CASE MGT 411 MOD 3

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Module 4 – Case

RISK MANAGEMENT; SAFETY AND HEALTH

Case Assignment

Review the following concerning transit bus safety:

James, C.  (2017, January 26). ABQ Ride employee:  “I wouldn’t allow my family to
ride the bus.”  KOB 4. https://freerepublic.com/focus/f-chat/3517652/posts

See if you can find other information related to this situation specifically or to transit
safety in general.

Consider the role of OSHA. What, if anything, should/could OSHA be doing about
this situation?

If you were the director of safety for ABQ Ride, what would you do? What policies
and procedures would you want to be implemented? Why? At what cost to ABQ
Ride?

Write a 3- to 4-page blog discussing your views and what you have found from other
sources related to workplace safety and/or public safety. Substantiate your claims.
Be sure to bring in at least two sources and provide citations. Citing sources of
information in the text as well as in the reference list at the end of your assignment is
required. Citation and reference style instructions are available here. Also see
Trident University’s Introduction to APA.

Assignment Expectations

Your submission will be assessed on the criteria found in the grading rubric for this
assignment:

Meets assignment requirements

Critical thinking

Writing and assignment organization

Use of sources and mechanics

Timeliness of assignment

Listen

9/17/24, 10:16 AM Case – MGT411 Advanced Topics in Human Resource Management (2024AUG19FT-1)

https://tlc.trident.edu/d2l/le/content/217150/viewContent/5442267/View 1/1

HIT 1350 MOD 3 DB

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Hit 1350 mod 3 db | Applied Sciences homework help

Shaungio74

 

  1. For your discussion, choose one procedure that is related to either of these sections and provide an example of a CPT code for the procedure/service chosen. 
  2. Describe how you would go about looking up the CPT code using the index and the main text.

Applied Sciences Health Stat Health information technology homework

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1. If you have questions about this activity, please contact your instructor for assistance.

2. You will review the chart of
William Petrov to complete this activity. Your instructor has provided you with a link to the
Quality Improvement with the EHR (AS) activity. Click on
2: Launch EHR to review the patient chart and begin this activity.

3. Refer to the patient chart and any suggested resources to complete this activity.

4. Document your answers directly on this activity document as you complete the activity. When you are finished, you will save this activity document to your device and upload this activity document with your answers to your Learning Management System (LMS).

Quality Improvement (QI): Systematic and continuous actions that lead to measurable improvement in healthcare services and the health status of targeted patient groups (Rider & Schertzer, 2023).

Continuous Quality Improvement (CQI): is a continual process focused on making gradual and incremental improvements in processes, safety, and patient care. It involves a quality management approach that prompts healthcare team members to consistently question and assess performance, encouraging the pursuit of better practices. To address these inquiries effectively, structured clinical and administrative data are essential components of the practice. (O’Donnell & Gupta, 2023).

Rapid-Cycle Quality Improvement: Is a method for enhancing quality that involves identifying, implementing, and measuring changes to improve a process or system. In this approach, changes are made and tested within short periods, typically three to six months, as opposed to the usual eight to twelve months. It reduces wasted activity and efforts for a quick turnaround on QI projects. (Office of the National Coordinator for Health Information Technology, 2019).

PDSA/PDCA: Plan, Do, Study/Check, Act. A commonly used QI strategy that is a four-step rapid-cycle quality improvement strategy. (Office of the National Coordinator for Health Information Technology, 2019).

Plan: Identify an opportunity to improve and plan a change.

Do: Implement the planned changes on a limited scale, involving a small number of patients.

Study/Check: Evaluate the outcomes of the changes. Did you successfully meet your objectives?

Act: Utilize the obtained results to make informed decisions, integrate the changes into your workflow.

The General Hospital has asked for your help to initiate continuous quality improvement (CQI) regarding re-admission rates.
A re-admission is considered two or more hospital admissions within a 30-day window, for any reason. The CMS Readmissions Reduction Program (HRRP) through the Affordable Care Act enforces financial incentives to hospitals who can lower their re-admission rates. (CMS, 2023). The Hospital’s Quality Improvement committee would like to look at the re-admission rates for four diagnoses with high re-admission rates nationally: renal failure, congestive heart failure, sickle cell anemia, and diabetic gangrene.

Access the
General Hospital Readmission Report with Pivot Table (an Excel spreadsheet included with this activity under
1: Overview and Resources). This pivot table was created from a data report extracted from the EHR. For this pivot table, “Readmitted <30 days” means readmitted within the one-month window of discharge. “Not readmitted <30 days” means not readmitted within the one-month window of discharge. Review the table and answer the following questions.

Examine the pivot table for the readmission report data from the last quarter’s admissions to the General Hospital. Use the data presented in the pivot table to calculate rates of readmissions to answer the questions below.
Important: a readmission is defined as two or more hospital admissions within a 30-day window, for any reason. On the pivot table, “Readmitted <30 days” means readmitted within the one-month window of discharge. “Not readmitted <30 days” means not readmitted within the one-month window of discharge. Answer the following questions.

1. What was the overall rate of readmission for all diagnoses last quarter? Round to the nearest percent.

2. What is the rate of readmission for unnamed diagnoses or all other admissions? Round to the nearest percent.

List the rates of readmission for each diagnosis listed below. Round to the nearest percent:

3. Gangrene:

4. Congestive heart failure:

5. Renal Failure:

6. Sickle Cell Anemia:

7. What diagnosis has the highest rate of readmission?

8. ______%

9. ______%

Compare the General Hospital readmission rates to the national averages cited in the Healthcare Cost and Utilization Project (HCUP) flier 30-Day Readmission Rates to U.S. Hospitals. (Healthcare Cost and Utilization Project (HCUP), 2010). This resource is included under 1: Overview & Resources along with this activity document.

10. For which diagnosis(es) does the General Hospital have a lower readmission rate than the national average?

11. For which diagnosis(es) does the General Hospital have a higher readmission rate than the national average?

Critical Thinking Questions

12. The General Hospital’s Quality Improvement committee wants to know how their hospital’s readmission rates compare to national averages based on your review of the readmission data. What will you tell them? Select the correct answer.

a. The General Hospital’s readmission rates are below the national rates.

b. The General Hospital’s readmission rates are above the national rates.

c. The General Hospital’s readmission rates are below the national rates for all diagnoses, except for congestive heart failure.

d. The General Hospital’s readmission rates are above the national rates for congestive heart failure and renal failure.

Based on your report, the General Hospital’s Quality Improvement committee has implemented a pilot test called
heart failure (HF) re-admission CQI. Review the Clinical Reminder found on the Alerts Tab of the William Petrov EHR and answer the following questions.

13. What is the subject of the Clinical Reminder in William Petrov’s EHR?

14. What is the description/rationale for this Clinical Reminder?

15. What action will be taken for this Clinical Reminder?

16. What is the frequency for the Clinical Reminder action?

The General Hospital’s Quality Improvement committee has used the Plan, Do, Study/Check, Act method for developing the CQI intervention.

17. Three months after the implementation of the
heart failure (HF) re-admission CQI Clinical Reminder, a new re-admission report is run for evaluation of the pilot. The patients who were part of the
heart failure (HF) re-admission CQI Clinical Reminder pilot were now found to have a re-admission rate of 24%. What does this data mean?

Submit your work

Document your answers directly on this activity document as you complete the activity. When you are finished, save this activity document to your device and upload this activity document with your answers to your Learning Management System (LMS). If you have any questions about submitting your work to your LMS, please contact your instructor.

Learning objectives

1. Evaluate policies and strategies to achieve data integrity (5)

2. Leverage data-driven performance improvement techniques for decision making (5)

References

CMS. (2023, September 06). Hospital Readmissions Reduction Program (HRRP). Retrieved from https://www.cms.gov/medicare/payment/prospective-payment-systems/acute-inpatient-pps/hospital-readmissions-reduction-program-hrrp

Office of the National Coordinator for Health Information Technology (ONC). (2019, April 15). How do I use a rapid-cycle improvement strategy?. HealthIT.gov. https://www.healthit.gov/faq/how-do-i-use-rapid-cycle-improvement-strategy

O’Donnell, B., & Gupta V. (2023). Continuous Quality Improvement. https://www.ncbi.nlm.nih.gov/books/NBK559239/

Rider, A., & Schertzer, K. (2023). Quality Improvement in medical simulation. https://www.ncbi.nlm.nih.gov/books/NBK551497/

EHR Go Knowledge Activity: Quality Improvement with the EHR (Associate) HAK1021.5

Archetype Innovations LLC ©2024

2

image1.jpg

Health Information Technology Homework help

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1. If you have questions about this activity, please contact your instructor for assistance.

2. You will review the chart of
William Petrov to complete this activity. Your instructor has provided you with a link to the
Quality Improvement with the EHR (AS) activity. Click on
2: Launch EHR to review the patient chart and begin this activity.

3. Refer to the patient chart and any suggested resources to complete this activity.

4. Document your answers directly on this activity document as you complete the activity. When you are finished, you will save this activity document to your device and upload this activity document with your answers to your Learning Management System (LMS).

Quality Improvement (QI): Systematic and continuous actions that lead to measurable improvement in healthcare services and the health status of targeted patient groups (Rider & Schertzer, 2023).

Continuous Quality Improvement (CQI): is a continual process focused on making gradual and incremental improvements in processes, safety, and patient care. It involves a quality management approach that prompts healthcare team members to consistently question and assess performance, encouraging the pursuit of better practices. To address these inquiries effectively, structured clinical and administrative data are essential components of the practice. (O’Donnell & Gupta, 2023).

Rapid-Cycle Quality Improvement: Is a method for enhancing quality that involves identifying, implementing, and measuring changes to improve a process or system. In this approach, changes are made and tested within short periods, typically three to six months, as opposed to the usual eight to twelve months. It reduces wasted activity and efforts for a quick turnaround on QI projects. (Office of the National Coordinator for Health Information Technology, 2019).

PDSA/PDCA: Plan, Do, Study/Check, Act. A commonly used QI strategy that is a four-step rapid-cycle quality improvement strategy. (Office of the National Coordinator for Health Information Technology, 2019).

Plan: Identify an opportunity to improve and plan a change.

Do: Implement the planned changes on a limited scale, involving a small number of patients.

Study/Check: Evaluate the outcomes of the changes. Did you successfully meet your objectives?

Act: Utilize the obtained results to make informed decisions, integrate the changes into your workflow.

The General Hospital has asked for your help to initiate continuous quality improvement (CQI) regarding re-admission rates.
A re-admission is considered two or more hospital admissions within a 30-day window, for any reason. The CMS Readmissions Reduction Program (HRRP) through the Affordable Care Act enforces financial incentives to hospitals who can lower their re-admission rates. (CMS, 2023). The Hospital’s Quality Improvement committee would like to look at the re-admission rates for four diagnoses with high re-admission rates nationally: renal failure, congestive heart failure, sickle cell anemia, and diabetic gangrene.

Access the
General Hospital Readmission Report with Pivot Table (an Excel spreadsheet included with this activity under
1: Overview and Resources). This pivot table was created from a data report extracted from the EHR. For this pivot table, “Readmitted <30 days” means readmitted within the one-month window of discharge. “Not readmitted <30 days” means not readmitted within the one-month window of discharge. Review the table and answer the following questions.

Examine the pivot table for the readmission report data from the last quarter’s admissions to the General Hospital. Use the data presented in the pivot table to calculate rates of readmissions to answer the questions below.
Important: a readmission is defined as two or more hospital admissions within a 30-day window, for any reason. On the pivot table, “Readmitted <30 days” means readmitted within the one-month window of discharge. “Not readmitted <30 days” means not readmitted within the one-month window of discharge. Answer the following questions.

1. What was the overall rate of readmission for all diagnoses last quarter? Round to the nearest percent.

2. What is the rate of readmission for unnamed diagnoses or all other admissions? Round to the nearest percent.

List the rates of readmission for each diagnosis listed below. Round to the nearest percent:

3. Gangrene:

4. Congestive heart failure:

5. Renal Failure:

6. Sickle Cell Anemia:

7. What diagnosis has the highest rate of readmission?

8. ______%

9. ______%

Compare the General Hospital readmission rates to the national averages cited in the Healthcare Cost and Utilization Project (HCUP) flier 30-Day Readmission Rates to U.S. Hospitals. (Healthcare Cost and Utilization Project (HCUP), 2010). This resource is included under 1: Overview & Resources along with this activity document.

10. For which diagnosis(es) does the General Hospital have a lower readmission rate than the national average?

11. For which diagnosis(es) does the General Hospital have a higher readmission rate than the national average?

Critical Thinking Questions

12. The General Hospital’s Quality Improvement committee wants to know how their hospital’s readmission rates compare to national averages based on your review of the readmission data. What will you tell them? Select the correct answer.

a. The General Hospital’s readmission rates are below the national rates.

b. The General Hospital’s readmission rates are above the national rates.

c. The General Hospital’s readmission rates are below the national rates for all diagnoses, except for congestive heart failure.

d. The General Hospital’s readmission rates are above the national rates for congestive heart failure and renal failure.

Based on your report, the General Hospital’s Quality Improvement committee has implemented a pilot test called
heart failure (HF) re-admission CQI. Review the Clinical Reminder found on the Alerts Tab of the William Petrov EHR and answer the following questions.

13. What is the subject of the Clinical Reminder in William Petrov’s EHR?

14. What is the description/rationale for this Clinical Reminder?

15. What action will be taken for this Clinical Reminder?

16. What is the frequency for the Clinical Reminder action?

The General Hospital’s Quality Improvement committee has used the Plan, Do, Study/Check, Act method for developing the CQI intervention.

17. Three months after the implementation of the
heart failure (HF) re-admission CQI Clinical Reminder, a new re-admission report is run for evaluation of the pilot. The patients who were part of the
heart failure (HF) re-admission CQI Clinical Reminder pilot were now found to have a re-admission rate of 24%. What does this data mean?

Submit your work

Document your answers directly on this activity document as you complete the activity. When you are finished, save this activity document to your device and upload this activity document with your answers to your Learning Management System (LMS). If you have any questions about submitting your work to your LMS, please contact your instructor.

Learning objectives

1. Evaluate policies and strategies to achieve data integrity (5)

2. Leverage data-driven performance improvement techniques for decision making (5)

References

CMS. (2023, September 06). Hospital Readmissions Reduction Program (HRRP). Retrieved from https://www.cms.gov/medicare/payment/prospective-payment-systems/acute-inpatient-pps/hospital-readmissions-reduction-program-hrrp

Office of the National Coordinator for Health Information Technology (ONC). (2019, April 15). How do I use a rapid-cycle improvement strategy?. HealthIT.gov. https://www.healthit.gov/faq/how-do-i-use-rapid-cycle-improvement-strategy

O’Donnell, B., & Gupta V. (2023). Continuous Quality Improvement. https://www.ncbi.nlm.nih.gov/books/NBK559239/

Rider, A., & Schertzer, K. (2023). Quality Improvement in medical simulation. https://www.ncbi.nlm.nih.gov/books/NBK551497/

EHR Go Knowledge Activity: Quality Improvement with the EHR (Associate) HAK1021.5

Archetype Innovations LLC ©2024

2

image1.jpg

Language Mastery Journey

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 This is designed to deepen your understanding of essential word parts—prefixes, roots, and suffixes—that form the foundation of medical terminology. As you progress, you’ll enhance your language mastery and fluency in the language of medicine.

Word Part Identification:

  • Review the terms, prefixes, roots, and suffixes from your chapter reading,
  • Identify 10 terms and highlight and define the prefixes, roots, and suffixes within each term.

Application Exercise:

  • Construct 10 sentences or scenarios using the identified words or word parts.

ENG 111 MOD 3 db

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For this online discussion, you will:

  • Participate in a “panel discussion” for an imaginary town hall audience on “Today’s Big Idea.” 
  • Write an initial post in the voice of an author of one of the closed research theme readings or a major respondent in that reading.
  • Respond to at least two peers, staying in the voice of your selected author or respondent.

To prepare:

  • Read all reading assignments from “They Say / I Say” in this module
  • Complete the M04 Closed Research Theme Reading Check-In
  • A “Panel Discussion” is a public event in which a group of informed people gathers together in front of an audience to discuss a specific topic, usually led by a moderator who asks their own questions or takes questions from the audience. Watch a few minutes of the video below to get a sense of how a panel discussion works:

 

In this discussion, you will write in the voice of the author of one of the closed research theme readings. Alternatively, you may write in the voice of a major respondent, expert, or witness who is interviewed or quoted in a closed research theme reading, if you think theirs is a more relevant perspective on the closed research theme. You will be playing this “character” in the panel discussion, adopting their positions and/or responding the way you think they would respond to others in the discussion. 

To begin, review the 6 closed research theme readings you have read so far; pick one author or one major respondent you will play in the panel discussion. You will be playing this “character” in the panel discussion for the whole board (initial posts and responses). You need to write in their voice and remain in character throughout the discussion.

Then start a new thread in this board and respond to the following prompt. Click the Post Reply button to submit your initial post: 

  • Identify yourself as the author or respondent you have selected as well as the title of the reading and the person’s role in the reading.
    • Example: “I’m Alex Tizon, author of ‘Lola’s Story.'” 
    • Example: “I’m Lola, a major figure in Alex Tizon’s ‘Lola’s Story.'”
  • In the voice of your selected “character,” respond to one or more of the following questions. You can think of these as the questions you are being asked by the moderator or audience member:
    • How would you answer the guiding question for this section’s closed research theme? (If needed, you can find your class’s closed research theme question in Modules)
    • What issue regarding the closed research theme do you see as most important or most overlooked? What do you want the panel audience or other panel members to see and understand?
    • What action, solution, or policy, related to the closed research theme, is closest to your heart? What do you want the panel audience, other panel members, and/or others in society to take action on?
  • Remember, think about what your “character” (author or major respondent) would believe, know, want, value, etc. This may not be what you personally know or believe, at all! Stick to their perspective and viewpoints as much as you can, based on what you know about their views from the closed research theme reading. 

Applied Sciences week 3 Assignment

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Visual Layout Draft

[WLOs: 4, 5] [CLOs: 1, 3, 4]

Throughout the first three weeks of this course, we have explored various components of creating positive learning environments. All these elements come to life when we can arrange and design our classroom layouts. By strategically considering the physical design of our classroom environments, we can ensure the space is not only inclusive and equitable but also that the schedules, transitions, and routines we design will be able to come to life.

In your Week 1 journal, you had the opportunity to explore various tools that could be used to design the layout of your learning environment. This week, you will build on that work by selecting a tool to use in creating your first draft of your classroom layout. You will share your layout with your peers in the Week 4 Designing the Classroom Environment discussion forum and create a final draft as a piece of your Week 5 Learning Environment Design Project final assignment.

To prepare for this assignment,

Preschool Classroom

A 2/3-year-old classroom of 12 students. In the room you have one student Maria who comes from a home where Spanish is only spoken. Maria’s parents seem very interested in supporting her, but language is a barrier for them to communicate their needs to you. You also have one child Johnny who has cognitive and physical delays which require him to work with an aid most of the time when he is in your room. Johnny’s mom is very worried about him and would like to schedule regular meetings with you to review his goals and progress throughout the year. Then, you have a 3-year-old boy Michael who is living with a foster family after being moved around a bit. The family is overwhelmed trying to help him manage his behavior and he tends to lash out at other children often.

Assignment Instructions

There are two parts to your assignment:

Part 1: Visual Layout

  • Using the tool of your choice, create a visual layout for your chosen classroom environment.
  • Label the layout to identify which of the classrooms you designed it for.

Part 2: Visual Layout Explanation

Using the tool of your choice (Microsoft Word, PowerPoint, video, etc.) explain your visual layout by addressing the following:

  • Describe how your environmental design encourages play to support achieving developmental milestones for the age group of your chosen classroom.
  • Discuss three areas from your visual layout and why they are necessary to include.
  • Explain how your visual layout creates an environment that supports classroom management.
  • Describe a challenge you had when creating your classroom layout and how you overcame the challenge.

Question A (DISCUSSION)

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AIDET is introduced below and is something you can practice before your first patient interactions.

Tools for Effective Communication

AIDET is introduced below and is something you can practice before your first patient interactions. 

AIDET® is an acronym (Acknowledge, Introduce, Duration, Explanation, Thank you) that represents the components of an effective communication framework to leverage during interactions, especially with people who might be nervous, anxious, or vulnerable. Developed by Studer Group as the “Five Fundamentals of Patient Communication” in the mid-1990s and later registered by Studer Group as AIDET®, it is most often used by healthcare professionals to communicate with patients and their families, as well as with each other. Research studies confirm that this approach appears to improve communication between healthcare professionals and their patients. 

A – Acknowledge. Greet people using appropriate tone and body language and use their names if you know them.

I – Introduce. Introduce yourself to others. Tell them who you are (including skill set, experience, and qualifications, if appropriate) and how you are going to help them. Escort people where they need to go rather than pointing or giving directions. 

D – Duration. Provide a time estimate and identify the next steps. Keep in touch to ease waiting times. Let others know if there is a delay and how long it will be.

E – Explanation. Explain step-by-step what to expect next, answer questions, and let the other person know how to contact you. Assess comprehension using the teach-back method. Listen and respond with compassion if needed.

T – Thank you. Foster an attitude of gratitude. Thank people for their patronage, help, or assistance.

For additional reference see: The AIDET® Communication Framework

Customize effective communication for your patients.

Include the following aspects in the discussion:

  • Create a script for patient communication about any topic you wish
  • Use AIDET and have a brief paragraph for each

ENG 111 MOD 3 PROJECT 1

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  • An introduc paraG that attempts to gain the interest of readers and introduces your closed research theme reading, and offers a thesi statement suggesting what your response to the closed research theme reading will be focused on
  • A thesi statement previewing your  ” I Say” response to the closed research theme reading
  • A full and accurate summary of the closed research theme reading
  • A meaningful response, supported with evidence, to the closed research theme reading
  • A concluding paragraph
  • Revisions made based on the feedback you received from your instructor on the Half Draft (See the Grades link or consult your instructor for this feedback)
  • In-text citations of “They Say” summaries and quotations of the closed research theme reading and other sources, if you use any
  • APA or MLA style formatting, as specified by your instructor, with a References (APA) or Works Cited (MLA) page
  • Observation of the conventions of Standard Written English
  • Minimum 750 words for the final draft (References or Works Cited list does not count in the minimum word-count requirement)
  • See the assessment rubric at the bottom of this page for an understanding of how your Final Draft will be graded.

 They Say / I Say, with Ivy Tech Community College Custom Reader, 1st Ed., Little Seagull Handbook, 4th Ed. 

Applied Sciences SPC 3210-Weekly Assignment 2

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 Read Chapter 8 and Chapter 9.

Answer the following questions separately, using textbook theories and examples from chapters. 

1. What is the relationship between social penetration theory and social exchange theory? Why has Griffin included both theories in the same chapter? 

2. Discuss the difference and relationship between the depth and breadth of self-disclosure. 

3. Think back on your initial encounters with your roommate, romantic partner, or friend. What strategy or strategies were employed to reduce uncertainty? Were there elements about the individual and the context of your meeting that motivated your quest to reduce uncertainty? 

4.  Indicate three predictions that you can make about intercultural encounters based upon uncertainty reduction theory. Support your predictions by referring to basic axioms. 

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