Health & Medical

Define ethical stewardship.Explain why ethical issues must be addressed and reconciledChoose a current local, national, regional, or global issue and briefly describe the situation and the aspects of diversity informing the situation. You may also choose to use the gap, need, or opportunity identified during your leadership interview. Explain how effective health care leadership skills are needed to address the situation

Please create a title and choose your own ethical conflict/dilemma topic from your personal or professional life. Define and critically apply the six  steps of ethical decision- making from your text, Edge, R. and Groves, J. (2018).  Ethics of health care: A guide for clinical practice. (4th Ed.).  Boston, MA: Cengage Learning, page 63, to the ethical dilemma. Identify and analyze which of the theories you used to resolve it. If you choose to discuss an ethical dilemma from your workplace, in order to respect confidentiality, do not specifically name your workplace; speak in generalities such as in a private office, ambulatory surgical center, large public health agency, etc.The case study should be 2-3 pages in length, not including the title and reference pages and include 2 additional peer reviewed scholarly sources. Cite all references, including your text,using APA 7th edition format.

Write a 350- to 525-word paper discussing the leadership implications of embracing diversity and inclusion in the workplace.Include a minimum of 3 peer-reviewed resources. The Northouse text may be used. The University Library has a wealth of peer-reviewed sources for your research as well.Format your paper according to APA guidelines using the APA Paper Template Doctoral 7th Edition.Note: A well-structured scholarly paragraph contains a minimum of 5 sentences. Please refer to the MEAL Plan document as a guide.Include APA-formatted in-text citations and referencesReminder: Before submitting your assignment, proof-read for grammatical and sentence structure and re-read the assignment description and refer to the attached rubric to ensure each element of the assignment has been addressed.Submit your assignment.

9. (6 points)1) Give an example (i.e., a research question) of a research study you might design using a true experimental design and indicate why this research design is relevant to answer the research question.2) Give an example (i.e., a research question) of a research study you might design using a phenomenological research approach and indicate why this research design is relevant to answer the research question.3) Give an example (i.e., a research question) of a research study you might design using a convergent mixed method design and indicate why this research design is relevant to answer the research question.10. (8 points)A research study on 1492 six-year-old in Australia, published in the NY Times, found that children who spend more time in front of TV and computer screens have narrower blood vessels in their eyes. It also found that children who exercised the least had the narrowest blood vessels. In adults, narrow blood vessels in the eyes have been linked to an increased risk of cardiovascular disease.1) Provide a testable hypothesis to conduct a follow-up study based on these findings.2) What is the research design you could use to test this hypothesis? Explain specific research design and the procedure.3) Identify an appropriate sample, recruitment procedures, and expected findings4) What topics would you cover in your review of literature? Provide a brief outline of your review.11. (8 points)1) Compare quantitative and qualitative methodologies used in conducting research. Include a discussion of the concepts of validity and reliability. What are the advantages and disadvantages of using each type of methodology? ?2) Select one of the following areas of interest to the profession: geriatrics, mental health, youth at risk, outdoor or commercial recreation or facilities. Define a specific research problem in the area and describe how it could be studied using quantitative or qualitative methodologies. Included a statement of the problem, the purpose of study, the IV(s) and DV(s) (if applicable), hypothesis or research questions, delimitations, limitations, research design, data collection procedures, and the significance of this study to the profession.3) What are the ethical issues involved in the approach you choose?

After reading chapters 1, 2 and reviewing exhibit 1.2 Root’s The Canyon (page 15) in your textbook, what types of leaders do you believe are needed to work in the healthcare field? Secondly, as a student in a master’s health services administration program, think about what your goals are after graduation. What do you think you will need to do to prepare yourself for this field to reach your career goals?

Chapters 1 – 4Answer each of the following questions:1. How much should healthcare executives know about finance and accounting?2. Are there any other types of information besides financial that may be useful in making financial decisions?3. Discuss what the revenue cycle is and the role of coding.4. Describe factors that influence the financial viability of a healthcare organization and discuss the major aspects of Medicare benefits.5. How do legal and regulatory issues shape and define good financial management of an HCO?REQUIRED:Essentials of Healthcare Finance William O. Cleverly and James O. Clevarly Jones and Bartlett, Eighth Edition, 2018ISBN-13: 9781284094633

Each student is required to write a research paper of no less than four (4) and no more than seven (7) double-spaced pages. The paper should have a word count of 1000 – 1750 words. The paper should be written in 12-point New Times Roman font, consist of 1” margins, and written in APA style. The paper should demonstrate the student’s in-depth knowledge of a particular area of health law and/or health care and ethical considerations.Topic: How EMTALA applies to Emergency Medical Services. What can and can not be done by EMTs, Paramedics, and hospitals.

Assume the role of the health care or public health leader of a community health center in a high-need urban community.In your initial post, explain how you will include the voice of the patient or consumer. Why is this important? Relate this to the IHI Triple AIM or the six aims for health care improvement described in Crossing the Quality Chasm. Identify potential barriers and describe how these barriers might be overcome.Be sure to include at least one APA-formatted citation (in-text plus full reference). The citation may be from your course text, assigned readings, or an outside source.

M3D1: Harm Reduction or Disease Prevention – Make the CaseAn active discussion is the key to an interesting and engaging online course. As in the first two modules, we will go through the questions as a group, one question at a time. As you join in the discussion, read what has already been posted and then add substantively to what has been written.  Time goes by quickly, so be sure to post early in the week – by Wednesday latest.This week, we are going to look at some of the similarities and differences between the disease model and the harm reduction model. We’ll explore the benefits and costs of each model and propose ways to improve access to treatments that fit people where they are at in readiness for change.  We will apply what we are learning to the Sheffs’ experiences.1. First, in your opinion: The harm reduction model, which we will learn about this week, allows people to continue to use a substance upon which they may be dependent, while they work toward recovery.  Thinking about what we have learned over the past several weeks together, do you believe the harm reduction approach is helpful or harmful? Do you think that certain people, groups, or circumstances may do better with this gradual approach, or conversely with a tough “stop now” approach? How so?While you engage with your classmates and me on the opinion-based question, please complete your readings. After completing the reading, let’s move into the readings-application portion of our discussion about models of disease and of harm reduction.Now applying this week’s learning materials:  Let’s imagine that we as a class are asked to present an in-depth analysis to the practitioners in a rural comprehensive health clinic of the two main treatment models (disease model or harm reduction) for substance abuse and addiction.2. First, let’s gather some background information together, using our readings. How can the harm reduction model assist an individual to address their abuse issues? How about the disease model? As you engage in conversation about which elements you would want to share with the clinic practitioners, consider differences and similarities between the two models in terms of goals, action steps toward sobriety, and how these two models may work with people across different groups (e.g. gender, generation, culture, etc.), as well as varying stages of readiness for change. 3. Now that you have spent several days discussing the hallmarks of each model, which approach do you feel would be more beneficial than the other for the patients and for community interventions in general.  How about for certain groups within the community?  Is there room for both?  As you engage in conversation, be sure to talk about what you would say to convince the practitioners. 4. Let’s now turn to our case studies found in our Scheff texts.  Read the following quote and discuss the question following it:“..in mortal combat with addiction, a parent wishes for a catastrophe to befall his son. I wish for a catastrophe, but one that is contained. It must be harsh enough to bring him to his knees, to humble him, but mild enough so he can, with heroic effort and the good that I know is inside him, recover, because anything short of that will not be enough for him to save himself. …I wish for a “near miss’ for Nic.” (The book name: David Sheff, Beautiful Boy.)What do you think Nic’s father is experiencing as he sees the impact of addiction on his son and his family? How does his thinking relate to the concept of harm reduction? Note: We will be discussing each question together as a group, one at a time. As you create your posts, remember that the goal is an informed, dynamic conversation. Be creative in your headings and responsive to others who have posted before you. As you create responses to others, create new and descriptive titles to your post. Don’t simply put “re:” or type in a person’s name that is already clear from the thread. Instead, if you type a full sentence or long enough phrase that the point of your post will be clear. This tip for using the subject line effectively will make navigating all discussion threads easy and meaningful. There is no “right” or “wrong” response, but you should demonstrate an ability to relate the module materials to the discussion questions in an articulate, well-reasoned manner.

PromptImagine that you are coordinating communications for a Community Coalition Board (CCB) related to your course project’s topic/issue. This coalition has representatives from various stakeholders within the community. This CCB was formed to promote collaboration that is culturally competent.Using the SCORE Principles Framework as a guide, compose a reflective journal entry in which you address all of the following questions:Importance of Cultural Competence: Why is it important for public health professionals to be culturally competent before working with or communicating with a group or community? Provide an example. (about 100 words)Effective Communication Across Cultures: Why is cultural competence necessary in all communication strategies? How could public health content be miscommunicated across different cultures? Provide an example. (about 100 words)Considering the Message and the Audience: In what ways would you ensure that different groups are able to relate to and apply public health content that is provided to them? Provide an example. (about 100 words)You should integrate any sociocultural and/or behavioral factors that may relate to the culturally competent collaboration of the CCB.Additional resource:https://ctb.ku.edu/en/enhancing-cultural-competence