Assignment: Long-Term Care Facilities
Assignment: Long-Term Care Facilities
Assignment: Long-Term Care Facilities
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Long-Term Care Facilities
Course Project: Long-Term Care Facilities II
Working on the same two facilities that you identified in W3 Assignment 2, prepare a 8- to 10-page report in a Microsoft Word document including the following: ** Adult Daycare-Friends Place ** Assisted Living-Arden Courts
Describe the roles and responsibilities of the administration in each department of your chosen facilities.
Identify and list the sources of financing available to consumers for the various programs provided by your chosen facilities. Identify the key public and private sources of reimbursement available. Also discuss the role played by managed care and its impact on long-term care reimbursement.
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Describe the various government and private resources available that assist in developing and maintaining quality improvement programs in your chosen facilities. Describe the ways in which quality and cost are controlled in your chosen facilities. Also discuss the ethical aspect of access to care in the facilities, including rationing.
Based on your observations and learning from the two facilities, discuss the changes brought in the long-term care system to make it reach full status as a competition-driven system. You may include the following points in your discussion:
Discuss the changes made in the control mechanisms (external and internal) in order to control the management, financing, and quality in the long-term care systems.
Discuss the changes taking place in long-term care reimbursement system in order to provide better reimbursement options both to consumers and providers.
Discuss the changes made in the efforts of providers to accommodate changing magnitude of the day-to-day needs of long-term care consumers.
Support your responses with examples.
Cite any sources in APA format.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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Neurological Case Study
Neurological Case Study
Neurological Case Study
Brent is a 9 year old school age child who lives with his parents and two siblings. He attends middle school and achieves average performance. Last year Brent and his family were involved in a motor vehicle accident in which Brent experienced a closed head injury. He was hospitalized for 3 months and through therapy has regained his mobility, cognitive functioning, and most of his memory. During his recovery he experienced several seizures and was prescribed phenytoin sodium 50 mg by mouth three times a day. When he returned to school, his parents informed the school based health center of Brent’s condition. Brent takes one dose of medication before school, one at lunchtime and the last dose in the evening at home. This regimen has controlled his seizure activity.
This afternoon at school, Brent experiences a seizure involving loss of consciousness, violent spasms and stiffening with the upper extremities flexed and the lower extremities extended. His classroom teacher moved all the desks away from where Brent was having his seizure, placed a pillow under his head, and sent one of the other students in her class to bring the school nurse practitioner to the classroom. By the time the nurse practitioner arrived at the classroom about 2 minutes later, Brent’s seizure was over and he was lying quietly on the floor. The nurse practitioner was able to arouse him and sent the teacher to the office to call 911. His parents were called, and he was transferred to the local acute care facility (Broyles, 2006). You will need to answer the following questions and summarize in 1-2 paragraphs.
Discuss the different types of seizures that affect children.
How common are seizures in children and what causes them?
Discuss the significance of the characteristics of Brent’s seizure.
Discuss the possible relationship between Brent’s closed head injury and the development of seizures.
What assessment date would be helpful for the nurse practitioner to have?
What is Phenytoin sodium and why is Brent prescribed this medication?
Brent weighs 30 kg on admission. Following diagnostic testing, his health care provider increases Brent’s dosage of Phenytoin sodium to 75 mg by mouth three times a day. Discuss the rationale for this change and whether this dose is within the safe dosage range.
Discuss the teaching priorities for Brent and his parents as he prepares for discharge.
Brent has been discharged from the local acute care facility. The nurse practitioner receives Brent’s phenytoin sodium level which is 4 micrograms/mL. Discuss this level and what actions the nurse practitioner should take as a result of this information.
What impact might Brent’s seizure condition have on his growth and development?
At least 350 words APA 3 intext citations no older than 4 years DUE TONIGHT
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Quantitative Design And Analysis Assessment
Quantative Design And Analysis Masters Course Assessment : Histograms And Descriptive Statistics
Quantitative Design And Analysis Assessment
For this three-part assessment, you will create and interpret histograms and compute descriptive statistics for given variables; analyze the goals of data screening; and generate z scores for variables, analyze types of error, and analyze cases to either reject or not reject a null hypothesis. You will use SPSS software and several Capella course files to complete this assessment.
A solid understanding of descriptive statistics is foundational to grasping the concepts presented in inferential statistics. This assessment measures your understanding of key elements of descriptive statistics.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
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Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
Analyze the strengths and limitations of examining a distribution of scores with a histogram.
Analyze the relevant data from the computation, interpretation, and application of z-scores.
Analyze real-world application of Type I and Type II errors and the research decisions that influence the relative risk of each.
Competency 2: Analyze the decision-making process of data analysis.
Analyze meaningful versus meaningless variables reported in descriptive statistics.
Apply the logic of null hypothesis testing to cases.
Competency 4: Interpret the results of statistical analyses.
Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Interpret descriptive statistics for meaningful variables.
Competency 5: Apply a statistical program’s procedure to data.
Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Apply the appropriate SPSS procedures for creating z-scores and descriptive statistics to generate relevant output.
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
Quantitative Design And Analysis Assessment
Read Assessment 1 Context [DOC] for important information on the following topics:
SHOW LESS
The standard normal distribution and z scores.
Hypothesis testing.
Null and alternative hypotheses.
Type I and Type II errors.
Probability values and the null hypothesis.
Quantitative Design And Analysis Assessment
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the courseroom navigation menu. Use the resources to guide your work.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
This resource is available from the Capella University Bookstore.
Required Resources
The following resources are required to complete the assessment.
SPSS Software
The following statistical analysis software is required to complete your assessments in this course:
IBM SPSS Statistics Standard or Premium GradPack (recent version for Windows or Mac).
As a Capella learner, you have access to the more robust IBM SPSS Statistics Premium GradPack arranged at an academic discount through a contracted vendor.
Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.
Data Set and Software Procedure
Data Set Instructions [DOCX].
These instructions explain how to access the data needed for this assessment.
grades.sav.
This file contains the data set used with SPSS to complete the assessment.
Assessment Template and Output Instructions
Copy/Export Output Instructions [DOCX].
This document provides instructions for extracting output from SPSS. You will insert your output into the assessment answer template as indicated.
Use this template to complete your assessment.z Scores, Type I and Type II Error, Null Hypothesis Testing Answer Template [DOCX].
Preparation
This assessment has three parts, each of which is described below. Submit all three parts as Word documents.
Note: All the course documents you will need for the assessment are linked in the Resources section.
Read Assessment 1 Context to learn about the concepts used in this assessment.
This assessment uses the grades.sav file, found in the Resources for this assessment.
The fictional data in the grades.sav file represent a teacher’s recording of student demographics and performance on quizzes and a final exam across three sections of the course. Each section consists of about 35 students (N = 105).
There are 21 variables in grades.sav. To prepare for this assessment, complete the following:
Open your grades.sav file and navigate to the “Variable View” tab.
Read the Data Set Instructions, and make sure you have the correct Values and Scales of Measurement assigned.
Part 1: Histograms and Descriptive Statistics
Your first IBM SSPS assessment includes two sections:
Create two histograms and provide interpretations.
Calculate measures of central tendency and dispersion and provide interpretations.
Key Details and Instructions
Submit your assessment as an attached Word document.
Begin your assessment by creating a properly formatted APA title page. Include a reference list at the end of the document if necessary. On page 2, begin Section 1.
Organize the narrative report with your SPSS output charts and tables integrated along with your responses to the specific requirements listed for that assessment. (See the Copy/Export Output Instructions in the Resources for instructions on how to do this.)
Label all tables and graphs in a manner consistent with APA style and formatting guidelines. Citations, if needed, should be included in the text as well as a reference section at the end of the report.
For additional help in completing this assessment, refer to IBM SPSS Step-By-Step Instructions: Histograms and Descriptive Statistics, linked in the Resources.
Quantitative Design And Analysis Assessment
Section 1: Histograms and Visual Interpretation
Section 1 will include one histogram of “total” scores for all the males in the data set, and one histogram of “total” scores for all the females in the data set.
Create two histograms using the total and gender variables in your grades.sav data set:
A histogram for male students.
A histogram for female students.
Below the histograms, provide an interpretation based on your visual inspection. Correctly use all of the following terms in your discussion:
Skew.
Kurtosis.
Outlier.
Symmetry.
Modality.
Comment on any differences between males and females regarding their total scores. Analyze the strengths and limitations of visually interpreting histograms.
Section 2: Calculate and Interpret Measures of Central Tendency and Dispersion
Using the grades.sav file, compute descriptive statistics, including mean, standard deviation, skewness, and kurtosis for the following variables:
id.
gender.
ethnicity.
gpa.
quiz3.
total.
Below the Descriptives table, complete the following:
Indicate which variable or variables are meaningless to interpret in terms of mean, standard deviation, skewness, and kurtosis. Justify your decision.
Next, indicate which variable or variables are meaningful to interpret. Justify your decision. For meaningful variables, specify any variables that are in the ideal range for both skewness and kurtosis.
Specify any variables that are acceptable but not excellent.
Specify any variables that are unacceptable. Explain your decisions.
For all meaningful variables, report and interpret the descriptive statistics (mean, standard deviation, skewness, and kurtosis).
Part 2: Data Screening
For this part of the assessment, respond to the following questions:
What are the goals of data screening? How can you identify and remedy the following?
Errors in data entry.
Outliers.
Missing data.
Part 3: z Scores, Type I and II Error, Null Hypothesis Testing
This IBM SPSS assessment includes three sections:
Generate z scores for a variable in grades.sav and report/interpret them.
Analyze cases of Type I and Type II error.
Analyze cases to either reject or not reject a null hypothesis.
The format of this assessment should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document). See the Copy/Export Output Instructions for instructions on how to do this.
Download the z Scores, Type I and Type II Error, Null Hypothesis Testing Answer Template from the Required Resources, and use the template to complete the following sections:
Section 1: z Scores in SPSS.
Section 2: Case Studies of Type I and Type II Error.
Section 3: Case Studies of Null Hypothesis Testing.
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Research Proposal Assignment Question
Research Proposal Assignment Question
Research Proposal Assignment Question
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Research Proposal
Submit your Research Questions for Approval
What is a research proposal?
The purpose of the research proposal is to identify and formulate questions that arise from nursing practice and to design a research project to study the identified problem. The goal of a research proposal is to present and justify a research idea you have and to present the practical ways in which you think this research should be conducted. Research proposals contain extensive literature reviews and must provide persuasive evidence that there is a need for the proposed research study. In addition to providing rationale for the proposed research, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and/or benefits derived from the study.
Research Proposal Assignment Question
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Directions:
You will be required to write a research proposal to be submitted in week 7. This may be either a qualitative or quantitative research proposal. The proposal should be a 6–10 pages plus appendices, cover page, and reference page. In week 8, you will present your proposal to your classmates via video presentation.
This week, you will submit a topic for your research proposal and presentation as well as the research questions you will be utilizing for your proposal and presentation. Your instructor must approve your research questions and topic for your proposal.
Submit your journal assignment and include the following:
Research topic for the proposal and presentation
Research questions for the proposal and presentation
Note: Once approved, any changes to your topic or research questions should be approved by your instructor.
Click here for detailed assignment directions and criteria for your research proposal and presentation due in weeks 7 and 8.
Click here for tips and further information on writing research papers (provided by Purdue OWL)
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Don’t wait until the last minute
Fill in your requirements and let our experts deliver your work asap.
Start My Order
