My Blog

Tag: Homework Solution

  • [Solved] Assistance needed! Due date 8/27/25

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Assessment Description It is important for all students, including students with disabilities, to have critical-thinking and problem-solving skills as tools to support them in the classroom with cross-curricular instruction. Using your lesson from Topic 5, revise the lesson to include cross-curricul…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Assessment Description
    It is important for all students, including students with disabilities, to have critical-thinking and problem-solving skills as tools to support them in the classroom with cross-curricular instruction.
    Using your lesson from Topic 5, revise the lesson to include cross-curricular instruction.
    Add the following to your lesson plan:
    – At least one additional standard from a different content area in addition to the existing lesson plan standards.
    – At least one new learning objective to include the new state content standard for cross-curricular planning across different content areas.
    – At least one element of technology to promote the development of critical-thinking and problem-solving skills.
    Submit the revised lesson plan, highlighting and/or bolding the additions so your instructor can easily identify your lesson revisions.
    In addition, write a 500-750 word summary of the above revisions justifying how they support cross-curricular learning. Include an explanation of how the special education teacher and general education teachers will collaborate before, during, and/or after the lesson to create meaningful learning experiences
    APA format is not required, but solid academic writing is expected.  Use APA documentation guidelines to cite any resources referenced when creating the lesson plan.
    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

  • [Solved] Nursing Submission of Previous NURS 8312 Assignments

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## 8512WK1Assignment.docx – ## AppendixBQuestionDevelopment1WK1.docx – AppendixC.docx – AppendixFNonresearchEvidenceAppraisal.docx – AppendixEResearchEvidenceAppraisal1.docx **## 8512WK1Assignment.docx** **Submission of Previous NURS 8312 Assignments** **MY Quality Improvement project Topic is .**…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## 8512WK1Assignment.docx

    – ## AppendixBQuestionDevelopment1WK1.docx

    – AppendixC.docx
    – AppendixFNonresearchEvidenceAppraisal.docx
    – AppendixEResearchEvidenceAppraisal1.docx

    **## 8512WK1Assignment.docx**

    **Submission of Previous NURS 8312 Assignments**

    **MY Quality Improvement project Topic is .**

    **Cognitive Behavior Therapy in Adult Patients with Anxiety Disorder.**

    **Please use the above topic.**

    In this Assignment, you will compile your previous work from NURS 8312, which you completed in preparation of your DNP project and practicum.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184583/modules/items/7764941)

    **To prepare:**

    · Gather your practicum Assignments that were completed in NURS 8312.

    · Review the instructions for creating and uploading a zip folder.

    **Note:** All documents used during implementation MUST be submitted and approved by your committee. To do this, you should zip all of the files together and submit them as one zip file. Instructions on how to zip files for a MAC or PC are located in the following resources:

    · For MAC computers: Apple. (n.d.).
    [_macOS User Guide: Zip and unzip files and folders on MacLinks to an external site._](https://support.apple.com/guide/mac-help/zip-and-unzip-files-and-folders-on-mac-mchlp2528/14.0/mac/14.0). https://support.apple.com/guide/mac-help/zip-and-unzip-files-and-folders-on-mac-mchlp2528/14.0/mac/14.0

    · For PC computers: Microsoft (n.d.).
    [_Zip and unzip files_.Links to an external site.](https://support.microsoft.com/en-us/windows/zip-and-unzip-files-f6dde0a7-0fec-8294-e1d3-703ed85e7ebc) https://support.microsoft.com/en-us/windows/zip-and-unzip-files-f6dde0a7-0fec-8294-e1d3-703ed85e7ebc

    **The Assignment**

    Compile your updated NURS 8312 documents into one zip file. Include the following documents in your zip file:

    · Appendix B: Question Development Tool

    · SWOT Analysis

    · Organization Readiness Assessment

    · Appendix C: Stakeholder Analysis

    · Appendix E: Research Evidence Appraisal

    · Appendix F: Non-Research Evidence Appraisal

    **## AppendixBQuestionDevelopment1WK1.docx**

    Question Development Tool

    Appendix B

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    | | |
    | — | — |
    | **What is the problem?** |
    | |
    | **What are the data and sources of information that validate the problem?** |
    | ☐Safety and risk management concerns: <br> <br>☐Data:<br> <br>☐Financial information:<br> <br>☐Lack of evidence for current practice: <br> <br>☐Quality indicators: <br> <br>☐Practice observations: <br> <br>☐Other: |
    | **Why is the problem important and relevant? What would happen if it were not addressed?** |
    | |
    | **What is the current practice?** |
    | |
    | **Is this a background question to establish the state of the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?** |
    | ☐Background | ☐ Foreground |
    | **What are the PICO components?** |
    | P (patient, population, or problem): <br>I (intervention):<br>C (comparison with other interventions if <br>_foreground_ question): <br> <br>O (outcomes): |
    | **Initial EBP question:** |
    | |

    | | |
    | — | — |
    | **List possible search terms for each part of the PICO question:** |
    | PICO Element | Possible Search Terms |
    | P | |
    | I | |
    | C | |
    | O | |
    | **What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?** |
    | Inclusion: | Exclusion: |
    | **What evidence needs to be reviewed?**(Check all that apply) |
    | ☐Peer-reviewed publications (from databases such as PubMed, CINAHL, and Embase)<br>☐Standards (regulatory, professional, community)<br>☐Clinical Practice Guidelines<br>☐Organizational data (e.g., quality improvement or financial data, local clinical expertise, patient/family preferences)<br>☐Evidence-based professional organization position statements<br>☐Consensus studies (e.g., commissioned reports from the National Academy of Medicine, professional organizations, and philanthropic foundations)<br>☐Other |
    | **Revised EBP question:** |
    | |
    | **What are measures that indicate if the EBP project is successful?**(Measures may be structure, process, and/or outcome) |
    | |

    **Directions for Use of the Question Development Tool**

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Purpose**: This form guides the EBP team to develop an answerable EBP question. It is meant to be fluid and dynamic as the team engages in the PICO question development process. As the team becomes

    familiar with the evidence base for the topic of interest, they revisit, revise, and/or refine the question, search terms, search strategy, and sources of evidence.

    ## What is the problem?

    Describe and specify the problem that needs to be addressed. What led the team to question this practice? Validate the problem statement with staff who experience it day to day. The interprofessional team needs to work through the problem definition process together to probe the problem description, reflect, gather information, observe current practice, and listen to clinicians’ perspectives. This team deliberation ensures the problem statement defines the actual problem rather than a solution and guides the type of measure(s) they will use to determine if the intervention results in improvements once implemented.

    ## What are the data and sources of information that validate the problem?

    Confirm the problem with concrete, rather than anecdotal, information. Concrete information exists in the form of staff or patient safety concerns, data demonstrating unsatisfactory process or outcome measures, financial reports, identification of the lack of evidence for current practice, or unsatisfactory quality indicators. Formal information or observations may demonstrate variations within the practice setting or variations within the community. These elements are not mutually exclusive, and the problem may be evidenced in multiple areas.

    ## Why is the problem important and relevant? What would happen if it were not addressed?

    Establishing a sense of importance and urgency for a practice problem can help build support for the EBP project and on-board other stakeholders. Emphasize why the problem must be addressed and the potential consequences of not doing so. This is the place to establish your “burning platform” for practice change.

    ## What is the current practice?

    Define the current practice as it relates to the problem by identifying the gap or performance issue. Think about current policies and procedures as well as adherence to these guidelines. What is commonly considered acceptable among the staff related to their daily practice? Do policy and practice align? What do you see?

    ## Is this a background question to establish the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?

    Select if you are intending to write a background or foreground question. Background questions are broad and produce a wide range of evidence to establish best practices when the team has little knowledge, experience, or expertise in the area of interest. Background questions do not include a “comparison” group. Foreground questions are focused, with the specific comparison of two or more ideas or interventions. Foreground questions often flow from an initial background question and evidence review.

    ## What are the PICO components?

    Complete each section. Definitions of each PICO element are included below.

    **P**(patient, population, problem): This may include characteristics such as age, sex, setting, ethnicity, condition, disease, type of patient, or community.

    **I**(intervention): This can be a best practice statement or include a specific treatment, medication, education, diagnostic test, or care practice.

    **C**(comparison): Not applicable for background questions. For foreground questions, comparisons are typically with current practice or an intervention identified in the evidence.

    **O**(outcomes): structure, process, or outcome measures that indicate the success of evidence translation. More than one measure can be listed; examples include structure (e.g., adequacy of resources, space, people, training), process (e.g., care coordination, adherence to protocols for care, performance), or outcomes (e.g., satisfaction scores or retention, fall rates, rates of disease in a population).

    ## Initial EBP Question:

    Combine each element of the PICO to create an answerable EBP question. The initial question is refined throughout the PET process.

    **List possible search terms for each part of the PICO question:**

    Select concepts from each PICO component to identify search terms. Mapping search terms to each component aids the evidence search; ensure terms are neither too broad nor too narrow. Brainstorm common synonyms for each concept. Be sure to consider alternate spellings or terms used in different countries (e.g., “ward” vs. “unit”) as well as brand names of specific interventions. It may be appropriate to leave some of the rows blank (e.g., the O in PICO) to avoid building solutions into the search itself (e.g., words like “reduction” will only provide evidence that exhibited reductions in the outcome of interest and may miss evidence with no change or even an increase).

    **What are preliminary inclusion and exclusion criteria (e.g., publication date, population, and setting)?**

    As a team, list the initial characteristics you want to include or exclude from your evidence search (for example you may want to include student nurses but do not want to include post-licensure nurses). This will help to ensure the team has a mutual understanding of the scope of the project. The group should revisit the list throughout the process to provide further clarifications and refine evidence search results.

    **What evidence needs to be reviewed?**

    Select the types of evidence you intend to gather based on the PICO and initial EBP question. This will guide you to the appropriate sources to begin the search.

    **Revised EBP question:**

    Often the question that you start with will not be the final EBP question. Needed revisions to the EBP question may not be evident until after the initial evidence review; examples include a revision to the background question

    or a change from a background to a foreground question. Additionally, preliminary reviews of the evidence may indicate a need to focus or broaden the question, update terminology, and/or consider additional measures of success.

    **What are measures that indicate if the EBP project is successful?**(Measures maybe structure, process, and/or outcome)

    It is essential to consider a measurement plan from the onset of an EBP project. As a team, reflect on how you will determine project success. Success can be captured in many ways, and measures can include:

    · The structure measures that describe the physical or organizational environment (e.g., nurse-patio ratios)

    · Outcome measures that occur after a project (e.g., number of safety events)

    · Process measures that are gathered throughout to track progress toward the goals (e.g., use of a new tool or protocol)

    2 | Page

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing

    **AppendixC.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixc-docx-10384845)

    **AppendixFNonresearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixfnonresearchevidenceappraisal-docx-10384843)

    **AppendixEResearchEvidenceAppraisal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixeresearchevidenceappraisal1-docx-10384841)

    **AppendixEResearchEvidenceAppraisal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixeresearchevidenceappraisal1-docx-10384841)

    **## 8512WK1Assignment.docx**

    **Submission of Previous NURS 8312 Assignments**

    **MY Quality Improvement project Topic is .**

    **Cognitive Behavior Therapy in Adult Patients with Anxiety Disorder.**

    **Please use the above topic.**

    In this Assignment, you will compile your previous work from NURS 8312, which you completed in preparation of your DNP project and practicum.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184583/modules/items/7764941)

    **To prepare:**

    · Gather your practicum Assignments that were completed in NURS 8312.

    · Review the instructions for creating and uploading a zip folder.

    **Note:** All documents used during implementation MUST be submitted and approved by your committee. To do this, you should zip all of the files together and submit them as one zip file. Instructions on how to zip files for a MAC or PC are located in the following resources:

    · For MAC computers: Apple. (n.d.).
    [_macOS User Guide: Zip and unzip files and folders on MacLinks to an external site._](https://support.apple.com/guide/mac-help/zip-and-unzip-files-and-folders-on-mac-mchlp2528/14.0/mac/14.0). https://support.apple.com/guide/mac-help/zip-and-unzip-files-and-folders-on-mac-mchlp2528/14.0/mac/14.0

    · For PC computers: Microsoft (n.d.).
    [_Zip and unzip files_.Links to an external site.](https://support.microsoft.com/en-us/windows/zip-and-unzip-files-f6dde0a7-0fec-8294-e1d3-703ed85e7ebc) https://support.microsoft.com/en-us/windows/zip-and-unzip-files-f6dde0a7-0fec-8294-e1d3-703ed85e7ebc

    **The Assignment**

    Compile your updated NURS 8312 documents into one zip file. Include the following documents in your zip file:

    · Appendix B: Question Development Tool

    · SWOT Analysis

    · Organization Readiness Assessment

    · Appendix C: Stakeholder Analysis

    · Appendix E: Research Evidence Appraisal

    · Appendix F: Non-Research Evidence Appraisal

    **## AppendixBQuestionDevelopment1WK1.docx**

    Question Development Tool

    Appendix B

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    | | |
    | — | — |
    | **What is the problem?** |
    | |
    | **What are the data and sources of information that validate the problem?** |
    | ☐Safety and risk management concerns: <br> <br>☐Data:<br> <br>☐Financial information:<br> <br>☐Lack of evidence for current practice: <br> <br>☐Quality indicators: <br> <br>☐Practice observations: <br> <br>☐Other: |
    | **Why is the problem important and relevant? What would happen if it were not addressed?** |
    | |
    | **What is the current practice?** |
    | |
    | **Is this a background question to establish the state of the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?** |
    | ☐Background | ☐ Foreground |
    | **What are the PICO components?** |
    | P (patient, population, or problem): <br>I (intervention):<br>C (comparison with other interventions if <br>_foreground_ question): <br> <br>O (outcomes): |
    | **Initial EBP question:** |
    | |

    | | |
    | — | — |
    | **List possible search terms for each part of the PICO question:** |
    | PICO Element | Possible Search Terms |
    | P | |
    | I | |
    | C | |
    | O | |
    | **What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?** |
    | Inclusion: | Exclusion: |
    | **What evidence needs to be reviewed?**(Check all that apply) |
    | ☐Peer-reviewed publications (from databases such as PubMed, CINAHL, and Embase)<br>☐Standards (regulatory, professional, community)<br>☐Clinical Practice Guidelines<br>☐Organizational data (e.g., quality improvement or financial data, local clinical expertise, patient/family preferences)<br>☐Evidence-based professional organization position statements<br>☐Consensus studies (e.g., commissioned reports from the National Academy of Medicine, professional organizations, and philanthropic foundations)<br>☐Other |
    | **Revised EBP question:** |
    | |
    | **What are measures that indicate if the EBP project is successful?**(Measures may be structure, process, and/or outcome) |
    | |

    **Directions for Use of the Question Development Tool**

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Purpose**: This form guides the EBP team to develop an answerable EBP question. It is meant to be fluid and dynamic as the team engages in the PICO question development process. As the team becomes

    familiar with the evidence base for the topic of interest, they revisit, revise, and/or refine the question, search terms, search strategy, and sources of evidence.

    ## What is the problem?

    Describe and specify the problem that needs to be addressed. What led the team to question this practice? Validate the problem statement with staff who experience it day to day. The interprofessional team needs to work through the problem definition process together to probe the problem description, reflect, gather information, observe current practice, and listen to clinicians’ perspectives. This team deliberation ensures the problem statement defines the actual problem rather than a solution and guides the type of measure(s) they will use to determine if the intervention results in improvements once implemented.

    ## What are the data and sources of information that validate the problem?

    Confirm the problem with concrete, rather than anecdotal, information. Concrete information exists in the form of staff or patient safety concerns, data demonstrating unsatisfactory process or outcome measures, financial reports, identification of the lack of evidence for current practice, or unsatisfactory quality indicators. Formal information or observations may demonstrate variations within the practice setting or variations within the community. These elements are not mutually exclusive, and the problem may be evidenced in multiple areas.

    ## Why is the problem important and relevant? What would happen if it were not addressed?

    Establishing a sense of importance and urgency for a practice problem can help build support for the EBP project and on-board other stakeholders. Emphasize why the problem must be addressed and the potential consequences of not doing so. This is the place to establish your “burning platform” for practice change.

    ## What is the current practice?

    Define the current practice as it relates to the problem by identifying the gap or performance issue. Think about current policies and procedures as well as adherence to these guidelines. What is commonly considered acceptable among the staff related to their daily practice? Do policy and practice align? What do you see?

    ## Is this a background question to establish the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?

    Select if you are intending to write a background or foreground question. Background questions are broad and produce a wide range of evidence to establish best practices when the team has little knowledge, experience, or expertise in the area of interest. Background questions do not include a “comparison” group. Foreground questions are focused, with the specific comparison of two or more ideas or interventions. Foreground questions often flow from an initial background question and evidence review.

    ## What are the PICO components?

    Complete each section. Definitions of each PICO element are included below.

    **P**(patient, population, problem): This may include characteristics such as age, sex, setting, ethnicity, condition, disease, type of patient, or community.

    **I**(intervention): This can be a best practice statement or include a specific treatment, medication, education, diagnostic test, or care practice.

    **C**(comparison): Not applicable for background questions. For foreground questions, comparisons are typically with current practice or an intervention identified in the evidence.

    **O**(outcomes): structure, process, or outcome measures that indicate the success of evidence translation. More than one measure can be listed; examples include structure (e.g., adequacy of resources, space, people, training), process (e.g., care coordination, adherence to protocols for care, performance), or outcomes (e.g., satisfaction scores or retention, fall rates, rates of disease in a population).

    ## Initial EBP Question:

    Combine each element of the PICO to create an answerable EBP question. The initial question is refined throughout the PET process.

    **List possible search terms for each part of the PICO question:**

    Select concepts from each PICO component to identify search terms. Mapping search terms to each component aids the evidence search; ensure terms are neither too broad nor too narrow. Brainstorm common synonyms for each concept. Be sure to consider alternate spellings or terms used in different countries (e.g., “ward” vs. “unit”) as well as brand names of specific interventions. It may be appropriate to leave some of the rows blank (e.g., the O in PICO) to avoid building solutions into the search itself (e.g., words like “reduction” will only provide evidence that exhibited reductions in the outcome of interest and may miss evidence with no change or even an increase).

    **What are preliminary inclusion and exclusion criteria (e.g., publication date, population, and setting)?**

    As a team, list the initial characteristics you want to include or exclude from your evidence search (for example you may want to include student nurses but do not want to include post-licensure nurses). This will help to ensure the team has a mutual understanding of the scope of the project. The group should revisit the list throughout the process to provide further clarifications and refine evidence search results.

    **What evidence needs to be reviewed?**

    Select the types of evidence you intend to gather based on the PICO and initial EBP question. This will guide you to the appropriate sources to begin the search.

    **Revised EBP question:**

    Often the question that you start with will not be the final EBP question. Needed revisions to the EBP question may not be evident until after the initial evidence review; examples include a revision to the background question

    or a change from a background to a foreground question. Additionally, preliminary reviews of the evidence may indicate a need to focus or broaden the question, update terminology, and/or consider additional measures of success.

    **What are measures that indicate if the EBP project is successful?**(Measures maybe structure, process, and/or outcome)

    It is essential to consider a measurement plan from the onset of an EBP project. As a team, reflect on how you will determine project success. Success can be captured in many ways, and measures can include:

    · The structure measures that describe the physical or organizational environment (e.g., nurse-patio ratios)

    · Outcome measures that occur after a project (e.g., number of safety events)

    · Process measures that are gathered throughout to track progress toward the goals (e.g., use of a new tool or protocol)

    2 | Page

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing

    **AppendixC.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixc-docx-10384845)

    **AppendixFNonresearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixfnonresearchevidenceappraisal-docx-10384843)

    **AppendixEResearchEvidenceAppraisal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixeresearchevidenceappraisal1-docx-10384841)

    **## 8512WK1Assignment.docx**

    **Submission of Previous NURS 8312 Assignments**

    **MY Quality Improvement project Topic is .**

    **Cognitive Behavior Therapy in Adult Patients with Anxiety Disorder.**

    **Please use the above topic.**

    In this Assignment, you will compile your previous work from NURS 8312, which you completed in preparation of your DNP project and practicum.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184583/modules/items/7764941)

    **To prepare:**

    · Gather your practicum Assignments that were completed in NURS 8312.

    · Review the instructions for creating and uploading a zip folder.

    **Note:** All documents used during implementation MUST be submitted and approved by your committee. To do this, you should zip all of the files together and submit them as one zip file. Instructions on how to zip files for a MAC or PC are located in the following resources:

    · For MAC computers: Apple. (n.d.).
    [_macOS User Guide: Zip and unzip files and folders on MacLinks to an external site._](https://support.apple.com/guide/mac-help/zip-and-unzip-files-and-folders-on-mac-mchlp2528/14.0/mac/14.0). https://support.apple.com/guide/mac-help/zip-and-unzip-files-and-folders-on-mac-mchlp2528/14.0/mac/14.0

    · For PC computers: Microsoft (n.d.).
    [_Zip and unzip files_.Links to an external site.](https://support.microsoft.com/en-us/windows/zip-and-unzip-files-f6dde0a7-0fec-8294-e1d3-703ed85e7ebc) https://support.microsoft.com/en-us/windows/zip-and-unzip-files-f6dde0a7-0fec-8294-e1d3-703ed85e7ebc

    **The Assignment**

    Compile your updated NURS 8312 documents into one zip file. Include the following documents in your zip file:

    · Appendix B: Question Development Tool

    · SWOT Analysis

    · Organization Readiness Assessment

    · Appendix C: Stakeholder Analysis

    · Appendix E: Research Evidence Appraisal

    · Appendix F: Non-Research Evidence Appraisal

    **## AppendixBQuestionDevelopment1WK1.docx**

    Question Development Tool

    Appendix B

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    | | |
    | — | — |
    | **What is the problem?** |
    | |
    | **What are the data and sources of information that validate the problem?** |
    | ☐Safety and risk management concerns: <br> <br>☐Data:<br> <br>☐Financial information:<br> <br>☐Lack of evidence for current practice: <br> <br>☐Quality indicators: <br> <br>☐Practice observations: <br> <br>☐Other: |
    | **Why is the problem important and relevant? What would happen if it were not addressed?** |
    | |
    | **What is the current practice?** |
    | |
    | **Is this a background question to establish the state of the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?** |
    | ☐Background | ☐ Foreground |
    | **What are the PICO components?** |
    | P (patient, population, or problem): <br>I (intervention):<br>C (comparison with other interventions if <br>_foreground_ question): <br> <br>O (outcomes): |
    | **Initial EBP question:** |
    | |

    | | |
    | — | — |
    | **List possible search terms for each part of the PICO question:** |
    | PICO Element | Possible Search Terms |
    | P | |
    | I | |
    | C | |
    | O | |
    | **What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?** |
    | Inclusion: | Exclusion: |
    | **What evidence needs to be reviewed?**(Check all that apply) |
    | ☐Peer-reviewed publications (from databases such as PubMed, CINAHL, and Embase)<br>☐Standards (regulatory, professional, community)<br>☐Clinical Practice Guidelines<br>☐Organizational data (e.g., quality improvement or financial data, local clinical expertise, patient/family preferences)<br>☐Evidence-based professional organization position statements<br>☐Consensus studies (e.g., commissioned reports from the National Academy of Medicine, professional organizations, and philanthropic foundations)<br>☐Other |
    | **Revised EBP question:** |
    | |
    | **What are measures that indicate if the EBP project is successful?**(Measures may be structure, process, and/or outcome) |
    | |

    **Directions for Use of the Question Development Tool**

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Purpose**: This form guides the EBP team to develop an answerable EBP question. It is meant to be fluid and dynamic as the team engages in the PICO question development process. As the team becomes

    familiar with the evidence base for the topic of interest, they revisit, revise, and/or refine the question, search terms, search strategy, and sources of evidence.

    ## What is the problem?

    Describe and specify the problem that needs to be addressed. What led the team to question this practice? Validate the problem statement with staff who experience it day to day. The interprofessional team needs to work through the problem definition process together to probe the problem description, reflect, gather information, observe current practice, and listen to clinicians’ perspectives. This team deliberation ensures the problem statement defines the actual problem rather than a solution and guides the type of measure(s) they will use to determine if the intervention results in improvements once implemented.

    ## What are the data and sources of information that validate the problem?

    Confirm the problem with concrete, rather than anecdotal, information. Concrete information exists in the form of staff or patient safety concerns, data demonstrating unsatisfactory process or outcome measures, financial reports, identification of the lack of evidence for current practice, or unsatisfactory quality indicators. Formal information or observations may demonstrate variations within the practice setting or variations within the community. These elements are not mutually exclusive, and the problem may be evidenced in multiple areas.

    ## Why is the problem important and relevant? What would happen if it were not addressed?

    Establishing a sense of importance and urgency for a practice problem can help build support for the EBP project and on-board other stakeholders. Emphasize why the problem must be addressed and the potential consequences of not doing so. This is the place to establish your “burning platform” for practice change.

    ## What is the current practice?

    Define the current practice as it relates to the problem by identifying the gap or performance issue. Think about current policies and procedures as well as adherence to these guidelines. What is commonly considered acceptable among the staff related to their daily practice? Do policy and practice align? What do you see?

    ## Is this a background question to establish the evidence on a topic (with no comparison group) or a foreground question to compare specific interventions?

    Select if you are intending to write a background or foreground question. Background questions are broad and produce a wide range of evidence to establish best practices when the team has little knowledge, experience, or expertise in the area of interest. Background questions do not include a “comparison” group. Foreground questions are focused, with the specific comparison of two or more ideas or interventions. Foreground questions often flow from an initial background question and evidence review.

    ## What are the PICO components?

    Complete each section. Definitions of each PICO element are included below.

    **P**(patient, population, problem): This may include characteristics such as age, sex, setting, ethnicity, condition, disease, type of patient, or community.

    **I**(intervention): This can be a best practice statement or include a specific treatment, medication, education, diagnostic test, or care practice.

    **C**(comparison): Not applicable for background questions. For foreground questions, comparisons are typically with current practice or an intervention identified in the evidence.

    **O**(outcomes): structure, process, or outcome measures that indicate the success of evidence translation. More than one measure can be listed; examples include structure (e.g., adequacy of resources, space, people, training), process (e.g., care coordination, adherence to protocols for care, performance), or outcomes (e.g., satisfaction scores or retention, fall rates, rates of disease in a population).

    ## Initial EBP Question:

    Combine each element of the PICO to create an answerable EBP question. The initial question is refined throughout the PET process.

    **List possible search terms for each part of the PICO question:**

    Select concepts from each PICO component to identify search terms. Mapping search terms to each component aids the evidence search; ensure terms are neither too broad nor too narrow. Brainstorm common synonyms for each concept. Be sure to consider alternate spellings or terms used in different countries (e.g., “ward” vs. “unit”) as well as brand names of specific interventions. It may be appropriate to leave some of the rows blank (e.g., the O in PICO) to avoid building solutions into the search itself (e.g., words like “reduction” will only provide evidence that exhibited reductions in the outcome of interest and may miss evidence with no change or even an increase).

    **What are preliminary inclusion and exclusion criteria (e.g., publication date, population, and setting)?**

    As a team, list the initial characteristics you want to include or exclude from your evidence search (for example you may want to include student nurses but do not want to include post-licensure nurses). This will help to ensure the team has a mutual understanding of the scope of the project. The group should revisit the list throughout the process to provide further clarifications and refine evidence search results.

    **What evidence needs to be reviewed?**

    Select the types of evidence you intend to gather based on the PICO and initial EBP question. This will guide you to the appropriate sources to begin the search.

    **Revised EBP question:**

    Often the question that you start with will not be the final EBP question. Needed revisions to the EBP question may not be evident until after the initial evidence review; examples include a revision to the background question

    or a change from a background to a foreground question. Additionally, preliminary reviews of the evidence may indicate a need to focus or broaden the question, update terminology, and/or consider additional measures of success.

    **What are measures that indicate if the EBP project is successful?**(Measures maybe structure, process, and/or outcome)

    It is essential to consider a measurement plan from the onset of an EBP project. As a team, reflect on how you will determine project success. Success can be captured in many ways, and measures can include:

    · The structure measures that describe the physical or organizational environment (e.g., nurse-patio ratios)

    · Outcome measures that occur after a project (e.g., number of safety events)

    · Process measures that are gathered throughout to track progress toward the goals (e.g., use of a new tool or protocol)

    2 | Page

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing

    **AppendixC.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixc-docx-10384845)

    **AppendixFNonresearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixfnonresearchevidenceappraisal-docx-10384843)

    **AppendixEResearchEvidenceAppraisal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixeresearchevidenceappraisal1-docx-10384841)

    – 1
    – 2
    – 3
    – 4
    – 5

  • [Solved] WK3 QUESTION1 HP-216

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE QUESTIONS – ## WK3QUESTION1HP-216.docx **## WK3QUESTION1HP-216.docx** WK1 QUESTION1 HP-216 Instructions: Assign the most appropriate CPT procedure code(s) including any needed modifiers. Question 1) The patient presented with the complaint of severe photophobia. The patient stated that this…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLETE QUESTIONS

    – ## WK3QUESTION1HP-216.docx

    **## WK3QUESTION1HP-216.docx**

    WK1 QUESTION1 HP-216

    Instructions: Assign the most appropriate CPT procedure code(s) including any needed modifiers.

    Question

    1) The patient presented with the complaint of severe photophobia. The patient stated that this was present in the left eye only. After the surface of the corneal defect was scraped with a spatula, it was taken for culture to determine the diagnosis. Assign CPT code(s): FILL IN BLANK

    2) The patient presents with a traumatic subperiosteal hematoma of the left eyeball. A fine needle was inserted directly into the eyeball area and aspirated blood. No incision was made, and no repair was required. (Initial encounter)

    Assign CPT codeFILL IN BLANK

    3) Patient presents for removal of ventilating tubes (myringotomy devices) due to resolution of right and left middle and inner ear problems. With the patient under general mask anesthesia, the left ear was examined and the tube was removed. No abnormalities in the ear structure were visualized. The same procedure was repeated on the right ear. Estimated blood loss was nil. No complications. Assign CPT code(s)FILL IN BLANK

    4) Epidural injection, blood patch. Which code is assigned?

    Responses

    · 62263

    · 62272

    · 62273

    ·
    62281

    5) Laser surgery correction of ingrown eyelash of the right eye. Which code is assigned?

    Responses

    · 67820-RT

    · 67825-RT

    · 67830-RT

    ·
    67840-RT

    6)Complete removal of right adrenal gland using a laparoscope. Which code is assigned?

    Responses

    · 60540-RT

    · 60545-RT

    · 60650-RT

    ·
    60659-RT

    7) Decompression internal auditory canal, middle fossa approach left ear. Which code is assigned?

    Responses

    · 61591-LT

    · 69420-LT

    · 69440-LT

    ·
    69960-LT

    8) A patient with Bell's palsy undergoes total facial nerve decompression. Which code is assigned?

    Responses

    · 64742

    · 64771

    · 64864

    ·
    69955

    9) A patient suffers from strabismus. Resection of the right lateral rectus horizontal muscle was done with absorbable sutures. Which code(s) are assigned?

    Responses

    · 67311-RT

    · 67311-RT, 67335-51-RT

    · 67311-RT, 67335-RT

    ·
    67314-RT, 67335-RT

    10) Patient underwent complete removal of right thyroid lobe on October 13. Patient had right partial thyroid lobe removed five years ago. Which code is assigned?

    Responses

    · 60220-RT

    · 60240

    · 60260-RT

    ·
    60270

    **## WK3QUESTION1HP-216.docx**

    WK1 QUESTION1 HP-216

    Instructions: Assign the most appropriate CPT procedure code(s) including any needed modifiers.

    Question

    1) The patient presented with the complaint of severe photophobia. The patient stated that this was present in the left eye only. After the surface of the corneal defect was scraped with a spatula, it was taken for culture to determine the diagnosis. Assign CPT code(s): FILL IN BLANK

    2) The patient presents with a traumatic subperiosteal hematoma of the left eyeball. A fine needle was inserted directly into the eyeball area and aspirated blood. No incision was made, and no repair was required. (Initial encounter)

    Assign CPT codeFILL IN BLANK

    3) Patient presents for removal of ventilating tubes (myringotomy devices) due to resolution of right and left middle and inner ear problems. With the patient under general mask anesthesia, the left ear was examined and the tube was removed. No abnormalities in the ear structure were visualized. The same procedure was repeated on the right ear. Estimated blood loss was nil. No complications. Assign CPT code(s)FILL IN BLANK

    4) Epidural injection, blood patch. Which code is assigned?

    Responses

    · 62263

    · 62272

    · 62273

    ·
    62281

    5) Laser surgery correction of ingrown eyelash of the right eye. Which code is assigned?

    Responses

    · 67820-RT

    · 67825-RT

    · 67830-RT

    ·
    67840-RT

    6)Complete removal of right adrenal gland using a laparoscope. Which code is assigned?

    Responses

    · 60540-RT

    · 60545-RT

    · 60650-RT

    ·
    60659-RT

    7) Decompression internal auditory canal, middle fossa approach left ear. Which code is assigned?

    Responses

    · 61591-LT

    · 69420-LT

    · 69440-LT

    ·
    69960-LT

    8) A patient with Bell's palsy undergoes total facial nerve decompression. Which code is assigned?

    Responses

    · 64742

    · 64771

    · 64864

    ·
    69955

    9) A patient suffers from strabismus. Resection of the right lateral rectus horizontal muscle was done with absorbable sutures. Which code(s) are assigned?

    Responses

    · 67311-RT

    · 67311-RT, 67335-51-RT

    · 67311-RT, 67335-RT

    ·
    67314-RT, 67335-RT

    10) Patient underwent complete removal of right thyroid lobe on October 13. Patient had right partial thyroid lobe removed five years ago. Which code is assigned?

    Responses

    · 60220-RT

    · 60240

    · 60260-RT

    ·
    60270

  • [Solved] WK3 QUESTION2 HP-216

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE QUESTIONS – ## WK3QUESTION2HP-216.docx **## WK3QUESTION2HP-216.docx** WK3 QUESTION2 HP-216 Instructions: Assign the most appropriate CPT procedure code(s) including any needed modifiers. Question 1) GALLBLADDER ULTRASOUND REASON FOR EXAM: Right upper quadrant abdominal pain. Multiple B-mode…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLETE QUESTIONS

    – ## WK3QUESTION2HP-216.docx

    **## WK3QUESTION2HP-216.docx**

    WK3 QUESTION2 HP-216

    Instructions: Assign the most appropriate CPT procedure code(s) including any needed modifiers.

    Question

    1) GALLBLADDER ULTRASOUND

    REASON FOR EXAM: Right upper quadrant abdominal pain.

    Multiple B-mode scans of right upper quadrant reveal good visualization of the gallbladder. There are several small, dense echoes in the dependent portion of the gallbladder with acoustic shadowing defects distally. The findings are suggestive of cholelithiasis. The rest of the abdominal cavity organs appear normal in size and appearance; this includes the liver, pancreas, spleen, and kidneys.

    Assign CPT code(s): FILL IN BLANK

    2) X-RAY OF CERVICAL SPINE, ANTEROPOSTERIOR AND ODONTOID VIEWS; X-RAY OF LUMBOSACRAL SPINE, ANTEROPOSTERIOR, ODONTOID, AND OBLIQUE VIEWS

    REASON FOR EXAM: Rule out lumbar fracture. Lumbar back pain.

    No fractures or dislocations are evident. A total of four views are obtained of the lumbar spine, which show the lumbar vertebrae to be normal. The alignment is anatomical. The disc spaces and intervertebral foramina are well maintained.

    IMPRESSION: Normal lumbar and cervical spine

    Assign CPT code(s): FILL IN BLANK, FILL IN BLANK

    3) X-RAY, RIGHT RIBS

    REASON FOR EXAM: Rib pain.

    Two views reveal no evidence of any rib fracture. The underlying lung is normal. The heart is moderately enlarged, and there is evidence of coronary artery surgery. Incidentally demonstrated is a 4-cm laminated gallstone in the right upper abdomen.

    Assign CPT code(s): FILL IN BLANK

    4) X-RAY, LEFT WRIST; X-RAY, LEFT SHOULDER

    REASON FOR EXAM: Pain, left shoulder. Check left wrist closed (lower end) fracture healing and left humerus (upper end) closed fracture healing.

    LEFT WRIST: Anteroposterior and lateral views taken through plaster show that the fracture of the distal radius remains in excellent alignment.

    LEFT SHOULDER: Multiple views of the left shoulder show that the fracture of the upper end of left humerus is in excellent alignment.

    Assign CPT code(s): FILL IN BLANK, FILL IN BLANK

    5) X-RAY, CHEST, TWO VIEWS

    REASON FOR EXAM: Shortness of breath.

    The lungs are clear. No pleural effusion. The heart is normal. Pneumothoracic scoliosis is noted. In comparison with the previous examination of 10/10/YY, there is no essential interval change.

    The patient has known pneumothoracic scoliosis and has long experienced shortness of breath. The patient's primary care provider monitors increased shortness of breath via chest X-ray to determine if it has become lung-related. For this encounter, the shortness of breath remains related to pneumothoracic scoliosis. Reason for chest x-ray is shortness of breath.

    SUMMARY: Negative.

    Assign CPT code(s): FILL IN BLANK

    6) X-RAY, LEFT MANDIBLE

    REASON FOR EXAM: Pain in jaw.

    Three views of the left mandible show no definite evidence of a fracture. However, the mandible is not optimally visualized in this study.

    Assign CPT code(s):FILL IN THE BLANK

    7) LIVER AND SPLEEN SCAN, WITH VASCULAR FLOW

    REASON FOR EXAM: Abnormal liver function studies per laboratory report.

    The liver and spleen were imaged under vascular flow. The liver is slightly enlarged, but good flow was seen. The spleen appears normal.

    Assign CPT code(s)FILL IN BLANK

    8) CT SCAN OF LUMBAR SPINE

    REASON FOR EXAM: Lumbar back pain.

    Axial images were obtained throughout L3, L4, and L5 levels using magnification technique. There is disc material protruding from the posterior aspect of L4 level on the right sde. This is causing almost complete obliteration of the nerve canal and measures roughly 6 mm in size. The remainder of this disc as well as L3 and L5 disc levels appear normal.

    CONCLUSION: Findings consistent with a herniated disc at L4 level on the right side.

    DIAGNOSIS: Herniated disc, L4, right.

    Assign CPT code(s) FILL IN BLANK

    9) X-RAY, LEFT ELBOW

    REASON FOR EXAM: Elbow pain, left.

    Anteroposterior and lateral views are normal.

    Assign CPT code(s FILL IN BLANK

    10) X-RAY, LEFT SHOULDER

    REASON FOR EXAM: Pain, left shoulder. Rule out fracture.

    Anteroposterior and lateral views reveal a comminuted, slightly angulated, closed fracture of the neck of the humerus. I do not see any other acute abnormality. There is an old healed fracture of the left clavicle.

    DIAGNOSIS: Comminuted nondisplaced closed fracture, neck of left humerus. (Initial encounter for closed fracture.)

    Assign CPT code(s): FILL IN BLANK

    **## WK3QUESTION2HP-216.docx**

    WK3 QUESTION2 HP-216

    Instructions: Assign the most appropriate CPT procedure code(s) including any needed modifiers.

    Question

    1) GALLBLADDER ULTRASOUND

    REASON FOR EXAM: Right upper quadrant abdominal pain.

    Multiple B-mode scans of right upper quadrant reveal good visualization of the gallbladder. There are several small, dense echoes in the dependent portion of the gallbladder with acoustic shadowing defects distally. The findings are suggestive of cholelithiasis. The rest of the abdominal cavity organs appear normal in size and appearance; this includes the liver, pancreas, spleen, and kidneys.

    Assign CPT code(s): FILL IN BLANK

    2) X-RAY OF CERVICAL SPINE, ANTEROPOSTERIOR AND ODONTOID VIEWS; X-RAY OF LUMBOSACRAL SPINE, ANTEROPOSTERIOR, ODONTOID, AND OBLIQUE VIEWS

    REASON FOR EXAM: Rule out lumbar fracture. Lumbar back pain.

    No fractures or dislocations are evident. A total of four views are obtained of the lumbar spine, which show the lumbar vertebrae to be normal. The alignment is anatomical. The disc spaces and intervertebral foramina are well maintained.

    IMPRESSION: Normal lumbar and cervical spine

    Assign CPT code(s): FILL IN BLANK, FILL IN BLANK

    3) X-RAY, RIGHT RIBS

    REASON FOR EXAM: Rib pain.

    Two views reveal no evidence of any rib fracture. The underlying lung is normal. The heart is moderately enlarged, and there is evidence of coronary artery surgery. Incidentally demonstrated is a 4-cm laminated gallstone in the right upper abdomen.

    Assign CPT code(s): FILL IN BLANK

    4) X-RAY, LEFT WRIST; X-RAY, LEFT SHOULDER

    REASON FOR EXAM: Pain, left shoulder. Check left wrist closed (lower end) fracture healing and left humerus (upper end) closed fracture healing.

    LEFT WRIST: Anteroposterior and lateral views taken through plaster show that the fracture of the distal radius remains in excellent alignment.

    LEFT SHOULDER: Multiple views of the left shoulder show that the fracture of the upper end of left humerus is in excellent alignment.

    Assign CPT code(s): FILL IN BLANK, FILL IN BLANK

    5) X-RAY, CHEST, TWO VIEWS

    REASON FOR EXAM: Shortness of breath.

    The lungs are clear. No pleural effusion. The heart is normal. Pneumothoracic scoliosis is noted. In comparison with the previous examination of 10/10/YY, there is no essential interval change.

    The patient has known pneumothoracic scoliosis and has long experienced shortness of breath. The patient's primary care provider monitors increased shortness of breath via chest X-ray to determine if it has become lung-related. For this encounter, the shortness of breath remains related to pneumothoracic scoliosis. Reason for chest x-ray is shortness of breath.

    SUMMARY: Negative.

    Assign CPT code(s): FILL IN BLANK

    6) X-RAY, LEFT MANDIBLE

    REASON FOR EXAM: Pain in jaw.

    Three views of the left mandible show no definite evidence of a fracture. However, the mandible is not optimally visualized in this study.

    Assign CPT code(s):FILL IN THE BLANK

    7) LIVER AND SPLEEN SCAN, WITH VASCULAR FLOW

    REASON FOR EXAM: Abnormal liver function studies per laboratory report.

    The liver and spleen were imaged under vascular flow. The liver is slightly enlarged, but good flow was seen. The spleen appears normal.

    Assign CPT code(s)FILL IN BLANK

    8) CT SCAN OF LUMBAR SPINE

    REASON FOR EXAM: Lumbar back pain.

    Axial images were obtained throughout L3, L4, and L5 levels using magnification technique. There is disc material protruding from the posterior aspect of L4 level on the right sde. This is causing almost complete obliteration of the nerve canal and measures roughly 6 mm in size. The remainder of this disc as well as L3 and L5 disc levels appear normal.

    CONCLUSION: Findings consistent with a herniated disc at L4 level on the right side.

    DIAGNOSIS: Herniated disc, L4, right.

    Assign CPT code(s) FILL IN BLANK

    9) X-RAY, LEFT ELBOW

    REASON FOR EXAM: Elbow pain, left.

    Anteroposterior and lateral views are normal.

    Assign CPT code(s FILL IN BLANK

    10) X-RAY, LEFT SHOULDER

    REASON FOR EXAM: Pain, left shoulder. Rule out fracture.

    Anteroposterior and lateral views reveal a comminuted, slightly angulated, closed fracture of the neck of the humerus. I do not see any other acute abnormality. There is an old healed fracture of the left clavicle.

    DIAGNOSIS: Comminuted nondisplaced closed fracture, neck of left humerus. (Initial encounter for closed fracture.)

    Assign CPT code(s): FILL IN BLANK

  • [Solved] WK3 QUESTION3 HP-216

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE QUESTIONS – ## WK3QUESTION3HP-216.docx **## WK3QUESTION3HP-216.docx** WK3 QUESTION3 HP-216 Instructions: Select the most correct response. Question 1) Acute hepatitis panel including hepatitis A antibody, hepatitis B core antibody, hepatitis B surface antigen, and hepatitis C antibody. Whic…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLETE QUESTIONS

    – ## WK3QUESTION3HP-216.docx

    **## WK3QUESTION3HP-216.docx**

    WK3 QUESTION3 HP-216

    Instructions: Select the most correct response.

    Question

    1) Acute hepatitis panel including hepatitis A antibody, hepatitis B core antibody, hepatitis B surface antigen, and hepatitis C antibody. Which code(s) are assigned?

    Responses

    · 86709, 86705, 87340, 86603

    · 80074, 80076

    · 80074

    · 80074, 86709, 86705, 87340, 86603

    2) Testing of specimen from digital rectal exam for blood. Which code is assigned?

    Responses

    · 82270

    · 82271

    · 82272

    ·
    82274

    3) Testing of blood for lead. Which code(s) are assigned?

    Responses

    · 83015

    · 83655, 83015

    · 83655

    ·
    83735

    4) oombs test direct. Which code is assigned?

    Responses

    · 86885

    · 86886

    · 86900

    · 86880

    5) Testing of stool for H. pylori. Which code is assigned?

    Responses

    · 86677

    · 87339

    · 87338

    · 83013

    6) Total necropsy of infant, including gross and microscopic analysis. Which code is assigned?

    Responses

    · 88029

    · 88028

    · 88036

    ·
    88012

    7) Thawing of ovarian reproductive tissue. Which code is assigned?

    Responses

    · 89344

    · 89354

    · 89352

    ·
    89356

    8) Bethesda analysis of vaginal specimens, manual method under direction of pathologist. Which code is assigned?

    Responses

    · 88164

    · 88147

    · 88142

    ·
    88165

    9) Bethesda analysis of vaginal specimens, manual method under direction of pathologist. Which code is assigned?

    Responses

    · 88164

    · 88147

    · 88142

    ·
    88165

    10) Blood testing for presence of Epstein-Barr virus nuclear antigens. Which code is assigned?

    Responses

    · 86665

    · 86663

    · 86666

    ·
    86664

    **## WK3QUESTION3HP-216.docx**

    WK3 QUESTION3 HP-216

    Instructions: Select the most correct response.

    Question

    1) Acute hepatitis panel including hepatitis A antibody, hepatitis B core antibody, hepatitis B surface antigen, and hepatitis C antibody. Which code(s) are assigned?

    Responses

    · 86709, 86705, 87340, 86603

    · 80074, 80076

    · 80074

    · 80074, 86709, 86705, 87340, 86603

    2) Testing of specimen from digital rectal exam for blood. Which code is assigned?

    Responses

    · 82270

    · 82271

    · 82272

    ·
    82274

    3) Testing of blood for lead. Which code(s) are assigned?

    Responses

    · 83015

    · 83655, 83015

    · 83655

    ·
    83735

    4) oombs test direct. Which code is assigned?

    Responses

    · 86885

    · 86886

    · 86900

    · 86880

    5) Testing of stool for H. pylori. Which code is assigned?

    Responses

    · 86677

    · 87339

    · 87338

    · 83013

    6) Total necropsy of infant, including gross and microscopic analysis. Which code is assigned?

    Responses

    · 88029

    · 88028

    · 88036

    ·
    88012

    7) Thawing of ovarian reproductive tissue. Which code is assigned?

    Responses

    · 89344

    · 89354

    · 89352

    ·
    89356

    8) Bethesda analysis of vaginal specimens, manual method under direction of pathologist. Which code is assigned?

    Responses

    · 88164

    · 88147

    · 88142

    ·
    88165

    9) Bethesda analysis of vaginal specimens, manual method under direction of pathologist. Which code is assigned?

    Responses

    · 88164

    · 88147

    · 88142

    ·
    88165

    10) Blood testing for presence of Epstein-Barr virus nuclear antigens. Which code is assigned?

    Responses

    · 86665

    · 86663

    · 86666

    ·
    86664

  • [Solved] WK3 QUESTION4 HP-216

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE QUESTION – WK3QUESTION4HP-216.docx **WK3QUESTION4HP-216.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk3question4hp-216-docx) **WK3QUESTION4HP-216.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/fil…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLETE QUESTION

    – WK3QUESTION4HP-216.docx

    **WK3QUESTION4HP-216.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk3question4hp-216-docx)

    **WK3QUESTION4HP-216.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk3question4hp-216-docx)

  • [Solved] WK3 QUESTION5 HP-216

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE QUESTIONS – ## WK3QUESTION5HP-216.docx **## WK3QUESTION5HP-216.docx** WK3 QUESTION5 HP-216Instructions: Select the most correct response. Question 1) A patient was transported via helicopter from the scene of a motor vehicle crash (MVC) to a level 1 trauma hospital. Responses · A0426-ST · A…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLETE QUESTIONS

    – ## WK3QUESTION5HP-216.docx

    **## WK3QUESTION5HP-216.docx**

    WK3 QUESTION5 HP-216Instructions: Select the most correct response.

    Question

    1) A patient was transported via helicopter from the scene of a motor vehicle crash (MVC) to a level 1 trauma hospital.

    Responses

    · A0426-ST

    · A0431-ST

    · A0430-ST

    ·
    A0436-ST

    2) A 7-year-old asthma patient was prescribed an intermittent positive pressure breathing (IPPB) machine that has a supplemental humidification device.

    Responses

    · E0500

    · E0500, E0560

    · E0550

    ·
    E0560

    3) Court-ordered sex offender treatment services, per diem.

    Responses

    · H2018-H9

    · H2029-H9

    · H2018

    · H2028

    4) Karen Towne was recently diagnosed with type 2 diabetes mellitus. Her primary care physician prescribed attendance at self-management training for the disease, with a registered dietician. Karen attends one 30-minute meeting where there are three other newly diagnosed patients besides herself. Two weeks after this group meeting, Karen attends an additional 30-minute training session that includes just the dietician and herself.

    Responses

    · G0109-AE, G0108-AE

    · G0108, S9141

    · S9141

    · G0109

    5) Injection, amphotericin B lipid complex, 10 mg.

    Responses

    · J0287

    · J0288

    · J0289

    ·
    J0290

    6)To obtain reimbursement for biologicals and other items associated with implantable devices, the coder should:

    Responses

    · report ICD-10-CM diagnosis codes.

    · report level I and level II HCPCS codes.

    · report HCPCS C code(s) only.

    .

    report level I code(s) only.

    7) Chemotherapy intravenous infusion of cyclophosphamide, 100 mg, 50 minutes (drug only).

    Responses

    · J9070 x 20

    · J9098 x 10

    · J9045, J9045

    ·
    J9050

    8) A patient attended a local clinic's administration of influenza vaccine at a local shopping mall. The patient asks that the clinic bill Medicare for the administration.

    Responses

    · G8483

    · G0009

    · G0010

    ·
    G0008

    9) A bedridden patient with Alzheimer disease and congestive heart failure resides at a nursing home facility. The attending physician is concerned about the patient developing pressure ulcers, and he contacts the local Medicare administrative contractor (MAC) for approval of a water pressure mattress for use by the patient. The MAC approves the request.

    Responses

    · E0184

    · E0186

    · E0187

    · E0189

    10) A brachytherapy needle was used during the patient's cancer treatment.

    Responses

    · C1715

    · C1716

    · C1717

    ·
    C1719

    **## WK3QUESTION5HP-216.docx**

    WK3 QUESTION5 HP-216Instructions: Select the most correct response.

    Question

    1) A patient was transported via helicopter from the scene of a motor vehicle crash (MVC) to a level 1 trauma hospital.

    Responses

    · A0426-ST

    · A0431-ST

    · A0430-ST

    ·
    A0436-ST

    2) A 7-year-old asthma patient was prescribed an intermittent positive pressure breathing (IPPB) machine that has a supplemental humidification device.

    Responses

    · E0500

    · E0500, E0560

    · E0550

    ·
    E0560

    3) Court-ordered sex offender treatment services, per diem.

    Responses

    · H2018-H9

    · H2029-H9

    · H2018

    · H2028

    4) Karen Towne was recently diagnosed with type 2 diabetes mellitus. Her primary care physician prescribed attendance at self-management training for the disease, with a registered dietician. Karen attends one 30-minute meeting where there are three other newly diagnosed patients besides herself. Two weeks after this group meeting, Karen attends an additional 30-minute training session that includes just the dietician and herself.

    Responses

    · G0109-AE, G0108-AE

    · G0108, S9141

    · S9141

    · G0109

    5) Injection, amphotericin B lipid complex, 10 mg.

    Responses

    · J0287

    · J0288

    · J0289

    ·
    J0290

    6)To obtain reimbursement for biologicals and other items associated with implantable devices, the coder should:

    Responses

    · report ICD-10-CM diagnosis codes.

    · report level I and level II HCPCS codes.

    · report HCPCS C code(s) only.

    .

    report level I code(s) only.

    7) Chemotherapy intravenous infusion of cyclophosphamide, 100 mg, 50 minutes (drug only).

    Responses

    · J9070 x 20

    · J9098 x 10

    · J9045, J9045

    ·
    J9050

    8) A patient attended a local clinic's administration of influenza vaccine at a local shopping mall. The patient asks that the clinic bill Medicare for the administration.

    Responses

    · G8483

    · G0009

    · G0010

    ·
    G0008

    9) A bedridden patient with Alzheimer disease and congestive heart failure resides at a nursing home facility. The attending physician is concerned about the patient developing pressure ulcers, and he contacts the local Medicare administrative contractor (MAC) for approval of a water pressure mattress for use by the patient. The MAC approves the request.

    Responses

    · E0184

    · E0186

    · E0187

    · E0189

    10) A brachytherapy needle was used during the patient's cancer treatment.

    Responses

    · C1715

    · C1716

    · C1717

    ·
    C1719

  • [Solved] MGMT 410

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    SEE ATTCHMENT – ## WEEK8.docx **## WEEK8.docx** **250-300 WORDS ANWERING THE FOLLOWING QUESTION** 1. As a leader, how would you solve this scenario? You walk down the hallway of your organization and pass through the break room. Two of your female employees are yelling loudly at each other. **## WE…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    SEE ATTCHMENT

    – ## WEEK8.docx

    **## WEEK8.docx**

    **250-300 WORDS ANWERING THE FOLLOWING QUESTION**

    1. As a leader, how would you solve this scenario? You walk down the hallway of your organization and pass through the break room. Two of your female employees are yelling loudly at each other.

    **## WEEK8.docx**

    **250-300 WORDS ANWERING THE FOLLOWING QUESTION**

    1. As a leader, how would you solve this scenario? You walk down the hallway of your organization and pass through the break room. Two of your female employees are yelling loudly at each other.

  • [Solved] MGMT 314

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    SEE ATTCHMENT – ## WEEK8.docx **## WEEK8.docx** **250-300 WORDS ANSWERING THE FOLLOWING QUESTION** After reading Chapter #7 in the Schwartz text, which ONE of the dilemmas did you find most intriguing in Chapter #7? Why? What would be your response to the question at the end of the dilemma that you …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    SEE ATTCHMENT

    – ## WEEK8.docx

    **## WEEK8.docx**

    **250-300 WORDS ANSWERING THE FOLLOWING QUESTION**

    After reading Chapter #7 in the Schwartz text, which ONE of the dilemmas did you find most intriguing in Chapter #7? Why? What would be your response to the question at the end of the dilemma that you chose? How did our learning content about ethical leadership in this class help you with your approach and response to the dilemma that you chose in chapter #7?

    **BELOW IS THE LINK TO CHAPTER 7 IN THE SCHWARTZ TEXT**

    [ProQuest Ebook Central – Reader](https://ebookcentral.proquest.com/lib/apus/reader.action?docID=4812597&c=RVBVQg&ppg=256)

    **## WEEK8.docx**

    **250-300 WORDS ANSWERING THE FOLLOWING QUESTION**

    After reading Chapter #7 in the Schwartz text, which ONE of the dilemmas did you find most intriguing in Chapter #7? Why? What would be your response to the question at the end of the dilemma that you chose? How did our learning content about ethical leadership in this class help you with your approach and response to the dilemma that you chose in chapter #7?

    **BELOW IS THE LINK TO CHAPTER 7 IN THE SCHWARTZ TEXT**

    [ProQuest Ebook Central – Reader](https://ebookcentral.proquest.com/lib/apus/reader.action?docID=4812597&c=RVBVQg&ppg=256)

  • [Solved] Business Finance – Management Week 2 Assignment Account for Management Decision Making

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Account for Management Decision Making** **Week 2 Assignment** **Using Accounting Information for Decision Making- Performance Report and the Balanced Scoreboard** For this Assignment, you will continue in your role of a consultant to provide information about using accounting information for deci…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Account for Management Decision Making**
    **Week 2 Assignment**
    **Using Accounting Information for Decision Making- Performance Report and the Balanced Scoreboard**
    For this Assignment, you will continue in your role of a consultant to provide information about using accounting information for decision making to a fictional organization so it can better prepare for the future. Last week, you submitted the first of two reports on financial information and budgeting. This week, you will submit the second report, which will focus on performance reports and balanced scorecards.
    In addition to the requirements that follow, be sure to incorporate into your report references to appropriate academic sources, such as those found in this week’s Learning Resources or those in the Walden Library.
    **To prepare for this Assignment:**
    – Download Week 2 Part 1 Assignment Template.
    – Download Week 2 Part 2 Assignment Template.
    – Your instructor will provide part of the data to      complete the calculations for this week’s Assignment. To access that      information, refer to [Doc      Sharing](https://waldenu.instructure.com/courses/184427/modules/items/7761484 "Doc Sharing").
    **Submit** your completed business report and accompanying Excel file. Your report should be 3–5 pages in length (excluding title page and references) and should address the following:
    **Analyze the Performance Report- Preparing a Flexible Budget**
    For the first part of your report, you will examine a performance report based on the static budget about which the owners are very concerned. They feel that the unfavorable variances that are reflected in the report indicate an area that needs to be addressed, but they are looking to you for a better understanding and concurrence. To access this performance report, refer to the data that your Instructor provided in [Doc Sharing](https://waldenu.instructure.com/courses/184427/modules/items/7761484 "Doc Sharing") for this week’s Assignment.
    To complete this part, address the following:
    – Using the Week 2 Part 2 Assignment Template and      the data provided by your Instructor in the [Doc      Sharing](https://waldenu.instructure.com/courses/184427/modules/items/7761484 "Doc Sharing") area, prepare a performance report that includes a      flexible budget.
    – **Note:** In addition to submitting your work in Excel, you will insert your       performance report into your main document.
    – In your report, analyze why the original report      was incorrect and explain the conclusion you reached based on the      performance report.
    – Then identify at least three questions regarding      the performance report and include a rationale for why you asked each      question.
    **The Balanced Scoreboard**
    One of the owners read recently that the balanced scorecard is a strategic-based performance management system and is wondering if it would be beneficial to implement a balanced scorecard approach. For the second part of your report, you will provide an analysis of how using the balanced scorecard can benefit the company. To complete this part, address the following:
    – Explain how the balanced scorecard communicates      strategy and provide examples.
    – Examine the four quadrants on the balanced      scorecard, how they are related, and what their impact is on financial      performance.
    \
    Week2LearningResources-AcctforMgmtDecisionMaking.docx](https://www.sweetstudy.com/files/week2learningresources-acctformgmtdecisionmaking-docx-10383977 "Week2LearningResources-AcctforMgmtDecisionMaking.docx")
    \
    WAL_MBAX_6050_Week02_Part1_assignmentTemplate1.docx](https://www.sweetstudy.com/files/wal-mbax-6050-week02-part1-assignmenttemplate1-docx "WAL_MBAX_6050_Week02_Part1_assignmentTemplate1.docx")
    \
    WAL_MBAX_6050_Week02_Part2_assignmentTemplate1.xlsx](https://www.sweetstudy.com/files/wal-mbax-6050-week02-part2-assignmenttemplate1-xlsx "WAL_MBAX_6050_Week02_Part2_assignmentTemplate1.xlsx")
    \
    USW1_WMBA_6050_Week01_Data_FallTerm-dd334dca-4daf-4461-adbc-154a905899b71.pdf](https://www.sweetstudy.com/files/usw1-wmba-6050-week01-data-fallterm-dd334dca-4daf-4461-adbc-154a905899b71-pdf "USW1_WMBA_6050_Week01_Data_FallTerm-dd334dca-4daf-4461-adbc-154a905899b71.pdf")
    \
    USW1_WMBA_6050_Week02_Data_FallTerm-3bf00798-8f22-41ea-b3da-462d25c701d8.pdf](https://www.sweetstudy.com/files/usw1-wmba-6050-week02-data-fallterm-3bf00798-8f22-41ea-b3da-462d25c701d8-pdf "USW1_WMBA_6050_Week02_Data_FallTerm-3bf00798-8f22-41ea-b3da-462d25c701d8.pdf")