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  • [Solved] Jvcc

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  • [Solved] Intervention and Ethical Decisions

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    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy) Use attachments – a year ago **files (2)** – ## PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy-2.docx – ## PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx **## PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy-2….

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    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy)

    Use attachments

    – a year ago

    **files (2)**

    – ## PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy-2.docx

    – ## PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx

    **## PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy-2.docx**

    ![A black text on a white background Description automatically generated](https://www.sweetstudy.com/questions/intervention-and-ethical-decisions)

    **Case Study: Healing and Autonomy**

    Mike and Joanne are the parents of James and Samuel, identical twins born 8 years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’s condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.

    The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet, Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.

    Two days later the family returned and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James's kidneys had deteriorated such that his dialysis was now not a temporary matter and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.

    James’s nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’s brother Samuel.

    Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? Mike reasons, “This time around it is a matter of life and death. What could require greater faith than that?”

    © 2020. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx**

    ![A black text on a white background Description automatically generated](https://www.sweetstudy.com/questions/intervention-and-ethical-decisions)

    **Patient's Spiritual Needs: Case Analysis**

    **Student Name:**

    | |
    | — |
    | |

    After reviewing the Topic 3 "Case Study: Healing and Autonomy" chart and evaluation you completed and reading the topic Resources, respond to the following, using only citations from the case and topic Resources:

    1. Based on the case and topic Resources, in 200-250 words, should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient's autonomy? Explain your rationale.

    | |
    | — |
    | |

    2. Based on the case and topic Resources, in 500-700 words, how ought a Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James's care?

    | |
    | — |
    | |

    3. Based on the case and topic Resources, in 200-250 words, how would a spiritual needs assessment help the physician assist Mike to determine the appropriate interventions for James and for his family or others involved in his care?

    | |
    | — |
    | |

    4.
    Based on the case and topic Resources, in 250-300 words, how would accountability for James be demonstrated in an ethical manner that reflects professional standards of practice and a patient-centered care and participatory approach to care? Consider the same standards of practice for his twin brother Samuel who may become a patient alongside his brother as the kidney donor.

    | |
    | — |
    | |

    **References**

    © 2024. Grand Canyon University. All Rights Reserved.

    **image1.png**

    **## PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx**

    ![A black text on a white background Description automatically generated](https://www.sweetstudy.com/questions/intervention-and-ethical-decisions)

    **Patient's Spiritual Needs: Case Analysis**

    **Student Name:**

    | |
    | — |
    | |

    After reviewing the Topic 3 "Case Study: Healing and Autonomy" chart and evaluation you completed and reading the topic Resources, respond to the following, using only citations from the case and topic Resources:

    1. Based on the case and topic Resources, in 200-250 words, should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient's autonomy? Explain your rationale.

    | |
    | — |
    | |

    2. Based on the case and topic Resources, in 500-700 words, how ought a Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James's care?

    | |
    | — |
    | |

    3. Based on the case and topic Resources, in 200-250 words, how would a spiritual needs assessment help the physician assist Mike to determine the appropriate interventions for James and for his family or others involved in his care?

    | |
    | — |
    | |

    4.
    Based on the case and topic Resources, in 250-300 words, how would accountability for James be demonstrated in an ethical manner that reflects professional standards of practice and a patient-centered care and participatory approach to care? Consider the same standards of practice for his twin brother Samuel who may become a patient alongside his brother as the kidney donor.

    | |
    | — |
    | |

    **References**

    © 2024. Grand Canyon University. All Rights Reserved.

    **image1.png**

    **## PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy-2.docx**

    ![A black text on a white background Description automatically generated](https://www.sweetstudy.com/questions/intervention-and-ethical-decisions)

    **Case Study: Healing and Autonomy**

    Mike and Joanne are the parents of James and Samuel, identical twins born 8 years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’s condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.

    The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet, Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.

    Two days later the family returned and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James's kidneys had deteriorated such that his dialysis was now not a temporary matter and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.

    James’s nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’s brother Samuel.

    Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? Mike reasons, “This time around it is a matter of life and death. What could require greater faith than that?”

    © 2020. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx**

    ![A black text on a white background Description automatically generated](https://www.sweetstudy.com/questions/intervention-and-ethical-decisions)

    **Patient's Spiritual Needs: Case Analysis**

    **Student Name:**

    | |
    | — |
    | |

    After reviewing the Topic 3 "Case Study: Healing and Autonomy" chart and evaluation you completed and reading the topic Resources, respond to the following, using only citations from the case and topic Resources:

    1. Based on the case and topic Resources, in 200-250 words, should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient's autonomy? Explain your rationale.

    | |
    | — |
    | |

    2. Based on the case and topic Resources, in 500-700 words, how ought a Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James's care?

    | |
    | — |
    | |

    3. Based on the case and topic Resources, in 200-250 words, how would a spiritual needs assessment help the physician assist Mike to determine the appropriate interventions for James and for his family or others involved in his care?

    | |
    | — |
    | |

    4.
    Based on the case and topic Resources, in 250-300 words, how would accountability for James be demonstrated in an ethical manner that reflects professional standards of practice and a patient-centered care and participatory approach to care? Consider the same standards of practice for his twin brother Samuel who may become a patient alongside his brother as the kidney donor.

    | |
    | — |
    | |

    **References**

    © 2024. Grand Canyon University. All Rights Reserved.

    **image1.png**

    **## PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy-2.docx**

    ![A black text on a white background Description automatically generated](https://www.sweetstudy.com/questions/intervention-and-ethical-decisions)

    **Case Study: Healing and Autonomy**

    Mike and Joanne are the parents of James and Samuel, identical twins born 8 years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’s condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.

    The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet, Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.

    Two days later the family returned and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James's kidneys had deteriorated such that his dialysis was now not a temporary matter and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.

    James’s nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’s brother Samuel.

    Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? Mike reasons, “This time around it is a matter of life and death. What could require greater faith than that?”

    © 2020. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx**

    ![A black text on a white background Description automatically generated](https://www.sweetstudy.com/questions/intervention-and-ethical-decisions)

    **Patient's Spiritual Needs: Case Analysis**

    **Student Name:**

    | |
    | — |
    | |

    After reviewing the Topic 3 "Case Study: Healing and Autonomy" chart and evaluation you completed and reading the topic Resources, respond to the following, using only citations from the case and topic Resources:

    1. Based on the case and topic Resources, in 200-250 words, should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient's autonomy? Explain your rationale.

    | |
    | — |
    | |

    2. Based on the case and topic Resources, in 500-700 words, how ought a Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James's care?

    | |
    | — |
    | |

    3. Based on the case and topic Resources, in 200-250 words, how would a spiritual needs assessment help the physician assist Mike to determine the appropriate interventions for James and for his family or others involved in his care?

    | |
    | — |
    | |

    4.
    Based on the case and topic Resources, in 250-300 words, how would accountability for James be demonstrated in an ethical manner that reflects professional standards of practice and a patient-centered care and participatory approach to care? Consider the same standards of practice for his twin brother Samuel who may become a patient alongside his brother as the kidney donor.

    | |
    | — |
    | |

    **References**

    © 2024. Grand Canyon University. All Rights Reserved.

    **image1.png**

  • [Solved] Informatics Education Plan

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Use attachments – a year ago **files (3)** – ## NRS-450-TheRoleoftheChiefInformaticsOfficer.docx – ## InformaticsEducationPlan.docx – ## NRS-450-ToolListforEducationPlan.docx **## NRS-450-TheRoleoftheChiefInformaticsOfficer.docx** ![](https://www.sweetstudy.com/questions/informatics-education-plan) …

    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

    Use attachments

    – a year ago

    **files (3)**

    – ## NRS-450-TheRoleoftheChiefInformaticsOfficer.docx

    – ## InformaticsEducationPlan.docx

    – ## NRS-450-ToolListforEducationPlan.docx

    **## NRS-450-TheRoleoftheChiefInformaticsOfficer.docx**

    ![](https://www.sweetstudy.com/questions/informatics-education-plan)

    ## Role of the Chief Informatics Officer

    The Chief Informatics Officer (CHIO) is a senior-level executive responsible for the strategic and operational use of information technology (IT) in a health care organization. The CHIO's role is to ensure that IT is used to improve patient care, operational efficiency, and financial performance.

    The CHIO typically reports to the CEO or COO and works closely with other senior leaders to develop and implement IT strategies. The CHIO's responsibilities may include:

    · Overseeing the implementation and management of electronic health records (EHRs) and other IT systems

    · Developing and implementing IT security policies and procedures

    · Leading the development of IT-enabled clinical decision support tools

    · Managing the IT budget

    · Hiring and managing IT staff

    · Ensuring compliance with HIPAA and other regulations

    ![Hand typing on keyboard](https://www.sweetstudy.com/questions/informatics-education-plan)The CHIO must have a strong understanding of health care IT and the ability to translate clinical needs into IT solutions. The CHIO must also be a strategic thinker and have the ability to work effectively with other senior leaders.

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    ## image2.jpeg

    **## InformaticsEducationPlan.docx**

    **Scenario**

    You are the Chief Informatics Officer (CIO) for a large health system, which includes 11 acute care locations and 25 clinics. As part of your role, which is described in greater detail in the attached "Role of the Chief Informatics Officer" document, you are charged with overseeing the continuing education and professional development using the latest technological advancements. Your current suite of educational tools is outdated based on the recent innovation sparked by artificial intelligence and machine learning. Your informatics team needs to update the following list of continuing education offerings. Currently, these courses are presented during a live PowerPoint presentation quarterly. However, this year, your goal is to improve the educational experience using the latest innovative technology to address one of the following topics:

    · Case management basics

    · Cultural competency

    · Emergency response

    · Wound care

    · Legal and ethical issues in health care informatics

    · Informatic tools to support communication and dissemination (i.e., disease outbreaks, support epidemiology, health disaster planning)

    · Informatic tools to support evidence-based practice (EBP)

    · Strategies for enhancing patient-centered care with technology

    · Data mining to discover patterns and establish relationships

    **Part 1: Slide Presentation**

    Create an education plan addressing one of the outcome measure topics utilizing an innovative technology tool from the provided list. Your education plan should include:

    · Initial assessment: Explain how the selected topic impacts patient outcomes.

    · Learning objectives: What are your objectives for the education plan? The objectives need to be specific, measurable, achievable, and relevant to patient outcomes.

    · Instructional methods: What methods would be most appropriate for you to use? Which tool(s) from the attached "Tool List for Education Plan" document, would you implement in your education plan? Justify your answer.

    · Resources and Support: What resources are available to help you? What resources will you need to be successful in your education plan?

    · Timeline: What is the timeline to implement the education plan?

    · Recruitment, communication, and contingency Plan: How will you recruit students for your educational sessions? How will you communicate your educational sessions? What are some options if unexpected events or challenges occur?

    · Evaluation: How will you assess if the education plan was successful?

    · Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-75 words.

    **## NRS-450-ToolListforEducationPlan.docx**

    ![](https://www.sweetstudy.com/questions/informatics-education-plan)

    ## Tool List for Education Plan

    | | | |
    | — | — | — |
    | ## Type of Tool | ## Description of Tool | ## Resources |
    | Avatar | Avatar software creates lifelike images that appear to speak. Health care organizations can use them to simulate real-world health care scenarios for training purposes, including patient care, clinical procedures, and medical emergencies | · HeyGen: <br>[https://www.heygen.com/talking-photo](https://www.heygen.com/talking-photo) Example: <br>[https://youtu.be/nTbrH4gFn6I](https://youtu.be/nTbrH4gFn6I) |
    | Virtual Patient Simulation (VPS) | A VPS is a website tool that allows health care staff to practice their skills in a simulated environment. VPSs typically include realistic patient scenarios, feedback from experts, and the ability to track progress. VPSs can be used to train health care staff on a variety of topics, including patient assessment, clinical procedures, and medical emergencies. | · Body Interact: <br>[https://bodyinteract.com/](https://bodyinteract.com/)<br>· iSimulate: <br>[https://www.isimulate.com/](https://www.isimulate.com/)<br>· SimCapture: <br>[https://laerdal.com/us/products/simulation-training/manage-assess-debrief/simcapture/](https://laerdal.com/us/products/simulation-training/manage-assess-debrief/simcapture/) |
    | eLearning Modules | These modules are typically self-paced and can cover a variety of topics. | · Nursing Central: <br>[https://nursing.unboundmedicine.com/nursingcentral](https://nursing.unboundmedicine.com/nursingcentral)<br>· Medscape: <br>[https://www.medscape.com/](https://www.medscape.com/)<br>· Coursera.org: <br>[https://www.coursera.org/](https://www.coursera.org/) |
    | Quizzes and Games | These tools can help to assess knowledge and understanding. | · Quizizz: <br>[https://quizizz.com/](https://quizizz.com/)<br>· Kahoot! <br>[https://kahoot.com/](https://kahoot.com/)<br>· Nursing.com: <br>[https://nursing.com/](https://nursing.com/) |
    | Discussion forums | These forums can be used to share ideas and ask questions. | · Microsoft Teams: <br>[https://www.microsoft.com/en-us/microsoft-teams/](https://www.microsoft.com/en-us/microsoft-teams/)<br>· Slack: <br>[https://slack.com](https://slack.com/)<br>· Google Groups: <br>[https://groups.google.com/my-groups](https://groups.google.com/my-groups) |
    | Live Webinars | Webinars can be used to provide training on new topics or to discuss complex issues. | · Zoom, Microsoft Teams, YouTube: <br>[https://ssc.gcu.edu/#/page/course-material-support/509](https://ssc.gcu.edu/#/page/course-material-support/509) |
    | Video | Videos can be used to demonstrate procedures, explain concepts, provide training on new equipment, and provide continuing education. | · ScreenPal: <br>[https://screenpal.com/](https://screenpal.com/)<br>· Vyond: <br>[https://www.vyond.com/](https://www.vyond.com/)<br>· Google Slides: <br>[https://www.google.com/slides/about](https://www.google.com/slides/about)<br>· Microsoft PowerPoint: <br>[https://www.microsoft.com/en-us/microsoft-365/powerpoint](https://www.microsoft.com/en-us/microsoft-365/powerpoint) |

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    **## NRS-450-ToolListforEducationPlan.docx**

    ![](https://www.sweetstudy.com/questions/informatics-education-plan)

    ## Tool List for Education Plan

    | | | |
    | — | — | — |
    | ## Type of Tool | ## Description of Tool | ## Resources |
    | Avatar | Avatar software creates lifelike images that appear to speak. Health care organizations can use them to simulate real-world health care scenarios for training purposes, including patient care, clinical procedures, and medical emergencies | · HeyGen: <br>[https://www.heygen.com/talking-photo](https://www.heygen.com/talking-photo) Example: <br>[https://youtu.be/nTbrH4gFn6I](https://youtu.be/nTbrH4gFn6I) |
    | Virtual Patient Simulation (VPS) | A VPS is a website tool that allows health care staff to practice their skills in a simulated environment. VPSs typically include realistic patient scenarios, feedback from experts, and the ability to track progress. VPSs can be used to train health care staff on a variety of topics, including patient assessment, clinical procedures, and medical emergencies. | · Body Interact: <br>[https://bodyinteract.com/](https://bodyinteract.com/)<br>· iSimulate: <br>[https://www.isimulate.com/](https://www.isimulate.com/)<br>· SimCapture: <br>[https://laerdal.com/us/products/simulation-training/manage-assess-debrief/simcapture/](https://laerdal.com/us/products/simulation-training/manage-assess-debrief/simcapture/) |
    | eLearning Modules | These modules are typically self-paced and can cover a variety of topics. | · Nursing Central: <br>[https://nursing.unboundmedicine.com/nursingcentral](https://nursing.unboundmedicine.com/nursingcentral)<br>· Medscape: <br>[https://www.medscape.com/](https://www.medscape.com/)<br>· Coursera.org: <br>[https://www.coursera.org/](https://www.coursera.org/) |
    | Quizzes and Games | These tools can help to assess knowledge and understanding. | · Quizizz: <br>[https://quizizz.com/](https://quizizz.com/)<br>· Kahoot! <br>[https://kahoot.com/](https://kahoot.com/)<br>· Nursing.com: <br>[https://nursing.com/](https://nursing.com/) |
    | Discussion forums | These forums can be used to share ideas and ask questions. | · Microsoft Teams: <br>[https://www.microsoft.com/en-us/microsoft-teams/](https://www.microsoft.com/en-us/microsoft-teams/)<br>· Slack: <br>[https://slack.com](https://slack.com/)<br>· Google Groups: <br>[https://groups.google.com/my-groups](https://groups.google.com/my-groups) |
    | Live Webinars | Webinars can be used to provide training on new topics or to discuss complex issues. | · Zoom, Microsoft Teams, YouTube: <br>[https://ssc.gcu.edu/#/page/course-material-support/509](https://ssc.gcu.edu/#/page/course-material-support/509) |
    | Video | Videos can be used to demonstrate procedures, explain concepts, provide training on new equipment, and provide continuing education. | · ScreenPal: <br>[https://screenpal.com/](https://screenpal.com/)<br>· Vyond: <br>[https://www.vyond.com/](https://www.vyond.com/)<br>· Google Slides: <br>[https://www.google.com/slides/about](https://www.google.com/slides/about)<br>· Microsoft PowerPoint: <br>[https://www.microsoft.com/en-us/microsoft-365/powerpoint](https://www.microsoft.com/en-us/microsoft-365/powerpoint) |

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    **## NRS-450-TheRoleoftheChiefInformaticsOfficer.docx**

    ![](https://www.sweetstudy.com/questions/informatics-education-plan)

    ## Role of the Chief Informatics Officer

    The Chief Informatics Officer (CHIO) is a senior-level executive responsible for the strategic and operational use of information technology (IT) in a health care organization. The CHIO's role is to ensure that IT is used to improve patient care, operational efficiency, and financial performance.

    The CHIO typically reports to the CEO or COO and works closely with other senior leaders to develop and implement IT strategies. The CHIO's responsibilities may include:

    · Overseeing the implementation and management of electronic health records (EHRs) and other IT systems

    · Developing and implementing IT security policies and procedures

    · Leading the development of IT-enabled clinical decision support tools

    · Managing the IT budget

    · Hiring and managing IT staff

    · Ensuring compliance with HIPAA and other regulations

    ![Hand typing on keyboard](https://www.sweetstudy.com/questions/informatics-education-plan)The CHIO must have a strong understanding of health care IT and the ability to translate clinical needs into IT solutions. The CHIO must also be a strategic thinker and have the ability to work effectively with other senior leaders.

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    ## image2.jpeg

    **## InformaticsEducationPlan.docx**

    **Scenario**

    You are the Chief Informatics Officer (CIO) for a large health system, which includes 11 acute care locations and 25 clinics. As part of your role, which is described in greater detail in the attached "Role of the Chief Informatics Officer" document, you are charged with overseeing the continuing education and professional development using the latest technological advancements. Your current suite of educational tools is outdated based on the recent innovation sparked by artificial intelligence and machine learning. Your informatics team needs to update the following list of continuing education offerings. Currently, these courses are presented during a live PowerPoint presentation quarterly. However, this year, your goal is to improve the educational experience using the latest innovative technology to address one of the following topics:

    · Case management basics

    · Cultural competency

    · Emergency response

    · Wound care

    · Legal and ethical issues in health care informatics

    · Informatic tools to support communication and dissemination (i.e., disease outbreaks, support epidemiology, health disaster planning)

    · Informatic tools to support evidence-based practice (EBP)

    · Strategies for enhancing patient-centered care with technology

    · Data mining to discover patterns and establish relationships

    **Part 1: Slide Presentation**

    Create an education plan addressing one of the outcome measure topics utilizing an innovative technology tool from the provided list. Your education plan should include:

    · Initial assessment: Explain how the selected topic impacts patient outcomes.

    · Learning objectives: What are your objectives for the education plan? The objectives need to be specific, measurable, achievable, and relevant to patient outcomes.

    · Instructional methods: What methods would be most appropriate for you to use? Which tool(s) from the attached "Tool List for Education Plan" document, would you implement in your education plan? Justify your answer.

    · Resources and Support: What resources are available to help you? What resources will you need to be successful in your education plan?

    · Timeline: What is the timeline to implement the education plan?

    · Recruitment, communication, and contingency Plan: How will you recruit students for your educational sessions? How will you communicate your educational sessions? What are some options if unexpected events or challenges occur?

    · Evaluation: How will you assess if the education plan was successful?

    · Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-75 words.

    **## NRS-450-ToolListforEducationPlan.docx**

    ![](https://www.sweetstudy.com/questions/informatics-education-plan)

    ## Tool List for Education Plan

    | | | |
    | — | — | — |
    | ## Type of Tool | ## Description of Tool | ## Resources |
    | Avatar | Avatar software creates lifelike images that appear to speak. Health care organizations can use them to simulate real-world health care scenarios for training purposes, including patient care, clinical procedures, and medical emergencies | · HeyGen: <br>[https://www.heygen.com/talking-photo](https://www.heygen.com/talking-photo) Example: <br>[https://youtu.be/nTbrH4gFn6I](https://youtu.be/nTbrH4gFn6I) |
    | Virtual Patient Simulation (VPS) | A VPS is a website tool that allows health care staff to practice their skills in a simulated environment. VPSs typically include realistic patient scenarios, feedback from experts, and the ability to track progress. VPSs can be used to train health care staff on a variety of topics, including patient assessment, clinical procedures, and medical emergencies. | · Body Interact: <br>[https://bodyinteract.com/](https://bodyinteract.com/)<br>· iSimulate: <br>[https://www.isimulate.com/](https://www.isimulate.com/)<br>· SimCapture: <br>[https://laerdal.com/us/products/simulation-training/manage-assess-debrief/simcapture/](https://laerdal.com/us/products/simulation-training/manage-assess-debrief/simcapture/) |
    | eLearning Modules | These modules are typically self-paced and can cover a variety of topics. | · Nursing Central: <br>[https://nursing.unboundmedicine.com/nursingcentral](https://nursing.unboundmedicine.com/nursingcentral)<br>· Medscape: <br>[https://www.medscape.com/](https://www.medscape.com/)<br>· Coursera.org: <br>[https://www.coursera.org/](https://www.coursera.org/) |
    | Quizzes and Games | These tools can help to assess knowledge and understanding. | · Quizizz: <br>[https://quizizz.com/](https://quizizz.com/)<br>· Kahoot! <br>[https://kahoot.com/](https://kahoot.com/)<br>· Nursing.com: <br>[https://nursing.com/](https://nursing.com/) |
    | Discussion forums | These forums can be used to share ideas and ask questions. | · Microsoft Teams: <br>[https://www.microsoft.com/en-us/microsoft-teams/](https://www.microsoft.com/en-us/microsoft-teams/)<br>· Slack: <br>[https://slack.com](https://slack.com/)<br>· Google Groups: <br>[https://groups.google.com/my-groups](https://groups.google.com/my-groups) |
    | Live Webinars | Webinars can be used to provide training on new topics or to discuss complex issues. | · Zoom, Microsoft Teams, YouTube: <br>[https://ssc.gcu.edu/#/page/course-material-support/509](https://ssc.gcu.edu/#/page/course-material-support/509) |
    | Video | Videos can be used to demonstrate procedures, explain concepts, provide training on new equipment, and provide continuing education. | · ScreenPal: <br>[https://screenpal.com/](https://screenpal.com/)<br>· Vyond: <br>[https://www.vyond.com/](https://www.vyond.com/)<br>· Google Slides: <br>[https://www.google.com/slides/about](https://www.google.com/slides/about)<br>· Microsoft PowerPoint: <br>[https://www.microsoft.com/en-us/microsoft-365/powerpoint](https://www.microsoft.com/en-us/microsoft-365/powerpoint) |

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    **## NRS-450-TheRoleoftheChiefInformaticsOfficer.docx**

    ![](https://www.sweetstudy.com/questions/informatics-education-plan)

    ## Role of the Chief Informatics Officer

    The Chief Informatics Officer (CHIO) is a senior-level executive responsible for the strategic and operational use of information technology (IT) in a health care organization. The CHIO's role is to ensure that IT is used to improve patient care, operational efficiency, and financial performance.

    The CHIO typically reports to the CEO or COO and works closely with other senior leaders to develop and implement IT strategies. The CHIO's responsibilities may include:

    · Overseeing the implementation and management of electronic health records (EHRs) and other IT systems

    · Developing and implementing IT security policies and procedures

    · Leading the development of IT-enabled clinical decision support tools

    · Managing the IT budget

    · Hiring and managing IT staff

    · Ensuring compliance with HIPAA and other regulations

    ![Hand typing on keyboard](https://www.sweetstudy.com/questions/informatics-education-plan)The CHIO must have a strong understanding of health care IT and the ability to translate clinical needs into IT solutions. The CHIO must also be a strategic thinker and have the ability to work effectively with other senior leaders.

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    ## image2.jpeg

    **## InformaticsEducationPlan.docx**

    **Scenario**

    You are the Chief Informatics Officer (CIO) for a large health system, which includes 11 acute care locations and 25 clinics. As part of your role, which is described in greater detail in the attached "Role of the Chief Informatics Officer" document, you are charged with overseeing the continuing education and professional development using the latest technological advancements. Your current suite of educational tools is outdated based on the recent innovation sparked by artificial intelligence and machine learning. Your informatics team needs to update the following list of continuing education offerings. Currently, these courses are presented during a live PowerPoint presentation quarterly. However, this year, your goal is to improve the educational experience using the latest innovative technology to address one of the following topics:

    · Case management basics

    · Cultural competency

    · Emergency response

    · Wound care

    · Legal and ethical issues in health care informatics

    · Informatic tools to support communication and dissemination (i.e., disease outbreaks, support epidemiology, health disaster planning)

    · Informatic tools to support evidence-based practice (EBP)

    · Strategies for enhancing patient-centered care with technology

    · Data mining to discover patterns and establish relationships

    **Part 1: Slide Presentation**

    Create an education plan addressing one of the outcome measure topics utilizing an innovative technology tool from the provided list. Your education plan should include:

    · Initial assessment: Explain how the selected topic impacts patient outcomes.

    · Learning objectives: What are your objectives for the education plan? The objectives need to be specific, measurable, achievable, and relevant to patient outcomes.

    · Instructional methods: What methods would be most appropriate for you to use? Which tool(s) from the attached "Tool List for Education Plan" document, would you implement in your education plan? Justify your answer.

    · Resources and Support: What resources are available to help you? What resources will you need to be successful in your education plan?

    · Timeline: What is the timeline to implement the education plan?

    · Recruitment, communication, and contingency Plan: How will you recruit students for your educational sessions? How will you communicate your educational sessions? What are some options if unexpected events or challenges occur?

    · Evaluation: How will you assess if the education plan was successful?

    · Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-75 words.

    **## NRS-450-ToolListforEducationPlan.docx**

    ![](https://www.sweetstudy.com/questions/informatics-education-plan)

    ## Tool List for Education Plan

    | | | |
    | — | — | — |
    | ## Type of Tool | ## Description of Tool | ## Resources |
    | Avatar | Avatar software creates lifelike images that appear to speak. Health care organizations can use them to simulate real-world health care scenarios for training purposes, including patient care, clinical procedures, and medical emergencies | · HeyGen: <br>[https://www.heygen.com/talking-photo](https://www.heygen.com/talking-photo) Example: <br>[https://youtu.be/nTbrH4gFn6I](https://youtu.be/nTbrH4gFn6I) |
    | Virtual Patient Simulation (VPS) | A VPS is a website tool that allows health care staff to practice their skills in a simulated environment. VPSs typically include realistic patient scenarios, feedback from experts, and the ability to track progress. VPSs can be used to train health care staff on a variety of topics, including patient assessment, clinical procedures, and medical emergencies. | · Body Interact: <br>[https://bodyinteract.com/](https://bodyinteract.com/)<br>· iSimulate: <br>[https://www.isimulate.com/](https://www.isimulate.com/)<br>· SimCapture: <br>[https://laerdal.com/us/products/simulation-training/manage-assess-debrief/simcapture/](https://laerdal.com/us/products/simulation-training/manage-assess-debrief/simcapture/) |
    | eLearning Modules | These modules are typically self-paced and can cover a variety of topics. | · Nursing Central: <br>[https://nursing.unboundmedicine.com/nursingcentral](https://nursing.unboundmedicine.com/nursingcentral)<br>· Medscape: <br>[https://www.medscape.com/](https://www.medscape.com/)<br>· Coursera.org: <br>[https://www.coursera.org/](https://www.coursera.org/) |
    | Quizzes and Games | These tools can help to assess knowledge and understanding. | · Quizizz: <br>[https://quizizz.com/](https://quizizz.com/)<br>· Kahoot! <br>[https://kahoot.com/](https://kahoot.com/)<br>· Nursing.com: <br>[https://nursing.com/](https://nursing.com/) |
    | Discussion forums | These forums can be used to share ideas and ask questions. | · Microsoft Teams: <br>[https://www.microsoft.com/en-us/microsoft-teams/](https://www.microsoft.com/en-us/microsoft-teams/)<br>· Slack: <br>[https://slack.com](https://slack.com/)<br>· Google Groups: <br>[https://groups.google.com/my-groups](https://groups.google.com/my-groups) |
    | Live Webinars | Webinars can be used to provide training on new topics or to discuss complex issues. | · Zoom, Microsoft Teams, YouTube: <br>[https://ssc.gcu.edu/#/page/course-material-support/509](https://ssc.gcu.edu/#/page/course-material-support/509) |
    | Video | Videos can be used to demonstrate procedures, explain concepts, provide training on new equipment, and provide continuing education. | · ScreenPal: <br>[https://screenpal.com/](https://screenpal.com/)<br>· Vyond: <br>[https://www.vyond.com/](https://www.vyond.com/)<br>· Google Slides: <br>[https://www.google.com/slides/about](https://www.google.com/slides/about)<br>· Microsoft PowerPoint: <br>[https://www.microsoft.com/en-us/microsoft-365/powerpoint](https://www.microsoft.com/en-us/microsoft-365/powerpoint) |

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

  • [Solved] I need help a9

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    – a year ago **files (1)** – ## Untitleddocument1.pdf **## Untitleddocument1.pdf** Week 9 Discussion and Attendance Question: Accessibility and Disability Justice Needs to be 3 paragraphs of 5-7 sentences each Please consider and respond to the following questions for this week's discussion: ● What …

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    – a year ago

    **files (1)**

    – ## Untitleddocument1.pdf

    **## Untitleddocument1.pdf**

    Week 9 Discussion and Attendance Question: Accessibility

    and Disability Justice

    Needs to be 3 paragraphs of 5-7 sentences each

    Please consider and respond to the following questions for this week's discussion:

    ● What would it look like to apply a disability justice framework to your (current

    or future) work with families and communities? Thinking with our materials this

    week and earlier content on equitable family support, what do you think are

    some differences between a disability justice approach to family support and

    traditional service delivery models?

    ● At the onset of the COVID-19 pandemic, a wave of creativity, accessibility, and

    quick changes increased the level of access to services, community spaces, etc.

    that offered proof greater accessibility is possible in many of our social systems.

    Several years later, it can feel like we have lost the drive to continue to create

    accessible spaces. Drawing on the Teen Vogue article, reflect on how the

    pandemic has impacted your own ways of thinking about and practicing

    community and accessibility. Does any part of the article resonate with your

    own experience?

    – Week 9 Discussion and Attendance Question: Accessibility and Disability Justice

    **## Untitleddocument1.pdf**

    Week 9 Discussion and Attendance Question: Accessibility

    and Disability Justice

    Needs to be 3 paragraphs of 5-7 sentences each

    Please consider and respond to the following questions for this week's discussion:

    ● What would it look like to apply a disability justice framework to your (current

    or future) work with families and communities? Thinking with our materials this

    week and earlier content on equitable family support, what do you think are

    some differences between a disability justice approach to family support and

    traditional service delivery models?

    ● At the onset of the COVID-19 pandemic, a wave of creativity, accessibility, and

    quick changes increased the level of access to services, community spaces, etc.

    that offered proof greater accessibility is possible in many of our social systems.

    Several years later, it can feel like we have lost the drive to continue to create

    accessible spaces. Drawing on the Teen Vogue article, reflect on how the

    pandemic has impacted your own ways of thinking about and practicing

    community and accessibility. Does any part of the article resonate with your

    own experience?

    – Week 9 Discussion and Attendance Question: Accessibility and Disability Justice

  • [Solved] hypothetical crisis situation

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    hypothetical crisis situation – a year ago

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    hypothetical crisis situation

    – a year ago

  • [Solved] Fredrick

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    Explain fredrick discussion – a year ago

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    Explain fredrick discussion

    – a year ago

  • [Solved] DLRB Week 1 Discussion

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    **To prepare:** – Consider the differences between a social problem and a research problem based on the distinctions discussed in the resources. **Post** a description of the differences between a social problem and research problem based on the resources you have reviewed. **Note:** Your posts shou…

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    **To prepare:**

    – Consider the differences between a social problem and a research problem based on the distinctions discussed in the resources.

    **Post** a description of the differences between a social problem and research problem based on the resources you have reviewed.

    **Note:** Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA style.

    – a year ago

  • [Solved] Discussion Post help week 3

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  • [Solved] Posc IA3

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) America has an interesting assortment of minor political parties. Use this [Directory of U.S. Political Parties](http://www.politics1.com/parties.htm) and select two Third Parties (NOT Democrats or Republicans) from the list t…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    America has an interesting assortment of minor political parties. Use this [Directory of U.S. Political Parties](http://www.politics1.com/parties.htm) and select two Third Parties (NOT Democrats or Republicans) from the list that you would like to learn more about. Choose at least one of the “Big Three” Third Parties. Explore their sites and answer question. Do NOT copy and paste information directly from the website’s you visit. Summarize information in your own words.

    #### Directions

    For each of the **two** parties you've chosen, answer **all** of the following questions:

    – What is the name of party?
    – How did the party get started?
    – What is the basic philosophy of this party? What does it stand for?
    – What are three current political issues of importance to this party? Give specific, well-developed examples.

    Does this party hold regular conventions?
    – Did this party run a candidate for president in the most recent presidential election? Who was it?
    – Is there a chapter of this party in your local community? If not, is there one for your state?
    – Do you think that minor parties such as these have any influence in American politics? If so what is it?
    – Would you consider voting for this party or joining it? Explain your reasoning?

    **Complete this using MS Word**

    – a year ago

  • [Solved] Digging Deeper: Knowing Students as Learners

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    Barringer Chapter 4 The expected length of this assignment is 1/2-1 pages, double-spaced. Chapter 4 Describe the strategies and techniques you have used to encourage students to share their insights into how they learn best. How do you use this information to inform your instruction? – a year ago

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    Barringer Chapter 4

    The expected length of this assignment is 1/2-1 pages, double-spaced.

    Chapter 4

    Describe the strategies and techniques you have used to encourage students to share their insights into how they learn best. How do you use this information to inform your instruction?

    – a year ago