Nursing

Lifespan Advanced Pathophysiology
Lifespan Advanced Pathophysiology
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MN551 Lifespan Advanced Pathophysiology Across the Lifespan week 8 Quiz Question 2.
A 13-year-old female is undergoing rapid development of her breasts after experiencing menarche several months ago. Which of the following hormones are NOT active in the development of her breasts?
Prolactin
Oxytocin
Estrogen
Follicle-stimulating hormone
Progesteron
Question 4.
A 51-year-old woman who has been receiving estrogen and progesterone therapy (EPT) for the last 5 years has visited her care provider because her peers have told her about the risks of heart disease, stroke, and breast cancer that could accompany hormone therapy (HT). How should her care provider respond to her concerns?
“There is a demonstrable increase in breast cancer risk with HT, but the risk of stroke or heart disease actually goes down slightly.”
“All things considered, the benefits of HT outweigh the slightly increased risks of heart disease, stroke, or breast cancer.”
“HT is actually associated with a decrease in heart disease risk, but there is an increase in stroke risk; the breast cancer connection is still unclear.”
“There’s in fact a slight protective effect against stroke associated with HT, but this is partially offset by increased rates of heart disease and breast cancer.”
Question 5.
After a long and frustrating course of constant vaginal pain, a 38-year-old woman has been diagnosed with generalized vulvodynia by her nurse practitioner. What treatment plan is her nurse practitioner most likely to propose?
Alternative herbal therapies coupled with antifungal medications
Antidepressant and antiepileptic medications
Lifestyle modifications aimed at accommodating and managing neuropathic pain
Narcotic analgesia and nonsteroidal anti-inflammatory medications
Question 6.
Which of the following situations would be considered pathologic in an otherwise healthy 30-year-old female?
The woman’s ovaries are not producing new ova.
The woman’s ovaries do not synthesize or secrete luteinizing hormone (LH).
The epithelium covering the woman’s ovaries is broken during the time of ovulation.
The woman’s ovaries are not producing progesterone
Question 9.
A 24-year-old woman has presented to an inner-city free clinic because of the copious, foul vaginal discharge that she has had in recent days. Microscopy has confirmed the presence of Trichomonas vaginalis. What is the woman’s most likely treatment and prognosis?
Abstinence will be required until the infection resolves, since treatments do not yet have proven efficacy.
Oral antibiotics can prevent complications such as infertility and pelvic inflammatory disease.
Antifungal medications are effective against the anovulation and risk of HIV that accompany the infection.
Vaginal suppositories and topical ointments can provide symptom relief but cannot eradicate the microorganism.
Question 13.
A 71-year-old man has visited his nurse practitioner for a check-up, during which the nurse practitioner has initiated a discussion about the patient’s sexual function. Which of the following phenomena would the nurse practitioner most likely consider a pathological rather than an age-related change?
The presence of relative or absolute hypogonadism
A decrease in the size and firmness of the patient’s testes
Cessation of FSH production
A decrease in the force of the man’s ejaculation
Question 15.
A 57-year-old woman who has been diagnosed with atrophic vaginitis has expressed her surprise to her care provider, citing a lifetime largely free of gynecological health problems. She has asked what may have contributed to her problem. How can the care provider best respond?
“The lower levels of estrogen since you’ve begun menopause make your vagina prone to infection.”
“Vaginitis is not usually the direct result of any single problem, but rather an inevitability of the vaginal dryness that accompanies menopause.”
“This type of vaginitis is most commonly a symptom of a latent sexually transmitted infection that you may have contracted in the distant past.”
“The exact cause of this problem isn’t known, but it can usually be resolved with a diet high in probiotic bacteria.”
Question 17.
A 29-year-old woman has been trying for many months to become pregnant, and fertilization has just occurred following her most recent ovulation. What process will now occur that will differentiate this ovulatory cycle from those prior?
Human chorionic gonadotropin will be produced, preventing luteal regression.
The remaining primary follicles will provide hormonal support for the first 3 months of pregnancy.
The corpus luteum will atrophy and be replaced by corpus albicans.
The basal layer of the endometrium will be sloughed in preparation for implantation.
Question 21.
A 20-year-old male has been diagnosed with a chlamydial infection, and his primary care provider is performing teaching in an effort to prevent the patient from infecting others in the future. Which of the following statements by the patient demonstrates the best understanding of his health problem?
“Either me or a partner could end up with an eye infection from chlamydia that could make us blind.”
“Even though I couldn’t end up sterile, a woman that I give it to certainly could.”
“Each of the three stages of the disease seems to be worse than the previous one.”
“Even if I spread it to someone else, there’s a good chance she won’t have any symptoms or know she has it.”
Question 25.
A 40-year-old male patient with multiple health problems has been diagnosed with a testosterone deficiency. Which of the following assessment findings would his care provider attribute to an etiology other than this deficiency?
The patient has a voice that is unusually high in pitch.
The patient has long-standing anemia and low red cell counts.
The patient has a history of susceptibility to upper respiratory infections.
The patient has a low muscle mass as a proportion of total body weight.
Question 27.
A 66-year-old man has presented to a nurse practitioner to get a refill for his antiplatelet medication. The patient has a history of ischemic heart disease and suffered a myocardial infarction 5 years ago and has unstable angina; he uses a transdermal nitroglycerin patch to control his angina. The patient has a 40-pack-year smoking history and uses nebulized bronchodilators at home for the treatment of transient shortness of breath. He has long-standing hypertension that is treated with a potassium-sparing diuretic and a ß-adrenergic blocking medication. During the nurse’s assessment, the man notes that he has been unable to maintain his erection in recent months. Which of the following aspects of the man’s health problems and treatments would the nurse identify as NOT being contributing to his erectile dysfunction (ED)?
His antihypertensive medications
His use of bronchodilators
His hypertension
His ischemic heart disease
His smoking history
His age
Question 28.
Which of the following statements best captures an aspect of normal spermatogenesis?
Testosterone chemically lyses each primary spermatocyte into two secondary spermatocytes with 23 chromosomes each.
Sertoli cells differentiate into spermatids, each of which can contribute half of the chromosomes necessary for reproduction.
Spermatogonia adjacent to the tubular wall undergo meiotic division and provide a continuous source of new germinal cells.
Each primary spermatocyte undergoes two nuclear divisions, yielding four cells with 23 chromosomes each.
Question 29.
A 39-year-old male patient has been recently diagnosed with primary hypogonadism. Which of the following lab results would be most indicative of this diagnosis?
Normal levels of free testosterone; low levels of total testosterone
Low free testosterone, LH, and FSH levels
Low levels of GnRH
Low testosterone levels; normal levels of LH and FSH

Aviation Planning
Aviation Planning
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1. The Future of Planning
Do you think that regional planning for metropolitan area airports will become more or less important in the future? Explain your rationale.
2 . NextGen Technologies
Defend or refute the following statement and provide specific reasoning, “NextGen technologies will solve the issues of capacity at the Operational Evolution Plan (OEP) airports in the future.
3. FAR Part 77.25
Defend or refute the following statement and provide specific reasoning, “If an object is underneath the FAR Part 77.25 imaginary surfaces the object will not be a hazard to air navigation.
Post an original (researched) response to the discussion question 2 paragraphs at minimum APA style formatting with sited sources
All posts are to be substantial and related to the discussion question
Typical Case
What does a typical case look like? Use the standard format for a patient presentation with chief complaint (CC), history of present illness (HPI), key physical exam details (PE), lab findings, signature signs, and any other important findings.
Description of the infectious agent
If it is a bacterium, how is it classified? If it is a virus, what kind of nucleic acid does it have? Does it target specific cellular types (tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it only be grown in a specific type of media? How is it distinguished from other members of the species? Does the pathogen have a significant history with humans or animals?
Epidemiology
What do you feel are the most important points about the epidemiology of the disease? Incidence? Portal of entry? Source? Is it a normal microbiota component in the human body? Does it only occur in certain populations or certain geographical areas? Is there a vector involved? What and who is the vector? Is it zoonotic? Does it appear seasonally? Are there currently any outbreaks of this pathogen? What is its ecological niche? Is there a reservoir? Are there currently any outbreaks or epidemics of disease from this pathogen?
Pathogenesis
What is the range of diseases caused by the agent? What organs are affected? What symptoms might the patient have? What is the disease course? Will the patient recover? Are there any long-term sequelae of infection? Latency?
Prophylaxis/Treatment
Is there an antitoxin? Specific antibiotics or a class of antibiotics that are used? Is there a vaccine available? Is treatment curative? Does infection make you immune? Is this immunity life-long? Is there drug resistance? Are there novel treatments?
Addenda
The written case presentations are submitted through Blackboard in Unit 5 of the course. When you reach Unit 5, be sure to e-mail your instructor to receive a list of the Case Study selections.
Please name the files in the following manner “Lastname Firstinitial CS Y”. For example, if I am submitting a Case Study on tularemia, I would name the case study file “Frisardi M CS tularemia”.
For the Case Study, you are asked to provide at least the information requested in the boxes. The boxed questions are suggestions for the minimum amount of information within each category. The more detailed the information, the better the study. You may consult your textbook, CDC, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a Google search using the name of the pathogen and the word ‘vaccine’, you will find information on current vaccines (if any), those in clinical trials, vaccines used only in animals, etc. Be sure to provide two (2) discussion questions (as well as provide answers) with your case study.
Be sure to consider the directions carefully and include all the requested information (especially the two discussion questions with responses and scientific literature references).
Discussion questions you may choose from, choose 2:
1.After receiving personalized genomic information, how might you use such knowledge with respect to your own health?
2.Would a genetically tested family member providing children or other family members with information regarding genetic information (such as carrier status) be desirable?
3.Might such testing be used as a prerequisite for employment, spousal selection, marriage, adoption, or IVF embryo implantation?
4.What was the specific original intent of the intervention or procedure described in each of the papers and what was their unintended consequence(s)?
5.Can you offer a solution or remediation for any or all of the resulting consequences from these interventions?
6.What is the Hygiene Hypothesis (described in the Roduit paper) and how is it related to this discussion?

Assignment: Cognitive compatibility
Assignment: Cognitive compatibility
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10. The awareness and understanding of one’s own mental processes is called:
A. mental maps
B. cognitive awareness
C. metacognition
D. cognitive compatibility
11. Research on creativity has found that:
A. formal education is essential to the development of creativity
B. creative people are often conventional thinkers with dull personalities
C. creative people were often encouraged when they were young
D. creativity relies on sheer talent to become evident
12. At about what age do children come to recognize certain regularities or unchanging qualities in
the inner dispositions and behaviors of individuals?
A. 11
B. 6
C. 8
D. 4
13. Children in the concrete operations stage:
A. cannot understand words not tied to their own personal experiences
B. can only describe objects, people, and events by their physical characteristics
C. cannot make comparisons between classes of objects
D. can describe objects, people, and events by categories and functions
14. Assessment instruments that attempt to measure abilities such as cognitive processing and
achievement are called:
A. psychometric tests
B. psychotropic tests
C. instrumental tests
D. assessment variables
Page 2 (Chapter 9 Survey)
15. 12-year-old John has an IQ of 60. He is not able to perform daily living skills independently and
lacks communication and social skills. John would most likely be classified as having:
A. a learning disability
B. functional deficits
C. mental retardation
D. social deficits
16. The determination of the severity of mental retardation is based upon:
A. observed behaviors
B. scores from IQ tests
C. physical appearance
D. genetic impairments
17. Warren has an IQ of 102 but has difficulty using spoken and written language. His mathematical
abilities are above average. Warren would most likely be classified as having: Assignment: Cognitive compatibility
A. a learning disability
B. functional deficits
C. mental retardation
D. social deficits
18. Raymond is impulsive, cannot follow directions, and finds it difficult to wait his turn for
outdoor activities. He frequently leaves his assignments before he is finished to pursue some other
activity. Raymond’s disability is most likely: Assignment: Cognitive compatibility
A. dyslexia
B. dysgraphia
C. ADHD
D. dyscalculia
19. An Individualized Education Plan (IEP) is provided for all students who are classified as having
a disability. Which of the following people are involved in developing this plan? Assignment: Cognitive compatibility
A. school psychologist
B. child’s teacher
C. child advocate
D. all of these
20. According to your textbook, the largest proportion of students attends which alternative to
public schooling? Assignment: Cognitive compatibility
A. private schools
B. home schooling
C. charter schools
D. magnet schools
Page 3 (Chapter 9 Survey)

Assignment: Examining Intimate Violence
Assignment: Examining Intimate Violence
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Woman Beaten, Left for Dead by Ex-Husband
Woman Tells Harrowing Tale of Abuse July 23, 2004
By all accounts, Teri Jendusa-Nicolai should be dead. The 38-year-old mother of two recalls the assault that nearly ended her life.
“I remember clunk, and then I remember kind of coming to and I was on the floor. I kind of got up after that, and he hit me again with the bat. I could just hear the blood in my ears, feel the blood in my hair, and there was blood everywhere.”
The man wielding the bat was someone Jendusa-Nicolai once loved, her ex-husband, David Larsen.
When she met Larsen, she thought he was quite a catch. He had a good job as an air traffic controller and owned his own home. After a year of dating, the couple married in 1996. But clues about her husband’s violent side began to surface early—on their honeymoon in Hawaii, in fact. After they had what she thought was just a lovers’ quarrel, he hit her several times in the head, she says.
Jendusa-Nicolai and Larsen soon started a family. Amanda was born in 1997 and her sister, Holly, two years later.
To friends and neighbors they seemed like a happy family, but inside Jendusa-Nicolai was fighting a difficult and private struggle. She says Larsen was unreasonably controlling and volatile.
She says she stayed in the relationship, hoping she could change Larsen. But during their three-year-long marriage, police responded to several domestic violence calls at their home.
But Jendusa-Nicolai says the effects the violent atmosphere was having on their daughters finally made her decide to leave Larsen in November 1999 and file for divorce. But the judge awarded the couple joint custody of their children.
The custody arrangement meant Jendusa-Nicolai was forced to have regular close contact with Larsen, leaving her trapped and feeling the threat of violence was always near.
Nevertheless, Jendusa-Nicolai managed to build a new life. She even met the man who would become her next husband, Nick Nicolai, in her church choir. And to remove the fear and danger from her life, she sought sole custody of the girls. Larsen managed to drag out the legal process for four years until last January, when a judge declared there would be no further delays. What no one at the time could predict was what Larsen’s next move would be.
On the morning of Jan. 31, just four days after their last court hearing, Jendusa-Nicolai went to pick up her children from Larsen’s home in Wind Lake, Wis., northwest of Racine.
That’s when she says the attack happened. Larsen surprised her from behind, she says, striking her at least 10 times in the head with a baseball bat. “I remember him saying, ‘You’re not taking the girls away from me. You always said that I abused you. Now you can see what abuse really is,” she said.
She said Larsen was covering her mouth and nose and trying to prevent her from breathing, and then began to bind her with duct tape.
“He taped my ankles, taped my wrists, and then he started taping my face, and I just started thinking, Oh no, this is it, I’m not going to be able to breathe.”
She decided to breathe shallowly and pretend that she was dead, hoping he would leave her alone.
But she says Larsen jammed her, bound, bleeding and barely clothed, into a large garbage bin, which he dragged outside and hid under a tarp in the back of his pickup truck.
It was then that Larsen made a crucial mistake—he went inside to get the girls and left his ex-wife alone. While alone in the truck, she manage to break one hand free of the tape and called 911 from a cell phone in the pocket of her light jacket—one of the few garments she had left.
The operator could barely understand her, but managed to get the address of Larsen’s home.
Jendusa-Nicolai says she could hear the sirens of emergency vehicles coming, but Larsen was already driving away as the vehicles arrived at the house.
Police searched Larsen’s house, seeing signs of a struggle and what appeared to be blood. But there was no sign of Jendusa-Nicolai or the girls. With the girls missing, investigators issued a statewide Amber Alert.
Jendusa-Nicolai managed to make another call to 911 for help. She told the operator her husband was trying to kill her and that she was in the back of his green Dodge Ram.
Larsen eventually stopped at a public storage facility in Wheeling, Ill., about 40 miles south of Racine. Police say he piled boxes on top of the garbage bin he had stuffed his ex-wife into and left it inside a storage unit. He then dropped the kids off at a baby sitter’s home, and at 6 p.m., reported to work at a Wheeling, Ill., airport where police were waiting to arrest him for kidnapping and child abduction.
Police say Larsen told them where the children were, and they were found safe at the baby sitter’s house. They also say he pretended to be concerned about his ex-wife. According to a criminal complaint, he later told police he had struck Jendusa-Nicolai with a baseball bat because she suddenly appeared in his home with her pants around her ankles and holding a hammer over him.
Inside the storage unit, Jendusa-Nicolai was fighting for her life. She managed to pry up the lid of the garbage bin to get air, but the air she let in was brutally cold.
Overnight temperatures were barely above zero, and she was barely clothed.
The next morning, police got a break. While checking Larsen’s personal belongings they found a phone number in his wallet for a public storage facility just a mile from the airport where he worked.
As they arrived at the storage unit, they could hear Jendusa-Nicolai’s shouts for help.
The surgeon who treated Jendusa-Nicolai, Dr. Terri Martin was shocked by the trauma she had suffered. “Her eyes were swollen shut. She was black and blue all over the face . . . she just wasn’t recognizable as a human being,” Martin said.
Doctors say her ability to remain coherent was almost miraculous. “She wanted to know about her children, in the condition that she was in, that was totally amazing,” Martin said.
But Jendusa-Nicolai was only just beginning to take stock of her terrible losses. She and her new husband had found out the night before the attack that they were expecting a child. Doctors gave her the heartbreaking news that she had miscarried. She also learned she had suffered frostbite, and would have to undergo surgery to remove all of her toes.
Five weeks into her hospital stay, and with her ex-husband in a Milwaukee jail, Jendusa-Nicolai was finally awarded sole custody of her daughters.
She continues to undergo physical therapy in hopes of one day walking again. Perhaps as amazing as her physical stamina is her positive attitude. When people ask her how she keeps an optimistic outlook, she says she tells them, “I’m alive. My girls are safe. We have our family and he’s where he belongs.”
Larsen, who is now in federal custody, has pleaded not guilty to charges of kidnapping and interstate domestic violence. He faces state charges of attempted homicide, kidnapping and interference with child custody.
The state is also considering a charge of first-degree murder for the death of Jendusa-Nicolai’s unborn child.
Reference: Woman Beaten, Left for Dead by Ex-Husband. (2004, July 23).
[Online Article]. Retrieved from http://abcnews.go.com/2020/
story?id=124252&page=1
Submission Details: By Tuesday March 18, 2014, in a minimum of 250 words, post to the Discussion Area your responses to the following:
Based on your readings your readings, explain some of the main issues related to intimate-partner violence.
Describe any correlations you find in Jendusa-Nicolai’s case of victimization and the information in the textbook readings assigned for this module.
List and explain any warning signs that Larsen displayed, according to the textbook readings provided for this assignment.
Based on the victims’ rights pertaining to domestic violence in the area that you live, consider any interventions that law enforcement could have or should have provided, given what it knew prior to the kidnapping.
Discussion Grading Criteria and Rubric
All discussion assignments in this course will be graded using a rubric. This assignment is worth 40 points. Download the discussion rubric and carefully read it to understand the expectations.

Assignment: GI disorders Case
Assignment: GI disorders Case
Assignment: GI disorders Case
Week 5 discussion This week you have learned about common GI disorders in the Adult and Geriatric patient. For the purpose of this discussion select one of the following GI disorders and provide the following in your initial post: Common Signs and symptoms seen Screening assessment tools Recommended diagnostic tests (if any) Treatment plans both pharmacologic and non-pharmacologic based on current clinical practice guidelines GI disorders: GERD Peptic Ulcer Disease Diverticulitis
Gastrointestinal Disorders
Gastrointestinal disorders include such conditions as constipation, irritable bowel syndrome, hemorrhoids, anal fissures, perianal abscesses, anal fistulas, perianal infections, diverticular diseases, colitis, colon polyps and cancer. Many of these can be prevented or minimized by maintaining a healthy lifestyle, practicing good bowel habits, and submitting to cancer screening.
What are functional gastrointestinal disorders?
Functional disorders are those in which the gastrointestinal (GI) tract looks normal but doesn’t work properly. They are the most common problems affecting the GI tract (including the colon and rectum). Constipation and irritable bowel syndrome (IBS) are two common examples.
Many factors may upset the GI tract and its motility (or ability to keep moving), including:
Eating a diet low in fiber
Not enough exercise
Traveling or other changes in routine
Eating large amounts of dairy products
Stress
Resisting the urge to have a bowel movement
Resisting the urge to have bowel movements due to pain from hemorrhoids
Overusing laxatives (stool softeners) that, over time, weaken the bowel muscles
Taking antacid medicines containing calcium or aluminum
Taking certain medicines (especially antidepressants, iron pills, and strong pain medicines such as narcotics)
Pregnancy
Constipation
Constipation means it is hard to have a bowel movement (or pass stools), they are infrequent (less than three times a week), or incomplete. Constipation is usually caused by inadequate “roughage” or fiber in the diet, or a disruption of the regular routine or diet.
Constipation causes a person to strain during a bowel movement. It may cause small, hard stools and sometimes anal problems such as fissures and hemorrhoids. Constipation is rarely the sign of a more serious medical condition.
You can treat your constipation by:
Increasing the amount of fiber you eat
Exercising regularly
Moving your bowels when you have the urge (resisting the urge causes constipation)
If these treatment methods don’t work, laxatives are a temporary solution. Note that the overuse of laxatives can actually make symptoms of constipation worse. Always follow the instructions on the laxative medicine, as well as the advice of your doctor.

Assignment: Application of Technology
Assignment: Application of Technology
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C791 Advanced Information Management and the Application of Technology Competencies:
This course provides guidance to help you demonstrate the following :
Competency 744.3.1: Information Management
The graduate evaluates information management systems that support timely, high quality, patient-centered care.
Competency 744.3.2: Leadership in Nursing Informatics
The graduate integrates knowledge of nursing initiatives, professional organizations, and leadership into strategies for enhancing nursing informatics.
Competency 744.3.3: Health Information Systems
The graduates distinguishes between the critical and useful electronic data needed for effective decision support (clinical, financial and administrative outcomes) to provide high quality and efficient care.
Competency 744.3.4: Information Security
The graduate evaluates the privacy and security of data within healthcare organizations.
ensure quality patient outcomes.
Competency 744.3.5: Current and Future Technologies
The graduate evaluates the implications of current and emerging technologies for practice, research,education, and administration.
Preparing for Success
The information in this section is provided to detail the resources available for you to use as you complete this course.
Assignment: Application of Technology
Assignment: Application of Technology
Assignment: Application of Technology
Assignment: Application of Technology
Learning Resources
The learning resources listed in this section are required to complete the activities in this course. For many resources, WGU has provided automatic access through the course. However, you may need to manually enroll in or independently acquire other resources. Read the full instructions provided to ensure that you have access to all of your resources in a timely manner.
Automatically Enrolled Resources
You can access the learning resources listed in this section by clicking on the links provided throughout the course. You may be prompted to log in to the WGU student portal to access the resources.
Tan, J. and Payton, F.C. (2009) Adaptive Health Management Information System, 3d edition. ISBN 13978076375691-8
Mastrian, K. G., McGonigle, D. (2017). Burlington, MA: Jones & Bartlett Learning.ISBN-13 is: 9781284102635
Pacing Guide
The average student should be able to complete one Unit per week.
Topics and Pacing
Unit 1: Introduction and Getting Started
· Module 1:Introduction and Getting Started
Unit 2: Information Management
· Module 2:Information Management
Unit 3: Health Information Systems
· Module 3: Health Information Systems
Unit 4: Information Security
· Module 4: Information Security
Unit 5: Current and Future Technologies
· Module 5: Current and Future Technologies
Unit 6: Leadership in Nursing Informatics
· Module 6: Leadership in Nursing Informatics
Unit 7: Final Performance Assessments
Please continue to the next section to begin your course work.
Assignment: Application of Technology
Working in environments of increasingly complex clinical care and contending with the management of large volumes of information, nurses need to avail themselves of the technological tools that can support quality practice that is optimally safe, informed, and knowledge-based. Despite the availability of the latest hi-tech tools, unless the information gathered is analyzed and used appropriately, it is of little value; in fact it may have a negative impact on patient care. Equally important to the gathering of the data is an attention to the quality of that data.
The quality of the data itself is closely tied to quality indicators. The quality indicators themselves are not an adequate benchmark if the data or information used to make informed decisions is flawed. For example, if only half of the prescription errors occurring at a health organization are actually reported, then it could be inaccurately concluded that there is no problem.
What exactly is quality information? It is information that is accurate and correct. There are specific characteristics that can be used to evaluate the quality of a piece of information. These include:
Assignment: Application of Technology
Assignment: Application of Technology
Assignment: Application of Technology
Relevance
Quality information is relevant. This means that the information being used must apply directly to the reason that it is needed.
For instance, if information is needed about a patient’s health history, in order to better assess and diagnose the patient, it is relevant to collect information on the patient’s previous hospitalizations. It would not, however, be relevant to use public health data to analyze a patient’s health history.
Timely
Another characteristic of quality information is that it is timely. When there is a lag in information, it may no longer be of use or properly serve its purpose. Information must be efficient and must be provided in a timely manner so that nurses can utilize it in their practice.
For instance, when attending to a patient with a clinical emergency, data and information, such as drug allergies or special medical conditions, are needed urgently. The faster the information is provided, the more efficient and effective the clinical services will be for the patient. However, if the information arrives too slowly, the patient could already suffer consequences of the clinical emergency.
Thorough
Quality information is thorough, which means that the information must be complete. Information that is not thorough might contain errors or lapses of information.
Consider the example of a patient who is allergic to latex. The nurse who filed the admission paperwork neglects to include the allergy warning on the medical record. Therefore, the next nurse who works with the patient is unaware of the patient’s allergy to latex, and uses latex gloves to provide clinical care. This is an example of incomplete, or non-thorough information, because an important fact was left out, which negatively impacts quality and safety as well as steps in the nursing process.
Objective
Quality information is objective. This means that information must be as close to the facts as possible and not based on individual opinions. If information becomes subjective, or based only on personal opinions or feelings of the nurse, errors can occur.
An example of a subjective report is “Patient needs more pain medication because she looks awful.” This subjective statement does not provide any facts or details. Instead, an example of an objective report is “Patient is shivering and looks pale. She continues to rub her legs, but the swelling has not gone down yet. Recommend more pain medication.” This statement is objective because it provides facts and details without blurring them with personal interpretations and demonstrates how objective information is used in assessing, diagnosing, and determining a nursing care plan.
Transparent
Transparency is another characteristic of quality information. Transparency, in this context, means that information is accessible and available. Information must be transparent so that anyone can use and apply the information in practice. If information is not transparent, others are unable to access it or put it to use.
For instance, if doctors are the only healthcare providers who can access patient information, the nurses on the team would not know vital information about the patient, such as the medications that the patient is taking, or whether the patient has any pre-existing health conditions. Not having the necessary information inhibits providing quality care and each step in the nursing process.
Reproducible
Information must be reproducible in order for it to be considered quality information. Reproducible information can be created again and again, which ensures validity and accuracy.
For example, if a nurse generates a report on the hospital’s average length of stay, but another nurse does not believe the results of the report, the nurse can check the numbers again and, if the information is reproducible, will find that the report still reflects the same information.
Verifiable
Quality information is able to be verified so that nurses can see that the information is accurate and error-free. Verifiable means that information is able to be checked for facts.
An example of verifiable information is when a nurse manager shares with the nursing team new information about medication side effects that was just issued by the Centers for Disease Control and Prevention (CDC). To verify this information, the other nurses decide to check the claims themselves by looking on the CDC’s website. Sure enough, the facts are there, and the information is therefore verifiable. Consider how this applies, then, to the nursing process. Imagine you are treating a patient that presents with some of the newly discovered side effects. Verifiable information is critical as nurses diagnose and develop care plans for patients. If you had not been able to verify the information, you may incorrectly assess or misdiagnose the patient’s health problem.
It is the integrity and quality of data and information that make it useful. Data integrity can be compromised through human errors, viruses, hardware failures or crashes, transmission errors, or hackers entering the system. Information management systems help to decrease these errors by putting safeguards in place such as automatic file backups so data is not lost, error detection for transmissions, and data entry error alerts (i.e. a field such as patient name was not completed). Only when high quality data is processed into information can it create meaning to inform patient care, the nursing process, and facilitate timely, high quality, patient-centered care.
The National Database of Nursing Quality Indicators (NDNQI) examines nursing’s impact on patient outcomes, especially when looking at nursing staff ratios to patient outcomes.
Quality indicators use data that is readily available in healthcare organizations to determine systemic problems that could be improved. In addition, they provide a guideline by which an organization can not only measure, but compare itself to other healthcare organizations. This ability to measure performance allows healthcare organizations to improve the quality of care delivered, which then leads to better patient outcomes.
Introduction
During rounds, Charles encounters a rare pulmonary condition he has never personally seen and only vaguely remembers hearing about in respiratory therapy school. He takes a few moments to prepare himself by searching the Internet. That evening, he does even more research so that he can assess and treat the patient safely. He searches clinical databases online and his own school textbooks. Most of the information seems consistent, yet some factors vary. Charles wants to provide the safest and highest quality of patient care. He wonders which resources are best, which are the most trusted, and which are the most accurate.
The suggests that the most important aspect of information discovery, retrieval, and delivery is the ability to acquire, process, generate, and disseminate knowledge in ways that help those managing the knowledge reevaluate and rethink the way they understand and use what they know and have learned. These goals closely reflect the Information Literacy Competency Standards for Higher Education, published by the (ALA) in 2003 in response to changing perceptions of how information is created, evaluated, and used.
According to the ALA (), an information-literate individual is able to do the following:
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally (para. 8)
In addition, new challenges arise for individuals seeking to understand and evaluate information because information is available through multiple media (graphical, aural, and textual). The sheer quantity of information does not by itself create a more informed citizenry without complementary abilities to use this information effectively. Most significantly, information literacy forms the basis for lifelong learning, serving as a commonality among all learning environments, disciplines, and levels of education ().
This chapter introduces the concepts of information literacy, fair use of information, translational research concepts, and their role in promoting evidence-based practice. Information management technologies are an integral part of evidence-based practice, and it is important for all health care disciplines to appreciate the contribution of this aspect of health informatics to patient care.
Information Literacy
is an intellectual framework for finding, understanding, evaluating, and using information. These activities are accomplished in part through fluency with information technology and sound investigative methods but most importantly through critical reasoning and discernment. The ACRL () has suggested that “information literacy initiates, sustains, and extends lifelong learning through abilities that may use technologies but are ultimately independent of them” (p. 5).
The ability to recognize the need for a specific kind of information and then locate, evaluate, and effectively use that information (ALA, 1989) within the health informatics paradigm will catapult some health care professionals ahead of other health care professionals in providing evidence-based care. Traditional approaches to care that adhere to the “we have always done it this way” adage are no longer good enough. Our patients deserve care that utilizes the best available research and practice evidence.
Acquiring Knowledge Through Internet and Library Holdings
In an environment characterized by rapid technological change, coupled with an overwhelming proliferation of information sources, health care professionals face an enormous number of options when choosing how and from where to acquire information for their academic studies, clinical situations, and research. Because information is available through so many venues—libraries, special interest organizations, media, community resources, and the Internet—in increasingly unfiltered formats, health care practitioners must inevitably question the authenticity, validity, and reliability of information ().
Often, the retrieval of reliable research and information may seem to be a daunting task in light of the seemingly ubiquitous amount of information found on the Web. Focusing on specific information venues not only aids this search but also assists in negotiating the endless maze of resources, allowing a professional to find the best and most accurate information efficiently.
Professional Online Databases
Professional databases represent a source of online information that is generally invisible to all Internet users except those with professional or academic affiliations, such as faculty, staff, and students. These databases, which range from specific to general, act as collection points by aggregating information, such as abstracts and articles from many different journals; two such databases include the (CINAHL) and . CINAHL, for example, specifically includes information from all aspects of allied health, nursing, alternative medicine, and community medicine. The MEDLINE database contains more than 10 million records and is maintained and produced by the National Library of Medicine. Other databases, such as PsycInfo from the American Psychological Association and the (ERIC) database, may also benefit health care professionals. Still others are more specific by discipline, such as OTseeker (specific to occupational therapy), PEDro (specific to physical therapy), and speechBITE (for speech therapists). Many databases also offer full-text capabilities, meaning that entire articles are available online. The articles and abstracts contained within these databases have already withstood the rigors of publication in professional journals and, therefore, are considered viable and authentic peer-reviewed sources.
Libraries with subscriptions to databases often employ library professionals who are able to help patrons sift through the vast amounts of available electronic information; using the expert research capabilities of a health science librarian at one’s local university is the best way to learn how to conduct database searches that yield the most efficient and useful results. Also useful are websites that provide tutorials on best searching practices specifically for medically oriented databases, such as the tutorials provided by EBSCO support to search the CINAHL database ( and ).
Search Engines
Search engines allow users to surf the Web and find information on nearly anything, although many involved in conducting scholarly research steer clear of search engines because of the vast amounts of unsubstantiated information they are likely to uncover. Because no legitimacy needs to be provided for any information that appears on the Web, an author can make claims, substantiated or not, and still use the Web as a publishing venue. Despite the pitfalls associated with search engines in general, they can yield a bounty of useful information when used with discretion.
Different search engines will produce different results when used for the same research. For example, one popular search engine ranks its results by number of hits that a page or site has received. Whereas the most popular research results are likely to be relevant, the order in which results appear does not indicate quality or viability of the source.
Different Web address (domain) suffixes (.com, .edu, .org, .gov, and so forth) indicate who is responsible for creating the website. Although an .edu site is hosted by an educational institution and for that reason may seem legitimate, consider that it could also belong to a student stating personal opinion, gossip, or guesswork. In contrast, .gov sites are maintained by the government and nearly always have professional contact information. Web hosts develop new domain suffixes constantly, so although looking at the suffix can be useful, it should not be the sole deciding factor when choosing to trust information.
One should never blindly trust information found on a webpage. When possible, check the date of the most recent update (How old is the page?), contact information (Is a bibliography or list of sources provided?), links to external sources (Do they seem relevant?), and previous attained knowledge from other reputable sources (Is the information too unbelievable?).
Fees and information retrieval charges should be approached with skepticism. Private companies do offer information aggregation services for a fee. In these cases, users pay a flat monthly fee for access to collections of articles in a particular field. What users (especially those affiliated with an academic institution) may not realize is that they are likely to have free access to the same, if not more complete, information through their institution’s library system.
Some legitimate databases and traditional newspapers that maintain a Web presence do provide access for a small fee, but just as many others simply ask users to register to see articles for free. Many students and professionals affiliated with a university may find that their university library has already purchased access for those affiliated with the university—students, faculty, and staff.
Electronic Library Catalogs
Nearly all higher education institutions have placed their library catalogs online. Although this is an obvious convenience for many students, some health care professionals unaccustomed to working completely online may be intimidated by an e-catalog. Library professionals at the tiniest university and the busiest community college are available to demonstrate how to navigate a basic search of their library’s catalog. Asking for assistance in learning how to access the vast assortment of journals, books, databases, and other resources available at one’s college library is an excellent idea. Students in health care programs at larger universities will likely find free classes that specifically teach users how to navigate and use the online catalog. If smaller colleges and universities do not offer these services, one should take advantage of the library’s online tutorials, help pages, frequently-asked-questions pages, and online reference service (if available). Local public libraries often have subscriptions to popular databases and offer free classes on searching techniques to patrons, providing yet another free access point to the best information for one’s research needs. Making full use of available library resources serves to strengthen information literacy skills, enabling learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning ().
Information Sharing and Fair Use
laws in the world of technology are notoriously misunderstood. The same copyright laws that cover physical books, artwork, and other creative material apply in the digital world. Have you ever given a friend a CD that contains a computer game or some other type of software that you paid for and registered? Have you ever downloaded a song from the Internet without paying for it? Have you ever copied a section of online content from a reference site and used that content as if it were your own? Have you ever copied a picture from the Internet without asking permission from the photographer who took the picture? Have you ever copied and pasted information about a disease or drug from a website and then printed out the information to give to a patient or family member? These are all examples of the type of copyright infringements enabled by technology that occur almost without thought.
The value of creative material—whether it is written content, a song, a painting, or some other type of creative work—lies not in the physical medium on which it is stored but rather in the intangibles of creativity, skills, and labor that went into creating that item. The person who created the material should be properly credited and possibly reimbursed for the use of the material. How would musicians be reimbursed for their music if everyone just downloaded their songs illegally from the Internet? Imagine that you created a game to teach patients with type 1 diabetes how to manage their diet and other dieticians copied and distributed that game without getting your permission to do so. How would you feel?
Almost all software, music CDs, and movie DVDs come with restrictions on how and why copies can be made. The license included with the software clarifies exactly which restrictions are applicable. The most common type of software license is a “shrink wrap” license, meaning that as soon as the user removes the shrink wrap from the CD or DVD case, he or she has agreed to the license restriction. Most computer software developers allow for a backup copy of the software to be made without restriction. If the hard drive fails on the user’s computer, the software can usually be reinstalled through this backup copy. Some software companies even allow the purchaser of a software package to transfer it to a new user. In this case, the software typically must be uninstalled from the original owner’s computer before the new owner is free to install the software on his or her computer. Most of these restrictions depend on the honesty of the user in reading and following the licensing agreement. As a result of widespread abuses, however, the music and film industries commonly include hardware security features in their products that block users from making a working copy of a music CD or movie DVD.
The bottom line: Copyright laws also apply to the digital world, and copyright violations can lead to prosecution. Advances in technology have made the sharing of information easy and extremely fast. A scanner can convert any document to digital form instantly, and that document can then be shared with people anywhere in the world. Nevertheless, the person who originally created that document has the right to approve of the sharing of their work. Carefully read the fine print of any software purchased and be sure to clarify any questions regarding how that software can be copied. Avoid downloading music illegally from the Internet, and do not use information from the Internet without permission to do so or without citing the reference appropriately. Health care organizations that allow access to the Internet from a network computer should ensure that users are well aware of and compliant with all copyright and principles.
Clarification of Research Terms
Evidence-based practice, translational research, and research utilization are all terms that have been used to describe the application of evidential knowledge to clinical practice. The following paragraphs explore the definitions of each term. Although these terms are related, they have slightly different meanings and applications.
(EBP), developed originally for its application to medicine, is defined by Sackett, Rosenberg, Gray, Haynes, and Richardson () as “the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients” (p. 71). The “best evidence” in this context refers to more than just research. Goode and Piedalue () state that EBP should be combined with other knowledge sources and “involves the synthesis of knowledge from research, retrospective or concurrent chart review, quality improvement and risk data, international, national, and local standards, infection control data, pathophysiology, cost effectiveness analysis, benchmarking data, patient preferences, and clinical expertise” (p. 15). EBP starts with a clinical question to resolve a clinical problem. For example, published research studies are used in health care quality initiatives as the evidence behind the development of practice algorithms designed to decrease practice variability, increase patient safety, improve patient outcomes, and eliminate unnecessary costs. Use of EBP promotes the use of clinical judgment and knowledge, with procedures and protocols being linked to scientific evidence rather than based on what is customary practice or opinion ().
is the use of findings from one or more research studies in a practical application unrelated to the original study (Polit & Beck, 2008, p. 29) resulting in the generation of new knowledge. Stetler () defines research utilization as the “process of transforming research knowledge into practice” (p. 274). Research utilization can be self-limiting if research is inconsistent or not enough research is available to develop a consensus regarding the answer to the clinical question ().
(science) describes the methods used in translating medical, biomedical, informatics, and health care research into clinical interventions. Woolf () describes translational research in two ways:
T1: the transfer of clinical research to its first testing on humans
T2: the transfer of clinical research to an everyday clinical practice setting
Difficulties in translating research to the T2 setting exist when research applications do not fit well within the clinical context or practical considerations within the organization constrain the application in a clinical setting. Translational research is complicated by the follow-up analysis, practice, and policy changes that occur when adopting research into practice; consequently, available evidence-based health care practices are often not fully incorporated into daily care (Titler, 2004, ). Organizational culture influences the changes made to a clinical application and establishes the groundwork and the support for change-making activities (Titler, 2004). The study of ways to promote the adoption of evidence in the health care context is called “translation science” (Titler, 2010).
History of EBP
Research results are crucial to furthering EBP. The concept of using randomized controlled trials (RCTs) and systematic reviews as the gold standard against which one should evaluate the validity and effectiveness of a clinical intervention was introduced in 1972 by Archie Cochrane (), a scientist and a physician. Cochrane’s experiences as a prisoner of war and medical officer while interning during World War II led to his belief that not all medical interventions were needed and that some caused more harm than good. Cochrane viewed the randomized clinical trial as a means of validating clinical interventions and limiting the interventions to those that were scientifically based, effective, and necessary (Dickersin & Manheimer, 1998).
Cochrane’s colleague, Iain Chalmers, began compiling a comprehensive clinical trials registry of 3,500 clinical trial results in the field of perinatal medicine. In 1988, after being published in print 3 years earlier, the registry became available electronically. Chalmers’s methods for compiling the trials databases became a model for future registry assembly. Eventually, the National Health Service in the United Kingdom, recognizing the value of and need for systemic reviews for all of health care, developed the Cochrane Center. The Cochrane Collaboration () was initiated in 1993 and expanded internationally to maintain systematic reviews in all areas of health care (Dickersin & Manheimer, 1998). Many universities subscribe to the Cochrane Collaboration database, making this information easily accessible to students, faculty, and health care professionals who work for university hospital systems.
Evidence
The RCT is considered the most reliable source of evidence. Yet RCTs are not always possible or available; consequently, health care professionals must use critical analysis to base their clinical decision making on the best available evidence (). The updated Stetler model of research utilization (Stetler, 2001) identifies internal and external forms of evidence. External evidence originates from research and national experts, whereas internal forms of evidence originate from nontraditional sources, such as clinical experience and quality improvement data.
includes standards of practice, codes of ethics, philosophies of practice, autobiographic stories, aesthetic criticism, works of art, qualitative studies, and patient and clinical knowledge (Melnyk, Fineout-Overholt, Stone, & Ackerman, 2000). French () summarizes evidence as “truth, knowledge (including tacit, expert opinion and experiential), primary research findings, meta-analyses and systematic reviews” (p. 254). Health care professionals may additionally draw on evidence from the , such as audit and performance data, the culture of the organization, social and professional networks, discussion with stakeholders, and local or national policy (, p. 86).
To use evidence in practice, the weight of the research, also called , must be determined. Evidence hierarchies have been defined to grade and assign value to the information source. For example, an evidential hierarchy developed by Stetler et al. () prioritizes evidence into six categories:
1. Meta-analysis
2. Individual experimental studies
3. Quasi-experimental studies
4. Nonexperimental studies
5. Program evaluations, such as quality improvement projects
6. Opinions of experts
The hierarchy identifies as the best-quality evidence because it uses multiple individual research studies to reach a consensus. It is interesting to note that opinions of experts are considered the least significant in this hierarchy, yet health care professionals most often seek the opinion of a more experienced colleague or peer when seeking information regarding patient care (Pravikoff, Tanner, & Pierce, 2005).
Qualitative research allows one to understand the way in which the intervention is experienced by the researcher and the participant and the value of the interventions to both parties (). Qualitative research is not always considered in EBP because methods for synthesizing the evidence do not currently exist. The Cochrane Qualitative Research Methods Group (CQRMG) is developing search, appraisal, and synthesis methodologies for qualitative research ().
Bridging the Gap Between Research and Practice
The time between research dissemination and clinical translation may be significant

Discussion: Cramping and Diarrhea
Discussion: Cramping and Diarrhea
Discussion: Cramping and Diarrhea
Week 3 discussion In Week 3 you learned about other common adolescent health conditions. Review the following case study and answer the following questions: An 18 year old white female presents to your clinic today with a 2 week history of intermittent abdominal pain. She also is positive for periodic cramping and diarrhea as well as low grade fever. She also notes reduced appetite. She notes that She admits smoking ½ PPD for the last 2 years. Denies any illegal drug or alcohol use. Does note a positive history of Crohn’s Disease. Based on the information provided answer the following questions: What are the top 3 differentials you would consider with the presumptive final diagnosis listed first? What focused physical exam findings would be beneficial to know? What diagnostic testing needs completed if any to confirm diagnosis? Using evidence based treatment guidelines note a treatment plan. Submission Details: Post your response to the Discussion Area by the due date assigned. Respond to at least two posts by the end of the week.
Diarrhea affects almost everyone at some point. Abdominal pain or cramping may accompany diarrhea. Some of the most common causes include food sensitivities, bacterial or viral infections, and medication or alcohol use.
It may also result from or chronic conditions, such as (IBS).
Here we describe some common causes of abdominal pain and .
Causes
Diarrhea may be acute and occur suddenly, or chronic and develop slowly and last for a few days.
Some of the most common causes of abdominal pain and acute or chronic diarrhea include:
1. Infection
Diarrhea may result from a bacterial or viral infection of the stomach and bowel, which doctors call .
People may get bacterial gastroenteritis by eating or drinking contaminated food or water. Symptoms usually occur within a few hours or days of consuming the contaminated food.
People may also contract viral gastroenteritis, which some people call stomach , from someone who has the infection.
Symptoms typically go away without treatment after a few days in both cases. People can try home remedies, such as drinking plenty of fluids, resting, and taking over-the-counter medications to ease discomfort.
Parasitic infections can also cause acute diarrhea and abdominal pain. This type of infection often clears up within a few weeks. Persistent outbreaks may require medical treatment.
2. Reactions to food
Something a person has eaten or drunk can potentially cause diarrhea, abdominal pain, and other types of stomach problems. Symptoms typically occur for short periods and will usually go away a few hours after eating.
Diarrhea after eating may have causes including:
sudden changes in diet
eating rich, fatty foods
food sensitivities
, where the body cannot break down gluten, a protein found in wheat, rye, and barley
More than of people experience food sensitivities, according to some research.
It is not always clear why diarrhea occurs after eating. Keeping a food diary can help. Once people know which foods are causing the problem, they can address it.
Remedies may include introducing new foods and dietary changes slowly, eating fewer rich meals, and limiting or avoiding trigger foods. People with celiac disease will need to remove gluten from their diet permanently.
3. Indigestion and overeating
Overeating can result in , diarrhea, and stomach ache because the digestive system struggles to deal with large amounts of food.
Both adults and children can experience the side effects of overeating, but children may be more likely to do so. This is because children cannot always differentiate between feeling hungry and feeling full.

Benefits/Cost Of Choices
Benefits/Cost Of Choices
Permalink:
Estimating the Benefits and Costs of Your Choices
According to studies of graduates of bachelor-degree programs in psychology, entry-level positions tend to pay relatively little and may be relatively unsatisfying. Although the positions, pay, and reported job satisfaction of psychology majors tend to significantly improve many years after graduation, those who enter the workforce immediately upon graduation risk at least a few years of less-than-satisfactory employment (Landrum & Elison-Bowers, 2009; Rajecki & Borden, 2011).
Although graduate school can be a route to a better paying, more satisfying job and career, it is quite expensive. According to the APA (2003), a doctoral degree results in most students entering into debts worth $50,000 to $75,000 or even more. The median debt incurred for a master’s degree is approximately $25,000 (Kantrowitz, 2011).
Using your textbook, the Internet, and the Argosy University online library resources, research choices such as entering the workforce immediately upon graduation or enrolling in a graduate school. On the basis of your research, respond to the following:
Select one of the options: entering the workforce upon graduation or attending graduate school. Identify at least five benefits and at least five risks associated your chosen option. For example, if you choose to enter the workforce immediately upon graduation, identify the benefits and risks of doing so. Cite at least two sources of this information.
Design a Microsoft PowerPoint presentation illustrating the risks and benefits. Include at least one graph, chart, or table to add to the presentation’s visual appeal.
If you have chosen to enter the workforce, imagine you are designing the presentation for a job fair at which you are a recruiter trying to convince new graduates of undergraduate programs to work for your organization.
If you have chosen to enter graduate school, imagine you are designing the presentation for a professional conference where you hope to recruit undergraduate seniors to apply to your graduate program.
Include one slide with a speech or a persuasive narrative, in your own words, to persuade students or recent graduates to make one choice (join the workforce or enter graduate school).
Include at least one slide addressing recent trends in the job market and analyzing whether this is an optimal time to enter the workforce or to continue your studies in graduate school.
Include at least one slide addressing the pitfalls recent graduates from bachelor’s degree programs face and how best to avoid those challenges. One pitfall must be related to the financial risk of or the debt incurred as a result of making each choice (joining the workforce and continuing school).
Refer to the sidebar to download and review a copy of either the Microsoft Word poster template, or else the Microsoft PowerPoint poster template.
Support your statements with information from academic sources, one of which can be your textbook. Be sure to include in-text citations and a reference list on the final slides of the presentation

Assignment: Use of Objectives
Assignment: Use of Objectives
Assignment: Use of Objectives
Module IV Discussion Compare and contrast the use of objectives, questions, or hypotheses used in quantitative and qualitative articles. Post your initial response by Wednesday at midnight. Respond to one student by Sunday at midnight. Both responses should be a minimum of 150 words, scholarly written, APA formatted, and referenced. A minimum of 2 references are required (other than your text). Refer to the Grading Rubric for Online Discussion in the Course Resource section.1. A specific result that a person or system aims to achieve within a time frame and with available resources.
In general, objectives are more specific and easier to measure than goals. Objectives are basic tools that underlie all planning and strategic activities. They serve as the basis for creating policy and evaluating performance. Some examples of business objectives include minimizing expenses, expanding internationally, or making a profit.
2. Neutral (bias free), relating to, or based on verifiable evidence or facts instead of on attitude, belief, or opinion. Opposite of subjective.
For further explanation, see Goals vs.
An important objective of personal financial planning is to ensure that unnecessary expenses are eliminated and that necessary expenditures are dealt with in a timely manner, so as not to generate late fees or other penalties.
Objective refers to the elimination of subjective perspectives and a process that is purely based on hard facts.
Okay, so how does this influence investing? Investors should approach investing purely objectively and make their decisions based on hard analysis of the facts. You’d expect an investor to do some on their investing options and once that’s done simply select the option with the best return or that best meets their objectives. While that sounds straight forward it’s a lot harder in practice as investors are influenced by perceptions of companies, both public and their own, as well as simply their ‘gut feel’ of a company.
For some investors this works well, they pick the winner that no one else saw coming. For others, they commit to an investment for the wrong reasons and it burns them. Investors also struggle to remain objective once they’ve made an investment. A stock takes a hit and they dump it in a hurry, or a stock appreciates and they hold on to it even as it declines because they remember that good performance. The goal of investing is to buy low and sell high and either of the thought processes above defeat that goal.
When making investing decisions it’s always important to make sure you think about and consider whether you are letting subjective thoughts work their way into the process.

2-6 page paper; excluding any title page, references, and appendices on: Analyze patterns of social behavior illustrated during a face-to-face interaction in a healthcare situation to develop a trusting leadership relationship.
Description:
Discuss how social behaviors displayed during face to face interactions affect the practice of your medical occupational specialty on a daily basis. Your analysis should include.
Examples from the literature or from personal experience that illustrate how those patterns influence behavior in providing patient care or leadership practices.
A discussion of their impact, i.e., how being capable of analyzing patterns of behavior help you to model leadership in your occupation through developing trusting relationships and establishing respect with peers and or patients.
Four face to face social behaviors and/ or interactions experiences in your daily work.
You may illustrate your response with actual or hypothetical situations. Any actual situation should be presented as a hypothetical one, with any names and other identifying information changed for anonymity.
Possible points:
Assignment includes four face to face social behaviors and / or interactions experienced in daily work. 0-40
Work provides examples that illustrate how these patterns influence behavior of all parties. 0-30
Work provides evidence for how being capable of analyzing patterns of behavior helps to model leadership in a healthcare occupation through developing trusting relationships and establishing respect with others. 0-30
Points deducted for spelling, grammar, and/ or APA errors.