Bright Academic Experts

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  • n/a I’ll do this part

    1. Download the zipped folder linked below:
    4. Extract or unzip the folder. You should see four files inside.
    5. TIP: If you’re not sure how to extract a zipped folder, search your operating system’s help feature or refer to the
    7. in the Course Introduction.

    Step 2: Identify the Files

    1. Create a new document using Word, Google Docs, or another word processing tool of your choice. Type your name, the date, and your course information at the top of the document.
    2. In the document, list each of the four extracted files by name and identify their file type based on the file extension.
    3. Example: MyPhoto.jpg – Image File (JPG)
    4. TIP: If the file extensions are hidden, you will need to unhide, or display, them. If you’re unsure how to do this, refer to the lesson materials or do a Google search.

    Step 3: Take a Screenshot

    1. Open your File Explorer (Windows) or Finder (MAC) to view the extracted files. Make sure that your screen shows all 4 files.
    2. Take a screenshot showing the files and their extensions. Paste or insert the screenshot into your document below the list you created in Step 2.
    3. TIP: If you’re not sure how to take a screenshot, search your operating system’s help feature or refer to the
    5. in the Course Introduction.

    Step 4: Organize the Files

    1. On your desktop, create a new folder and name it: CIS101 Coursework
    2. Inside that folder, create a subfolder named: Lesson 2
    3. Move or copy the four extracted files into the Lesson 2 folder on your desktop.
    4. Take a screenshot showing your folder structure with the files inside theLesson 2 folder. Insert this second screenshot into your document.

    Step 5: Short-Answer Reflection Questions

    Answer the following short-answer questions in your document:

    1. Cloud Storage:
    • What are the benefits and potential risks of using cloud storage?
    • Do you currently use a cloud storage service (like Google Drive, OneDrive, or iCloud)? If not, which one would you consider using and why?
    1. File Organization:
    • Why is it important to keep your files and folders organized, especially when working on school or professional projects?
    1. Mac vs. PC:
    • What operating system are you using for this projectMac or Windows?
    • What do you see as the biggest difference between the two, and which do you prefer using (and why)?

    Step 6: Save and Submit

    1. Save your document inside the Lesson 2 folder using the following filename format: MEID_Lesson2_Project (Replace MEID with your actual MEID or student ID.)
    2. Zip the entire Lesson 2 folder.
    3. Submit the zipped folder using the link in .

    Submission Checklist:

    Document includes a list of the 4 files with file types

    Document includes 2 screenshots: one of extracted files, one of the organized folder

    Reflection questions are answered thoughtfully

    Document is named correctly and saved in the Lesson2 folder

    Zipped Lesson2 folder contains 4 original files and MEID_Lesson2_Project file

  • Public health is the process of keeping your society clean a…

    1. What is Public health

    2.In your own words give 5 examples of how to gain public health

    Requirements:

  • INFORMATICS AND NURSING-SENSITIVE QUALITY INDICATORS

    Prepare an 810 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

    Expand AllIntroduction

    The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 810 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses role in supporting accurate reporting and high quality results.

    Professional Context

    The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI) in 1998 to track and report on quality indicators heavily influenced by nursing action.

    NDNQI was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

    The quality indicators the NDNQI monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedians theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

    Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

    Preparation

    As you begin to prepare this assessment you are encouraged to complete the Donabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

    This assessment requires you to prepare an 810 minute narrated tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

    • Review the nursing-sensitive quality indicators presented in the
    • resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.
    • Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
    • Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:
    • What is your experience with collecting data and entering it into a database?
    • What challenges have you experienced?
    • How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
    • What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

    Recording Your Presentation

    To prepare to record your presentation, complete the following:

    • Set up and test your microphone or headset and webcam using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
    • Practice using the equipment to ensure the audio and video quality is sufficient.
    • Review for Kaltura to record your presentation.
    • View . This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.
    • Practice presenting using PowerPoint, Keynote, Slides, Canva or another presentation platform.

    Notes:

    • You may use other tools to record your tutorial. You will, however, need to consult for instructions on how to upload your recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.
    • If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact to request accommodations.

    Instructions

    For this assessment, first review the nursing-sensitive quality indicators presented in the

    resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

    Next, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

    The council prefers a recorded presentation using PowerPoint or a similar application. This will allow the education department to show the presentation during new hire training.

    As a result of this need, you offer to create a presentation orienting new hires to these topics. You know that you will need speakers notes to guide your recording. You plan to incorporate the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

    You determine that you will cover the following topics in your presentation:

    Introduction: Nursing-Sensitive Quality Indicator

    • What is the National Database of Nursing-Sensitive Quality Indicators?
    • What are nursing-sensitive quality indicators?
    • Which particular quality indicator did you select to address in your tutorial?
    • Why is this quality indicator important to monitor?
    • Be sure to address the impact of this indicator on the quality of care and patient safety.
    • Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

    Collection and Distribution of Quality Indicator Data

    • According to your interview and other resources, how does your organization collect data on this quality indicator?
    • How does the organization disseminate aggregate data?
    • What role do nurses play in supporting accurate reporting and high-quality results?
    • As an example, consider the importance of accurately entering data regarding nursing interventions.

    Enhancing Outcomes

    • Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
    • Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

    After building your presentation in PowerPoint, Keynote, Slides, Canva, or another presentation platform, practice delivering your tutorial several times before recording. When you record your presentation be sure your slides are visible in the recording. Important: Record your narrated presentation in Kaltura. (Do not record and submit the narration in PowerPoint because your file will become too large to upload.)

    Additional Requirements

    • Communication: Deliver a professional, effective tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
    • Length: 810 minute recording. Use Kaltura to record the narration and upload your recording to the courseroom or provide a working link your instructor can access.
    • Script: A separate document with the script or speaker’s notes is required. Important: Submissions that do not include the script or speaker’s notes will be returned as a non-performance.
    • References: Cite a minimum of three scholarly and/or authoritative sources.
    • APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the page on Campus.

    Reference

    Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    • Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
    • Describe nursing-sensitive quality indicators in general and explain the importance of a selected indicator to the quality of care and patient safety.
    • Describe the interdisciplinary teams role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.
    • Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
    • Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
    • Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
    • Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
    • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Deliver a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with at least three scholarly references.
    • Follow APA style and formatting guidelines for citations and references.

    Attached Files (PDF/DOCX): cf_assessment-04-supplement-informatics-and-nursing-sensitive-quality-indicators-E.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • only paraphrase the answers

    i just want you to paraphrase the answers in the pdfs but I don’t want any AI

    Requirements: as required

  • Task 7: Evidence of Data Collection Assignment Approval (Cha…

    NOTES FOR WRITER TASK 7: EVIDENCE OF DATA COLLECTION

    OVERALL REQUIREMENTS

    • Produce 46 pages of written narrative (not including appendices)
    • APA 7 formatting
    • Professional academic tone
    • One single document
    • Include appendices with raw data
    • Do NOT analyze findings (no Chapter 4 yet)

    STRUCTURE TO FOLLOW

    1? Title Page (APA 7)

    Include:

    • Title of project
    • Leroy Mealancon
    • Liberty University
    • EDUC 888
    • Instructor (Chair name)
    • Date

    No abstract required unless specified.

    2? Section Heading: Data Collection Activities

    A. Narrative (1.52 pages)

    Describe:

    • Data collection occurred AFTER Chair and Methodologist approval.
    • Site permission obtained from principal.
    • Parental consent obtained before student surveys.
    • Participation voluntary.
    • No coercion.

    Then describe the actual data:

    • 15 student surveys
    • 5 structured teacher interviews
    • Interview questions emailed in advance
    • Interviews recorded and transcribed using AI
    • Dates of data collection (insert actual date range)
    • Platform used for survey (insert platform)
    • Method of interview (Zoom or in person)

    Be specific. Include real dates.

    B. Include a Chart (Required)

    Insert a formatted APA table like this:

    Data SourceParticipantsMethodDates CollectedInstrumentStudent Survey15 studentsOnline structured survey[Insert Dates]Pre-approved questionnaireTeacher Interviews5 teachersStructured interviews[Insert Dates]Pre-approved interview protocol

    Table must be clean and professional.

    3? Section Heading: Final Data Sets

    Brief explanation (12 page max):

    State that raw data is included in appendices.

    Then append:

    Appendix A Student Survey Raw Data

    • All 15 responses
    • Labeled Student 115
    • Remove names
    • Remove identifiers

    Appendix B Teacher Interview Transcripts

    • Teacher 15
    • Full transcripts
    • No names
    • No school identifiers

    Do NOT summarize or analyze here.

    4? Section Heading: Ethical Compliance Statement

    Write a clear, formal paragraph confirming:

    • Data collected after full academic approval.
    • Site permission secured.
    • Parental consent obtained for all student participants.
    • Teachers informed via email prior to participation.
    • Participation voluntary.
    • Confidentiality maintained.
    • No identifying information disclosed.
    • Data stored securely.
    • All Liberty University human subjects guidelines followed
    • -School of Education Scholarly …
    • .

    Do NOT attach parent consent forms.

    5? Section Heading: Reflection on the Data Collection Process (1.52 pages)

    Discuss:

    • Process of securing parental consent.
    • Teacher scheduling challenges.
    • Benefits of sending structured questions in advance.
    • Time management during data collection.
    • Efficiency of AI transcription.
    • Any unexpected challenges.
    • Adjustments made.
    • Lessons learned about conducting site-based research.

    Must be reflective, not superficial.

    No data analysis.

    LENGTH EXPECTATION

    Main narrative: 46 pages

    Appendices: Variable length (can be 1020+ pages depending on transcript length)

    WHAT NOT TO DO

    • Do NOT fabricate data.
    • Do NOT analyze survey results.
    • Do NOT interpret interview themes.
    • Do NOT include identifying information.
    • Do NOT upload parent permission slips.
    • Do NOT make it 10+ pages of narrative.

    FINAL CHECKLIST BEFORE SUBMISSION

    APA formatting correct

    Clear section headings

    Data collection chart included

    Raw data attached

    Students labeled Student 115

    Teachers labeled Teacher 15

    Ethical compliance statement included

    Reflection included

    No identifying information

    Attached Files (PDF/DOCX): Task 7 – Evidence of Data Collection Grading Rubric.pdf, Task 7 Submission of Data Collection Evidence Assignment Instructions.docx, Task 4 Part B – Doctoral Research Proposal (Chapters 1-3) Approval (Methodologist) Assignment Instructions.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Checklist Manifesto Questions

    Checklist manifesto by Atul Gawande is the book these questions need to be answered from.

    Discussion Questions: Chapter 3 & 4

    1. In the chapter The End of the Master Builder, how do they do it better? What does the teamwork look like? Compare this scenario to a clinical scenario you have observed or been part of. Give details but maintain HIPPA.
    2. As we see in the book so far there are other professions with similar complexities as nursing and medicine. There is equally a need for perfection from fallible humans. What can nursing learn from the Boston builder?
    3. What type of leadership is seen in these few chapters read so far? What styles of checklists are used by the Boston builder and how are they different from the Katrina/New Orleans case. How can you relate this to nursing cases?
    4. There are two situations discussed in these chapters regarding the type of checklists used. Stupid criteria stuff and communications tasks. . Some of the biggest failures are attributed to the lack of communication. Relate both of these to our nursing critical thinking discussions and NOF communication goals.

    Discussion Questions Chapter 5 & 6:

    1. Dr. Gawande was asked to work with The World Health Organization (WHO) to reduce avoidable deaths from Surgery. Surgery is complex enough in one hospital. How did he tackle this surgical dilemma with the assistance of a study involving soap in Karachi? Give examples of how this relates to surgeries in our hospitals and how it relates to the fight against COVID 19 this year. Utilize the four killers he mentions.

    2.Some of the first Checklist success was related to communication and teamwork. Discuss some examples in the book that relate to improved outcomes with improved communication or poor outcomes with failures in communication and teamwork. How is the Checklist involved? How were pilot studies used? Describe what was meant by the term to spread the responsibility and how that relates to communication and teamwork.

    The Checklist Manifesto by Atul Gawande

    Discussion Question:

    Think about this quote from the book reviews, Gawande asks of professionals one key thing: to be humble enough to admit ones own humanity and take simple steps to prevent simple errors… and perhaps what is most admirable about Gawande is that he does not leave himself out of this request… allowing us a glimpse at his own fallibility and that very humility that is needed to improve ourselves. He has created the humblest of tools, the Checklist, to get medicine back to basics. Discuss this quote and statement in depth. How will it relate to you, your patients and healthcare as you begin your nursing career? Please use examples from the entire book and be specific as to how you will use what you have learned from Dr. Gawande in your practice and profession.

  • Kingship in 1 Samuel 8-12

    The content essay assignment provides you with the opportunity to take a deep dive into the content of a particular interpretive issue within an Old Testament book. The ability to engage with the historical, literary, and theological elements of interpretation is an essential skill to develop in biblical studies. Developing these skills through research and writing is a time-tested means toward becoming a more competent reader and interpreter of Scripture. The content essay assignment probes challenging issues by answering the interpretive questions that rise from the text of Scripture. Instructions You will write two (2) content essays during the course, one on the book of Judges and a second on 1 Samuel. The following parameters should be followed: Length of assignment: At least 1000 words but no more than 1500 words, excluding title page and bibliography. Format of assignment: current Turabian format. The paper must be double spaced. Use headings and page numbers as appropriate. Include title page and bibliography. The student must document Scripture passages with parenthetical citations within body of paper, but all other sources used must be documented with properly formatted footnotes in current Turabian format. Acceptable sources: The Bible (excluding study notes), textbook, and at least 3 additional academic sources published within the past 50 years that directly address the assigned Scripture passage. The student is encouraged to use academic biblical commentaries, academic journal articles, and academic monographs. Avoid devotional and general audience sources. Internet sources require instructors prior approval. Content Essay: 1 Samuel Assignment After reading 1 Samuel 8-12 and the corresponding textbook material, in an essay, answer the following questions pertaining to 1 Samuel 8-12: 1. Does God want Israel to have a king? After a critical analysis of the negative statements (1 Sam 8:1-22; 10:17-19; 12:1-25) and positive statements (1 Sam 9:1-10:16; 11:1-15) concerning kingship, what is your conclusion concerning kingship for Israel? 2. How do Genesis 17:6, 16; 35:11; and Deuteronomy 17:14-20 relate to the negative and positive statements concerning kingship in 1 Samuel 8-12? 3. Does the author of 1 Samuel depict kingship in a positive or negative manner? How does this relate to the message of 1 Samuel and its relationship to the rest of the Old Testament? Engage the Bible, textbook, and at least 3 additional academic sources in the argumentation for your propositions. Each essay must be 1,000 1,500 words and follow current Turabian format. At least three (3) academic commentaries and the course textbook must be engaged and cited in meaningful research and discussion of assignment prompts. Preferred source material includes academic commentaries, but academic journal articles, and academic monographs are acceptable in addition to the academic commentaries and textbook. Avoid devotional, general audience sources. Internet sources require prior instructor approval. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Attached Files (PDF/DOCX): Content Essay Assignment Instructions (1).docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Descriptive analysis of health and behavioral data sets

    I will attached the data sets in a moment. This is a PowerPoint or canvas presentation based on what it provided.

  • Policy analysis

    Assignment Instructions For this assignment: Analyze the development of your chosen policy. Analyze the historical background that led to the development of the policy. Define the goals of the policy and how these goals are intended to be met, including services and programs intended to achieve the goals. Evaluate the effectiveness of the policy with respect to the target population. Consider how well the policy has met the needs of your target population and to what extent it improves the social justice problem you initially researched. Does the policy seem to ignore, impede, or strengthen the social functioning of the target population? To what extent does the policy meet or improve the social values of the target population? To what extent does the policy adhere to best practice ethics and best practice standards? If the outcome of your analysis is that best practice ethics and standards are not being adhered to, include that information in your analysis as well. Evaluate the feasibility of the policy. Is the policy politically, economically, and administratively feasible? Provide details and rationale. Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population. Have other constraints arisen since the passage of the policy that have made conditions worse or better for the chosen population? Guidelines Support your claims and recommendation with clear rationale and support from scholarly, peer-reviewed literature. Review the Policy Analysis rubric for information on how your work will be graded. Review the feedback you received for the previous assignments to improve the quality of your submission. Further feedback from this assignment will help you improve your work for the final Policy Analysis and Recommendations assignment. Additional Requirements The assignment you submit is expected to meet the following requirements: Written communication: Written communication is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Cited resources: A minimum of six scholarly sources. Most literature cited should be current, with publication dates within the past five years. Length of paper: 57 typed, double-spaced pages. Font and font size: Times New Roman, 12 point.

  • Mission and vision

    The photos show the teacher’s instructions and also my partner’s part. If you need more information, just let me know.

    Attached Files (PDF/DOCX): Chapter9.pdf, Chapter8.pdf, Chapter7.pdf, Chapter6.pdf, Chapter6.pdf, Chapter5.pdf, Chapter4.pdf, Chapter3.pdf, Chapter2.pdf, Chapter1.pdf

    Note: Content extraction from these files is restricted, please review them manually.