You are required to develop a rough draft for your Final Lab Report, which covers the drinking water quality experiment from the Week Two Lab assignment “Lab 2: Water Quality and ContaminationPreview the document.” Please use the Week Three Assignment Template for preparing your rough draft to insure that you include all required components in a well-organized manner. Before completing this Template, view the Tutorial on the Rough Draft of the Final Lab Report Template so that you have a clear picture on how to use the template most effectively. This rough draft must also be reviewed using the Grammarly (Links to an external site.)Links to an external site. tool from the Writing Center to help you identify and correct any mistakes to your rough draft. Be sure to submit a screen shot of the Grammarly report and the corrected rough draft to the Week Three Assignment box. This resource will show you how to take a screen shot on your computer and upload it to Waypoint successfully.
For a written transcript, click herePreview the document.
Complete the following steps to submit both reports:
Carefully read the instructions for your Final Lab Report assignment located within Week Five of the course..
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Download the Rough Draft of the Final Lab Report TemplatePreview the document and utilize this form to ensure correct formatting and inclusion of all required material.
View the Tutorial on the Rough Draft of the Final Lab Report Template so that you can apply the template with success.
Use at least two scholarly sources, two credible sources, and your lab manual to support your points.
The rough draft must be three to five pages in length (excluding title and reference pages) and formatted according to APA style. For information regarding APA samples and tutorials, visit the Ashford Writing Center (Links to an external site.)Links to an external site..
Use the Grammarly tool to proofread your paper before submitting it for grading. Grammarly is a free proofreading program available to all Ashford students.
To learn how to set up and use Grammarly, watch the Grammarly tutorial (Links to an external site.)Links to an external site..
Upload your paper to Grammarly and take a screen shot of your reviewed paper. Need help taking a screen shot? See this handoutPreview the document.
Save the Grammarly screenshot to your computer and submit it along with your assignment. This means that you will submit two documents to Waypoint: the Grammarly screen shot and your corrected rough draft.
Note: Need help using Grammarly? Email the Writing Center at writing@ashford.edu.
Note: Please do not use www.grammarly.com to sign up as you will get limited feedback. Ashford University pays for additional fabulous Grammarly services so you don’t have to. If you encounter any problems or technical issues, please contact: support@grammarly.com
The Rough Draft of the Final Lab Report must contain the following seven sections in this order:
Title Page – This page must include the title of your report, your name, course name, instructor, and date submitted.
Introduction – This section should discuss why the experiment was conducted. At a minimum, it should contain three paragraphs. One paragraph must cover background information of similar studies that have already been done in the area. This is accomplished by citing existing literature from similar experiments and explaining their results. A second paragraph should discuss an objective or a reason why the experiment is being done. Why do we want to know the answer to the question we are asking? A third paragraph should provide a hypothesis for the experiment conducted, along with your rationale behind that hypothesis.
Materials and Methods – This section should provide a detailed description of the materials used in your experiment and how they were used. A step-by-step rundown of your experiment is necessary; however, it should be done in paragraph form, not in a list format. The description should be exact enough to allow for someone reading the report to replicate the experiment, but it should be in your own words and not simply copied and pasted from the lab manual.
Results – This section should include the data and observations from the experiment. All tables and graphs should be present in this section. Additionally, there should be at least one paragraph explaining the data in paragraph form. There should be no personal opinions or discussion beyond the results of your experiments located within this section.
Discussion – This section should interpret or explain the meaning of your data and provide conclusions. At least three paragraphs should be outlined here. First, a paragraph should be present that addresses whether your hypothesis was confirmed or denied and how you know this. Second, you are to discuss the meaning of your findings in this area utilizing scholarly sources to put the paper into context. For example, how do your results compare with the findings of similar studies? Also, you should discuss if there are any outside factors (i.e., temperature, contaminants, time of day) that affected your results. If so, how could you control for these in the future? Finally, you should discuss any future questions arising from your results and how you might test them with new experiments.
Conclusions – This section should provide a brief summary of your work. What are the key take-away points from your study?
References – Provide a list of at least two scholarly sources, two credible sources, and your lab manual that will be used in the Final Lab Report. Format your references according to APA style as outlined in the Ashford Writing Center.
Note: An abstract must be included in the Final Lab Report. However, the abstract should not be included in the rough draft as it is to be written last after the entire paper is fully written. Do not forget this in your Final Lab Report.
In addition to the Grammarly (Links to an external site.)Links to an external site. tool, you have three tutoring services available: Paper Review, Live Chat, and Tutor E-mail. Click on the Writing Center (AWC) tab in the left-navigation menu, in your online course, to learn more about these tutoring options and how to get help with your writing.
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Discussion Question:Implementation & Barriers
Discussion Question:Implementation & Barriers
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:Discussion Question:Implementation & Barriers
Discussion Question 2 Implementation and Barriers includes:
Select one of the following organizations and the associated quality improvement initiative:
a. The Joint Commission (National Patient Safety Goals)
b. Centers for Medicare & Medicaid Services (Never Events)
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Describe the overarching goal of the initiative. Describe key strategies this organization has recommended to improve quality in the healthcare setting. In your opinion, what are the potential barriers associated with implementing this strategy in the healthcare setting?
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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Assignment: Psychopharmacologic agents.
Assignment: Psychopharmacologic agents.
Permalink: https://onlinenursingessays.com/assignment-psych…macologic-agents/
Agonists are agents that share a similar effect to that of endogenous receptor activators. On the other hand, the binding of an antagonist to a receptor prevents receptor activation since it has receptor affinity but lacks intrinsic activity (Currie, 2018). Partial agonists designate substances that have a spectrum of agonistic action at a receptor without elicitinga complete response of a true agonist. Meanwhile, inverse agonists produce an opposite pharmacological effect through suppression of spontaneous receptor signaling despite binding to the agonist binding site on the receptor(Berg & Clarke, 2018). Consequently, partial agonists and inverse agonists diminish the efficacy of psychopharmacologic agents.
Compare and Contrast the Actions of G-Coupled Proteins and Ion Gated Channels
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G-protein coupled receptors are complex membrane receptors that utilize three elements for their function including the receptor, the G-protein, and the effector molecule. The binding of a ligand induces a conformational change to the receptor that activates a G-protein which inturn activates an effector molecule that leads to the synthesis of second messengers and activation of diverse signaling pathways within the cell(Peletier & Gabrielsson, 2018). Ion gated channels encompass ligand-gated, voltage-gated, and mechanically gated ion channels that open or close in response to respective stimuli (Peletier & Gabrielsson, 2018). Their opening causes alteration of membrane potential and signal transduction.
Epigenetics and Pharmacologic Action
Epigenetics is widely used to establish DNA modifications that are implicated in diseases. This concept is critical and provides a learning experience as well as an opportunity for the development of new pharmacologic agents. Similarly, the pharmacological effects of various drug substances vary based on epigenetic-induced cellular alterations.
Impact of the Information on Prescription
The knowledge of the drug-receptor interactions as well as epigenetics is essential to advanced nurses during the prescription of psychopharmacologic agents. For instance, epigenetics is widely known to play a key role in the development of neurodegenerative diseases such as dementia (Toth, 2021). It has also been discovered that epigenetics increases the adverse effects and alters the efficacy of antipsychotic agents used to treat the behavioral and psychological effects of patients with dementia (Toth, 2021). Finally, drug-receptor interaction enables the nurses to understand the mechanism of action of drugs as well as the indications of the drugs.
References
Berg, K. A., & Clarke, W. P. (2018). Making sense of pharmacology: Inverse agonism and functional selectivity. The International Journal of Neuropsychopharmacology, 21(10), 962–977. https://doi.org/10.1093/ijnp/pyy071
Currie, G. M. (2018). Pharmacology part 1: Introduction to pharmacology and pharmacodynamics. Journal of Nuclear Medicine Technology, 46(2), 81–86. https://doi.org/10.2967/jnmt.117.199588
Peletier, L. A., & Gabrielsson, J. (2018). New equilibrium models of drug-receptor interactions derived from target-mediated drug disposition. The AAPS Journal, 20(4), 69. https://doi.org/10.1208/s12248-018-0221-x
Toth, M. (2021). Epigenetic neuropharmacology: Drugs affecting the epigenome in the brain. Annual Review of Pharmacology and Toxicology, 61(1), 181–201. https://doi.org/10.1146/annurev-pharmtox-030220-022920
Post a response to each of the following:
1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.
2. Compare and contrast the actions of g couple proteins and ion gated channels.
3. Explain the role of epigenetics in pharmacologic action.
Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action
Post a response to each of the following:
1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.
2. Compare and contrast the actions of g couple proteins and ion gated channels.
3. Explain the role of epigenetics in pharmacologic action.
Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action
Post a response to each of the following:
1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.
2. Compare and contrast the actions of g couple proteins and ion gated channels.
3. Explain the role of epigenetics in pharmacologic action.
Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action
NURS 6630 Week 1: Introduction to Neuroscience
Modern psychopharmacology is largely the story of chemical neurotransmission. To understand the actions of drugs on the brain, to grasp the impact of diseases on the central nervous system, and to interpret the behavioral consequences of psychiatric medicines, one must be fluent in the language and principles of neurotransmission.
—Dr. Stephen M. Stahl in Stahl’s Essential Psychopharmacology
By using a combination of psychotherapy and medication therapy, psychiatric mental health nurse practitioners are positioned to provide a very unique type of care to clients with psychiatric disorders. To be successful in this role, you must have a strong theoretical foundation in pathophysiology, psychopharmacology, and neuroscience. This foundation will help you assess, diagnose, and treat clients as you relate presenting symptoms to theoretical neuronal functioning.
This week, as you begin to study psychopharmacology, you explore foundational neuroscience. You examine the agonist-to-antagonist spectrum of action of psychopharmacologic agents, compare the actions of g couple proteins to ion gated channels, and consider the role of epigenetics in pharmacologic action.
Note: In previous courses, the term “patient” was used to describe the person receiving medical care. In traditional medicine and nursing, this term is used to describe the person you do something to, and it often refers to a passive recipient of care and services. As you move into the realm of psychiatric mental health, a transition will occur. You will work with individuals who are active participants in their care, and these individuals are generally referred to as “clients” as opposed to “patients.” It is important to note that the term “client” is also favored in other mental health disciplines, such as psychiatry, psychology, and social work.
Photo Credit: [cgtoolbox]/[Vetta]/Getty Images
Discussion: Foundational Neuroscience
As a psychiatric mental health nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat clients, you must not only understand the pathophysiology of psychiatric disorders, but also how medications for these disorders impact the central nervous system. These concepts of foundational neuroscience can be challenging to understand. Therefore, this Discussion is designed to encourage you to think through these concepts, develop a rationale for your thinking, and deepen your understanding by interacting with your colleagues.
Learning Objectives
Students will:
Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents
Compare the actions of g couple proteins to ion gated channels
Analyze the role of epigenetics in pharmacologic action
Analyze the impact of foundational neuroscience on the prescription of medications
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press *Preface, pp. ix–x
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 1, “Chemical Neurotransmission”
Chapter 2, “Transporters, Receptors, and Enzymes as Targets of Psychopharmacologic Drug Action”
Chapter 3, “Ion Channels as Targets of Psychopharmacologic Drug Action”
Document: Midterm Exam Study Guide (PDF)
Document: Final Exam Study Guide (PDF)
Required Media
Laureate Education (Producer). (2016i). Introduction to psychopharmacology [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 3 minutes.
Optional Resources
Laureate Education (Producer). (2009). Pathopharmacology: Disorders of the nervous system: Exploring the human brain [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 15 minutes.
Dr. Myslinski reviews the structure and function of the human brain. Using human brains, he examines and illustrates the development of the brain and areas impacted by disorders associated with the brain.
Laureate Education (Producer). (2012). Introduction to advanced pharmacology [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 8 minutes.
In this media presentation, Dr. Terry Buttaro, associate professor of practice at Simmons School of Nursing and Health Sciences, discusses the importance of pharmacology for the advanced practice nurse.
To prepare for this Discussion:
Review this week’s Learning Resources.
Reflect on concepts of foundational neuroscience.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
By Day 3
Post a response to each of the following:
Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.
Compare and contrast the actions of g couple proteins and ion gated channels.
Explain the role of epigenetics in pharmacologic action.
Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.
Read a selection of your colleagues’ responses.
By Day 6
Respond to two colleagues in one of the following ways:
If your colleagues’ posts influenced your understanding of these concepts, be sure to share how and why. Include additional insights you gained.
If you think your colleagues might have misunderstood these concepts, offer your alternative perspective and be sure to provide an explanation for them. Include resources to support your perspective.
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The Joint Commission
The Joint Commission, or simply “TJC,” is an organization formed to accredit medical facilities. It is a private organization composed of physicians, nurses, pharmacists, risk managers, and other professionals. The main concern of TJC is patient safety. The Joint Commission Accreditation is voluntary. However, CMS states that, in order to receive reimbursement from Medicare and Medicaid, a health care provider must have completed the accreditation survey and be approved by The Joint Commission. Typically, TJC will visit every 18-24 months to ensure compliance.
HIM Professionals should be aware of what TJC evaluates to accredit a medical facility, because he/she may be called upon to provide needed information or otherwise assist in a TJC audit.
Suppose you worked at a medical facility and were given the assignment to prepare the facility for a Joint Commission audit. Watch the video on the TJC again, and download and view the TJC Readiness Checklist.
What to Expect from THC Surveyor (6:59)
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Assignment:
A patient came to Dr. Bayberry’s office. She was diagnosed with pneumonia. She was given an antibiotic injection. Before the injection, she was asked the appropriate questions and denied having any allergies to medications. The medical assistant had the patient wait the allowed 15 minutes, and there was no visible adverse reaction. The patient was released to go home with her daughter. Five minutes after leaving the office, the daughter came back in a panic: the patient was unconscious in the car. Dr. Bayberry and the medical assistant went to the car to find that the patient had gone into cardiac arrest. EMS was called and the doctor and medical assistant did CPR until they arrived.
According to the article about sentinel events from TJC, what takes place now? Is there a need to do any reporting? Is TJC involved? Write a four-paragraph paper on what takes place after a sentinel event such as the above occurs. Save the file as “SentinelEvent”
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Discussion of topic one should be at least 300 words for a total of two pages. Be thoughtful, creative, and work to advance the Discussion.
https://medicalexecutivepost.com/2011/01/19/recognizing-the-differences-between-healthcare-and-other-industries/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4998854/
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https://www.ncbi.nlm.nih.gov/books/NBK2682/ use those article as your guide
Topic 1:
· Discuss the similarities and differences of quality between the manufacturing and healthcare industries.
· Discuss the role of resource utilization in the healthcare system in the quality of care.
· Discuss some of the methodologies and tools used by healthcare organizations in quality-improvement projects.
Then On two different paragraphs give your personal opinion to Tanyka Timmons and Tamara Seguin
Tanyka Timmons
According to (Sadeghi, S., Mikhail, O., Barzi, A., Shabot, M.M 2013) there are six differences between the healthcare industry and the manufacturer industry quality
1. The asymmetry of information between provider and patient is more pronounced making in different in healthcare than all other industries
2. Third party payments and the fact that patients don’t always directly pay for services
3. The role of the physician in health care is truly unparalleled as there is no counterpart to the physician in other industries
4. In healthcare, the consumer is often interacting with the provider at a time of great vulnerability unlike any other industry
5. Manufacturing industries are national/global while healthcare industries are local/regional
6. Patients are as much part of the process of care as they are consumers of it
The similarities in the two industries according to (Sadeghi, S., Mikhail, O., Barzi, A., Shabot, M.M 2013) are the six dimensions of quality in healthcare that relate to the manufacturer industry are performance which is comparable to effectiveness in healthcare, features which overlap with patient-centeredness, reliability overlaps with safety, perceived quality is can be viewed as patient-centeredness, perceived quality from the provider standpoint is equivalent to effectiveness and serviceability is equal to timeliness.
In the role of resource utilization in the healthcare industry system in the quality of care it’s simple; without resources there is no quality
Some of the methodologies and tools used in healthcare for quality improvement projects are:
· Plan-Do-Study-Act (PDSA) always known as Plan-Do-Check-Act (PDCA)
· Six Sigma
· Lean Manufacturing
· Visual Analysis Methods
Sadeghi, S., Mikhail, O., Barzi, A., Shabot, M.M (2013). Integrating Quality and Strategy in Health Care Organizations; 13th Ed. Burlington, MA: Jones & Bartlett Learning
Tamara Seguin
One similarity in healthcare and manufacturing is marketing and competition. According to Dr. David E (2011), manufacturing and healthcare provides a service that people need or want. Hospitals exist because people get sick or injured and grocery stores exist because people need food. Both fill people’s needs. Some differences between manufacturing and healthcare are that you cannot put people on a production line and treat them like a merchandise as manufacturing does in production. A production line can produce numerous products within minutes where a doctor cannot see patients and decide the needs for the patient in the same amount of time. If a patient needs a specialist, you can’t get on the internet and order one from china. Healthcare is done within a local area (most of the time). Quality is measured different in healthcare than in manufacturing.
According to Leggett, L. E (2016) Self reporting questionnaires is way to collect information/data on healthcare resource utilization. Two measured resources is a doctor visits and inpatient stay. With healthcare cost increasing economic calculations must use data to determine the quantities of resource utilizations. This helps determine how to reduce the cost of healthcare without decreasing quality. Using questionnaires is one way to determine what resources where/are being used. Data collected from hospitals and insurance companies are also a source to identify resource utilization, but this information may not be readily available, also they may lack information.
One tool used to improve quality within healthcare is public reporting performance at national, state and other levels. According to Hughes RG. (2008), it is believed that comparing performance between providers and institutes will inspire better quality and performance. Another tool used is the Plan-Do-Study-Act (PDSA) model. This method takes small areas that need improvement and determines what the goal is (what needs fixing), how do we know we have achieved our goal (measurement) and what will we do when we reach our goal. There are others such as Six Sigma, Lean Production System, Root cause analysis (RCA) and more.
Reference
Dr. David E (2011), Why Hospitals, Clinics and Medical Offices are Not Hotels, or Manufacturing Plants or Production Assembly Lines, etc. Retrieved from https://medicalexecutivepost.com/2011/01/19/recognizing-the-differences-between-healthcare-and-other-industries/
Leggett, L. E., Khadaroo, R. G., Holroyd-Leduc, J., Lorenzetti, D. L., Hanson, H., Wagg, A., Padwal, R., … Clement, F. (2016). Measuring Resource Utilization: A Systematic Review of Validated Self-Reported Questionnaires. Medicine, 95(10), e2759.
Hughes RG. (2008). Tools and Strategies for Quality Improvement and Patient Safety. Apr. Chapter 44. Available from: https://www.ncbi.nlm.nih.gov/books/NBK2682/
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