery. They examine an approach to creating innovation that originates at the unit (microsystem) level and can be diffused to the larger health care environment (macrosystem).

How do you deal with the loss of identity?

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Psychology homework help
ALZHEIMER’S DISEASE
FIDELIS MGBEAHURU
PSY 635
ROXANNE BEHARIE
07/25/2018
1
ALZHEIMER’S DISEASE IN A NUT SHELL
Alzheimer’s disease is an irreversible degenerative brain disease that attacks an individual especially as they age, causing them to experience cognitive and memory loss.

BRAIN DISEASE

THE BIG QUESTION
How do you deal with the loss of identity?

3

BRAIN DISEASE

IMPORTANCE OF ALZHEIMER’S DISEASE AND THE IMPACT ON CAREGIVERS
Alzheimer’s patient require caregiving support as the disease progresses, and eventually their identity cannot be defined, because who you were to them, is not who they know now, therefore, the research question would be, How can you manage the loss of identity?

4

BRAIN DISEASE

HOW IT HAPPENS
The progressive decline in memory loss as well as cognitive ability tends to cause them to exhibit mood swings. Alzate, (2018), “The patient initially demonstrates insidious impairment of higher intellectual functions, with alterations in mood and behavior.

5

BRAIN DISEASE

PUBLISHED STUDIES ABOUT ALZHEIMER’S DISEASE
Orona, (2002). In the research study, the researcher was able to identify the importance of identity loss, especially when family members of Alzheimer’s patient try to manage their physical presence but not the cognitive presence.
Kontos, (2004). In this research study, the researcher was concerned about the role of the nursing care provider’s knowledge caring for a total stranger with different behaviors which includes memory loss. As described in the article, “Several investigators have lamented the prevalence of negative attitudes towards individuals with Alzheimer’s disease in nursing homes”.

6

BRAIN DISEASE

POTENTIAL METHOD
GROUNDED THEORY
Interviewing the family members is very critical in the research for Alzheimer’s disease because it reveals the truth on a personal experience.
It allows for personal interaction and observation with the caregiving family members that are involved in the situation.
Surveys are conducted across the board for multiple patient with Alzheimer’s.
Questionnaires are handed out too in the process for those that would not want to talk to the interviewer.

7

BRAIN DISEASE

APPROPRIATE RESEARCH DESIGN
Qualitative design would be ideal for the research to determine the impact of Alzheimer’s disease on caregiving family members. I would apply the use of grounded theory, by conducting interviews, observations which will give me a better picture of what the caregiving family members are experiencing. “Qualitative data add an in-depth understanding of research results and allow the researcher to explore anomalies or subgroups within the data.” Hesse-Biber, (2010).

8

BRAIN DISEASE

ETHICAL ISSUES
INFORMED CONSENT AND COFIDENTIALITY
American Psychological Association. (2010), 8.03 Informed consent for recording voices and images in research. Psychologists obtain informed consent from research participants prior to recording their voices or images for data collection. American Psychological Association. (2010), “6.01, Documentation of Professional and Scientific Work and Maintenance of Records.) (b) If confidential information concerning recipients of psychological services is entered into databases.”

9

BRAIN DISEASE

ETHICAL ISSUES
ADDRESSING ETHICAL ISSUES
It is important to explain to the caregiving family member the purpose of the research and what the research will include, and let them know that they may not answer any question if they decide not to answer.
Also, it is important to inform the family members that their information will not be shared without their written or verbal permission.
I believe it will address the ethical issues that could arise if it was not addressed before the research.

10

BRAIN DISEASE

CONCLUSION
FAMILY MEMBER LOSING IDENTITY
The research process was able to identify real life experience by caregiving family members which gave a clearer perspective of the gradual loss of who they are and who they have become to the Alzheimer’s family member. As indicated in the journal, “Support must be forthcoming to aid in the loss that is being sustained: that of a person, a relationship, and of a self.” Orona, (2002). The research will give caregiving family members new techniques on how to manage their family member with Alzheimer’s disease identity loss.

11

BRAIN DISEASE

Reference
Alzate, L. (2018). Alzheimer’s Disease. Nutritional Perspectives: Journal Of The Council On
Nutrition, 41(2), 28-35.
American Psychological Association. (2010).
Ethical principles of psychologists and code of conduct: Including 2010 amendments (Links to an external site.)Links to an external site.. Retrieved from http://www.apa.org/ethics/code/index.aspx
Hesse-Biber, S. N. (2010). Mixed methods research: Merging theory with practice. New York,
NY: Guilford Press.

BRAIN DISEASE

Reference
Kontos, P. (2004). Embodied selfhood: Redefining agency in Alzheimer’s disease. In E. Tulle (Ed.), Old age and agency (pp. 105–121). Huntington, NY: Nova Science Publishers.
Orona, C. (2002). Temporality and identity loss due to alzheimer’s disease. In Huberman, A. M.,
& Miles, M. B. The qualitative researcher’s companion (pp. 367-391). Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781412986274

13

IMPORTANCE OF COMMUNITY
AND PUBLIC HEALTH

identifying quality technology tools that increase the ability of nurses to provide safe, effective care.

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Nursing homework help
Discussion:-4
Current Information and Communication Technologies
With so much attention focused on health care reform, it is important that nurses be given the opportunity to use high-quality technology tools. These tools can increase access to vital medical information, promote effective communication among health care professionals, and improve the patient experience. By actively seeking out and adopting these tools, nurses can greatly enhance the quality and safety of care that they provide.
This Discussion focuses on identifying quality technology tools that increase the ability of nurses to provide safe, effective care.
To prepare:
Review the various technology tools described in this week’s Learning Resources.
Identify a recently adopted information, education, or communication technology tool in your specialty area. Reflect on how it is used and how its use impacts the quality of care.
Consider how your identified technology tool might impact nursing practice if it were more widely used. What are some barriers preventing increased usage? How could wider implementation be facilitated?
Please Provide References
Learning Objectives
Students will:
Evaluate the effectiveness of a technology tool in your specialty area
Appraise the barriers and facilitators of implementing an information technology tool in your specialty area
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“The Future of Nursing Informatics”
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 12, “The Human-Technology Interface”
This chapter describes the human-technology interface and explores some of the problems that result from its usage. The author also reflects on methods for improving the interface.
 

Why are coding standards important for promoting consistent, high-quality care?

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Nursing homework help
DISCUSSION-3
Standardized Coding Systems
As a result of the fragmented nature of the health care system, professionals in various specialty areas of medicine have developed their own unique sets of terminology to communicate within that specialty. In the past, limited attention has been given to codifying practices in order for them to be understood and utilized across disciplines or through different information technology systems. The implementation of a federally mandated electronic medical records system, therefore, poses a challenge to nursing professionals and others who must be prepared to utilize standardized codes for the new system. Why are coding standards important for promoting consistent, high-quality care?
According to Rutherford (2008, para. 15), “Improved communication with other nurses, health care professionals, and administrators of the institution in which nurses work is a key benefit of using a standardized nursing language.” In this Discussion you consider the reasoning behind and the value of standardized codification.
To prepare
Review the information in Nursing Informatics: Scope and Standards of Practice. Determine which set of terminologies are appropriate for your specialty or area of expertise.
Reflect on the importance of continuity in terminology and coding systems.
In the article, “Standardized Nursing Language: What Does It Mean for Nursing Practice?” the author recounts a visit to a local hospital to view its implementation of a new coding system. One of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). Consider how you would inform this nurse (and others like her) of the importance of standardized nursing terminologies.
Reflect on the value of using a standard language in nursing practice. Consider if standardization can be limited to a specialty area or if one standard language is needed across all nursing practice. Then, identify examples of standardization in your own specialty or area of expertise. Conduct additional research using the Walden Library that supports your thoughts on standardization of nursing terminology.
Please Provide References
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“Metastructures, Concepts, and Tools of Nursing Informatics”
This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.
 
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 6, “Overview of Nursing Informatics”
This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.
 
Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.
In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.
 
Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.
This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.