Development of New Drugs by the US Pharmaceutical Industry

Development of New Drugs by the US Pharmaceutical Industry

The concept of creating a vaccine, identifying how new vaccines are distributed, researched and funded.

Also the research on prior pandemics and vaccine development and distribution.

Is the COVID vaccine development following similar trends or is the drug being rushed as some people are speculating?

Are pharmaceuticals being funded in a different fashion the prior or standard practices etc.

Graphs or diagrams can be used-just not in excess.

At least 40 scholarly sources.

Running headers and page numbers need to be included. Everything APA standard.

Concepts of Autonomy Confidentiality and Anonymity

Concepts of Autonomy Confidentiality and Anonymity

Instructions
Read and review the resources listed above.
Review the IRB Process with assessment guides for your agency, or you may review those provided by IWU.
Present the Topics below (as assigned by your facilitator until all are taken): Concepts of autonomy, confidentiality and anonymity
Defining/describing the topic.
Explaining the scope of the topic i.e. its boundaries or overlap with another topic.
Giving the key points a researcher should know, do, avoid, etc.
Addressing only the informed consent section of a proposed IRB application, in layman’s words, thoroughly explain what their participation will look like, how their data will be collected and used, the potential benefits and risks to them, and who to contact should the risks become real.
Also, explain to the IRB committee members, the proposed mitigation and reparation should the risks come to fruition. Last, explain why or why not an expert in your topic should be added to the IRB committee membership to help guide the evaluation of risk and reparation inherent to your study

Epidemiologists conduct investigations to better understand how disease

Epidemiologists conduct investigations to better understand how disease

Epidemiologists conduct investigations to better understand how disease is distributed in the population and what determines who gets sick and who does not.

1. Name 2 types of studies conducted by Epidemiologists.

2. Describe each type and give an example of when these type of investigations/studies are used

3. Describe in your own works Criteria of Causation and how it relates to exposure and a suspected risk factor

Please list and compare several of the differences.

Community Health and Med Care

Community Health and Med Care

Epidemiologists conduct investigations to better understand how disease is distributed in the population and what determines who gets sick and who does not.

1. Name 2 types of studies conducted by Epidemiologists.

2. Describe each type and give an example of when these type of investigations/studies are used

3. Describe in your own works Criteria of Causation and how it relates to exposure and a suspected risk factor

Please list and compare several of the differences.

Planning for Pregnancy

Planning for Pregnancy

Client information

Jodi is a 36-year-old female who is planning to have her third child with her husband, Mike. Her history indicates that she had her children within one year of each other, with her last child being delivered when she was 35. She and her husband meets with you (dietitian) for advice as to how to make changes to ensure at her age they will have the best outcome with their next pregnancy.

Jodi had an annual checkup with her primary care physician (family doctor) in the past month. She explained her concerns with planning her next pregnancy. She referred her to an obstetrician, and lab values and other information was documented. The following is objective information from her consultation:

Height: 5’4” Weight: 190 lbs.

Labs:  Total cholesterol:  245 mg/dl   HDL : 30 mg/dl  LDL: 140 mg/dl  Fasting glucose: 115 mg/dl

At your first initial consultation, you collect more subjective information from Jodi and her husband.

Subjective History:

In her past pregnancies, Jodi was unable to breastfeed, and she indicated that after each pregnancy, she retained 20 lbs. or so of weight and had trouble losing her post pregnancy weight gain. She has never been a milk drinker and has tried to avoid dairy products as she has heard dairy products are not good for weight control. Jodi also is not fond of fruits and vegetables, and did not take prenatal vitamins with her previous pregnancies. During her pregnancies, she wanted to make sure she supplemented with protein powders to ensure she had enough protein, as she indicated she also followed a low carbohydrate, high protein diet. She is thinking about taking herbal supplements as she has heard they help with decreasing the risk of complications of pregnancy. She wants to plan to gain less weight in her next pregnancy, and wants to limit her total pregnancy weight gain to 20 lbs. Her husband, Mike, has struggled with his weight gain in the past three years, and is a smoker.

  1. Evaluate Jodi’s height/weight. What is her BMI? What is your professional conclusion based on these figures? How can this affect her future pregnancy?
  2. List the four lab values of interest provided. For each, evaluate what the levels indicate. For EACH, also provide and explanation for each of your evaluation. For EACH, provide a brief explanation as to how this could affect Jodi’s pregnancy. Finally, for EACH, provide your dietary suggestions as to improve. (5 points per lab evaluation/questions = 20 total points)
  3. Based on the subjective information from Jodi and her documented history, list 5 things you observed that can be improve a pregnancy outcome. Number each or use “a., b., c.” so we can see each of the five responses clearly. You may need to use outside sources for more complete answers, so provide a citation (link) for your sources. If you use the text, you do not need to cite this source (we have it).
    1. Address for each: the risk factor, how this can affect preconception/pregnancy, dietary/health suggestions you would make to help Jodi and Mike to plan for the best pregnancy outcome. (There are more than 5 issues in this case study, and you can choose the 5 you feel are most important).
    2. 5 separate responses X 5 points each = 25 points total

 

 

 

 

 

Quality and Risk Management for Healthcare Paper

PRESENTATION OF ASSIGNMENT

  • You should include a title page and list of contents.
  • Use headings and sub-headings to organize your report and include supporting material in the document file.
  • Number all pages sequentially.
  • Any published material you refer to should be properly referenced and included in a reference list at the end of your assignment (see Plagiarism notice overleaf).

Total Marks           / 40

PLAGIARISM

Plagiarism is a form of cheating, by representing someone else’s work as your own or using someone else’s work (another student or author) without acknowledging it with a reference. This is a serious breach of the Academic Regulations and will be dealt with accordingly. Students found to have plagiarised can be excluded from the program.

Plagiarism occurs whenever you do any of the following things without acknowledging the original source:

  • Copy information from any source (including the study guide, books, newspapers, the internet)
  • Use another person’s concepts or ideas
  • Summarise or paraphrase another person’s wor

How do I avoid plagiarism?

To ensure you are not plagiarising, you must acknowledge with a reference whenever you:

  • use another person’s ideas, opinions or theory
  • include any statistics, graphs or images that have been compiled or created by another person or organization
  • Paraphrase another’s written or spoken wor

What are the penalties?

The penalties for plagiarism are:

  • Deduction of marks,
  • A mark of zero for the assignment or the unit, or
  • Exclusion from the program.

Plagiarism is dealt with on a case-by-case basis and the penalties will reflect the seriousness of the breach.

Please note: claiming that you were not aware of need to reference is no excuse.

Answer the following.

 PART 1

  • Some ill patients get better despite nursing care, not as a result  of it. the quality of nursing affects patient outcomes tremendously.  do you believe that quality nursing care makes a difference in patients’ lives? identify five criteria you would use to define “quality nursing care.” these criteria should reflect what you believe nurses do that makes the difference in patient outcomes. are the criteria you have selected measurable? how?

Write a well developed response and provide evidence to support your response.

  • Describe selected qualitative measures of quality used in your facility. how is the data collected, analyzed, and then used in improving patient care? does the quality of your patient care fall within the parameters established as a result? is your patient care always as high as you would like it to be? what factors affect this quality? which ones can you control?  in your clinical experience what are the things that have affected the quality of care provided? how?

Write a well developed response and provide evidence to support your response.

  • The purpose of this assignment is to develop a risk management plan or program that can be utilized in any health care setting. identify the key elements in a risk management plan.

Address elements that are crucial to the minimization of financial loss.

Develop a program to reduce the incidence of preventable accidents and injuries.

Include a description of the interaction between quality and risk management. this may    include, but not be limited to, a description of a process improvement goal or a quality improvement plan.

______________________

PART 2

  1. The concept of “quality” has evolved to mean far more than the integrity of a manufactured product. Quality now represents a philosophy, a system of methodologies and practices, and an ongoing commitment to business excellence that encompasses all issues – and engages all individuals – within an organization. Based on the comment enumerate the evolution of awareness of quality in healthcare among the public.?
  2. Quality health care is defined as “the degree to which health services for individuals and populations increase the likelihood of desired health outcomes and are consistent with current professional knowledge..According to the Institute of Medicine (IOM) report, the majority of medical errors result from faulty systems and processes, not individuals. Processes that are inefficient and variable, changing case mix of patients, health insurance, differences in provider education and experience, and numerous other factors contribute to the complexity of health. Highlight the principles that are essential for promoting Quality of care.?
  3. Write down the respondents’ perception regarding the forms of redress available to them in the event of harm by healthcare in their own country or another member state.?
  4. Quality management can be thought of as the process of designing and executing products and services effectively, efficiently, and economically. In this context, effectiveness primarily involves the ability of the products and services to meet or exceed customers’ expectations, while efficiency involves the ability to provide products and services without wasting any resources. Risk management is the process of identifying, addressing, prioritizing, and eliminating potential sources of failure to achieve objectives. Based on your perspective, how have risk management and quality evolved?
  5. Give a detailed note on quality improvement tools in Health care?
  6. For healthcare providers, there is perhaps no word that elicits as much confusion, fear and anger as “malpractice. Medical malpractice is “improper, unskilled, or negligent treatment of a patient by a physician, dentist, nurse, pharmacist, or other healthcare professional. Summarize some of the major influences that often lead to claims of malpractices?
  7. Risk management is important for all types of organizations, but it’s especially important in healthcare because human lives might be on the line. A good healthcare risk management plan can reduce patient health risks as well as financial and liability risks. List out – Risk management DOs and DON’Ts. ?

 

 

 

Health Promotion Plan Presentation. Nursing Assignments

Instructions: Health Promotion Plan Presentation

Top of Form

Bottom of Form

  • PRINT
  • Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Note: All assignments in the course are based upon hypothetical individuals or groups.

Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.

Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

Demonstration of Proficiency

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

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to an individual or group within a community.

References

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

This assessment builds upon Assessment 1 where you developed a health promotion plan for a hypothetical individual or group based on a topic list. You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your chosen individual or group. In this hypothetical scenario, the presentation would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, obtain input on the value of the plan to the individual or group, and revise the plan, as applicable, to improve future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Complete the following:

  1. Hypothesize what a face-to-face educational session would consist of, addressing the health concern and health goals of your selected community member, friend, family member, or group. Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
  2. Prepare a PowerPoint presentation, which should include audio-recorded voice over, of the health promotion plan you developed in Assessment 1, with detailed speaker’s notes that include your evaluation of session outcomes. Speaker notes should reflect what you would actually say were you to conduct the presentation with an actual audience.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

  • Title slide:
    • Health promotion plan title.
    • Your name.
    • Course number and title.
  • References (at the end of your presentation).
    • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation:

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Present your health promotion plan to your hypothetical audience.
    • Tailor the presentation to the needs of your hypothetical audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?