Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.

As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.

This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.

It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.

Demonstration of Proficiency

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

• Competency 4: Defend decisions based on the code of ethics for nursing.     
  • Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
• Competency 5: Explain how health care policies affect patient-centered care.     
  • Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
  • Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
• Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.     
  • Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.

Preparation

Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience.

You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours.

• Homeless shelters.
• Local religious groups.
• Nursing homes.
• Local community organizations (Rotary Club or Kiwanis Club).

To prepare for this assessment, you may wish to:

• Research your selected community organization or support group.
• Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA.
• Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
• Allocate sufficient time to rehearse your presentation before recording the final version for submission.

Note: Remember that you can submit all, or a portion of, your draft presentation to 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 2448 hours for receiving feedback.

Recording Equipment Setup and Testing

Check that your audio speaker and PowerPoint software are working properly. You can record audio directly to your slides, using PowerPoint or other presentation software.

Note: Technical support about the use of PowerPoint, including voice recording and speaker notes, can be found on Campus’s page.

• If using Kaltura, refer to the tutorial for directions on recording and uploading your presentation in the courseroom.

Note: 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:

• Choose the community organization or support group that you plan to address.
• Develop and record a presentation, with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required.

Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See for technical support about the use of PowerPoint, including voice recording and speaker notes.

Note: For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are not required to deliver your presentation to an actual audience but you certainly could if you chose to.

Presentation Format and Length

You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voiceover. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues. You can also record your presentation using Kaltura or similar software.

Be sure that your slide deck includes the following slides:

• Title slide.     
  • Presentation title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation).

Your slide deck should consist of 1012 slides, not including a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes.

Create a detailed narrative script for your presentation, approximately 45 pages in length.

Supporting Evidence

Cite 35 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script.

Grading Requirements

The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination 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.

• Explain how governmental policies related to the health and/or safety of the community affect the coordination of care.     
  • Provide examples of a specific policy affecting the organization or group.
  • Refer to the assessment resources for help in locating relevant policies.
  • Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA).
• Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.     
  • What are the implications and consequences of specific policy provisions?
  • What evidence do you have to support your conclusions?
• Assess the impact of the code of ethics for nurses on the coordination and continuum of care.     
  • Consider the factors that contribute to health, health disparities, and access to services.
  • Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment.
  • Provide evidence to support your conclusions.
• Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.     
  • Present a concise overview.
  • Support your main points and conclusions with relevant and credible evidence.

Additional Requirements

Before submitting your assessment, proofread your presentation slides and speaker notes to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your presentation.

Portfolio Prompt: Save your presentation to your . Submissions to the ePortfolio will be part of your final Capstone course.

MEXICAN CASE STUDY #2 

Pablo Gaborra, aged 32, and his wife, Olga, aged 24, live in a migrant-worker camp on the eastern shore of Maryland. They have two children: Roberto, aged 7, and Linda, aged 18 months. Olgas two younger sisters, Florencia, aged 16, and Rosa, aged 12, live with them. Another distant relative, Rodolpho, aged 28, comes and goes several times each year and seems to have no fixed address. Pablo and Olga, born in Mexico, have lived in the United States for 13 years, first in Texas for 6 years and then in Delaware for 1 year, before moving to the eastern shore of Maryland 5 years ago. Neither of them have U.S. citizenship, but both children were born in the United States. Pablo completed the sixth grade and Olga the third grade in Mexico. Pablo can read and write enough English to function at a satisfactory level. Olga knows a few English words but sees no reason for learning English, even though free classes are available in the community. Olgas sisters have attended school in the United States and can speak English with varying degrees of fluency. Roberto attends school in the local community but is having great difficulty with his educational endeavors. The family speaks only Spanish at home. Not much is known about the distant relative, Rodolpho, except that he is from Mexico, speaks minimal English, drinks beer heavily, and occasionally works picking vegetables. The Gaborra family lives in a trailer on a large vegetable farm. The house has cold running water but no hot water, has an indoor bathroom without a shower or bathtub, and is heated with a wood-burning stove. The trailer park has an outside shower, which the family uses in the summer. The entire family picks asparagus, squash, peppers, cabbage, and spinach at various times during the year. Olga takes the infant, Linda, with her to the field, where her sisters take turns watching the baby and picking vegetables. When the vegetable picking season is over, Pablo helps the farmer to maintain machinery and make repairs on the property. Their income last year was $30,000. From the middle of April until the end of May, the children attend school sporadically because they are needed to help pick vegetables. During December and January, the entire Gaborra family travels to Texas to visit relatives and friends, taking them many presents. They return home in early February with numerous pills and herbal medicines. Olga was diagnosed with anemia when she had an obscure health problem with her last pregnancy. Because she frequently complains of feeling tired and weak, the farmer gave her the job of handing out chits to the vegetable pickers so that she did not have to do the more-strenuous work of picking vegetables. Pablo has had tuberculosis for years and sporadically takes medication from a local clinic. When he is not traveling or is too busy picking vegetables to make the trip to the clinic for refills, he generally takes his medicine. Twice last year, the family had to take Linda to the local emergency room because she had diarrhea and was listless and unable to take liquids. The Gaborra family subscribes to the hot and cold theory of disease and health-prevention maintenance. 

Study Questions 1. Identify three socioeconomic factors that influence the health of the Gaborra family. 

2. Name three health-teaching interventions the health-care provider might use to encourage Olga to seek treatment for her anemia. 

3. Identify strategies to help improve communications in English for the Gaborra family. 

4. Identify three health-teaching goals for the Gaborra family. 

5. Name three interventions Olga must learn regarding fluid balance for the infant, Linda.

6. Discuss three preventive maintenanceteaching activities that respect the Gaborra familys belief in the hot and cold theory of disease management. 

7. Identify strategies for obtaining health data for the Gaborra family.

8. Identify four major health problems of Mexican Americans that affect the Gaborra family.

9. If Olga were to see a folk practitioner, which one(s) would she seek? 

10. Explain the concept of familism as exhibited in this family. 

11. Distinguish between the two culture-bound syndromes el ataque and susto. 

12. Discuss culturally conscious health-care advice consistent with the healthbelief practices of the pregnant Mexican American woman. 

13. Discuss two interventions to encourage Mexican American clients with tuberculosis to keep clinic appointments and to comply with the prescribed medication regimen. 

14. Identify where the majority of Mexican Americans have settled in the United States. 

PUERTO RICAN CASE STUDY #2 

Carmen Medina, aged 39, lives with her husband, Ral, aged 43, who works as a mechanic in a small auto shop. Mr. Medina has worked in the same place since he and his wife came to the United States from Puerto Rico 15 years ago. The Medinas have a 4- year-old son, Jos; a 16-year-old daughter, Rosa; and an 18-year-old son, Miguel. The Medinas both attended vocational school after completing high school. Mrs. Medina is employed 4 hours a day at a garden shop. She stopped working her full-time job to care for her ill mother and aged father, who do not speak English and depend on government assistance. The family income last year was $28,500. The family has health insurance through Mr. Medinas job. They live in a threebedroom apartment in a low-income Illinois community. Miguel works in a fast-food store a few hours a week. Because Rosa has responsibilities at home, the Medinas do not allow her to work outside the home. She is very close to her grandmother but avoids talking with her parents. Both Rosa and Miguel are having difficulties in school. Rosa is pregnant and the family does not know. She is planning to drop out of school, get a job in a beauty shop, and leave home without telling the family. Miguel frequently comes home late and, on occasion, sleeps out of the home. He is beginning college next semester and has plans to move out of the house during the summer. The family is having difficulty dealing with Rosas and Miguels developmental and behavioral challenges. Although Mrs. Medina is outspoken about these concerns, Mr. Medina is quiet and not actively involved in the discussion. He is more preoccupied with the familys financial situation. Mrs. Medinas parents are encouraging them to return to Puerto Rico. Mr. Medina was diagnosed with hypertension 2 months ago, when he went to the emergency room for a respiratory infection. He smokes cigarettes and drinks two to three beers every evening after work. He has not followed up on his blood pressure treatment. Miguel is beginning to smoke, but not at home. Jos has had frequent colds and sinus allergies. He has been to the emergency room three times during the past year for respiratory infections. Mrs. Medinas last physical examination was after she had Jos. She is experiencing insomnia, tiredness, headaches, and gastrointestinal problems. She is very concerned about Rosa and Miguel, her parents, and the familys finances. Mrs. Medina is Catholic and recently has been visiting her church more often. Study Questions 

1. Explain Mrs. Medinas attitude in her relationship with her adolescent daughter. 

2. Identify strategies to ensure that Rosa seeks prenatal care. 

3. Identify barriers to accessing health care for the Medina family. 

4. What are the high-risk behaviors exhibited by this family? 

5. What communication barriers exist in this family that affect care delivery? 

6. Discuss gender and family roles in the context of traditional Puerto Rican culture. 

7. Identify sociodemographic factors affecting the physical- and mentalhealth well-being for this family.

8. Identify Puerto Rican folk practices appropriate for this family.

9. If the Medina family chose to visit a folk healer, which one(s) do you think they might visit? Why? 

10. If Mrs. Medinas parents visit a health-care provider, what might they expect? 

11. Identify culturally congruent interventions to ensure compliance with Western health prescriptions for Mr. Medina.

12. Discuss the importance of respeto and familism in the Medina family. 

13. Identify culturally congruent interventions for Rosas pregnancy. 

14. Identify health-promotion and disease-prevention interventions needed for Jos. 

*USE THE ATTACHED POWERPOINTS TO COMPLETE THE ASSIGNMENT*

1. Since every medical term should have a suffix, knowing  the meaning of a suffix is a crucial part to understanding the meaning of a medical term. Choose three medical terms with different suffixes and explain their meanings.

2. The suffix -cyte means cell or blood cell. Write all the terms that have the suffix -cyte including the different types of blood cells. Explain what the terms mean and refer to the functions and different characteristics of all blood cells (Make sure you also explain the 5 types of White blood cells).

3. Prefixes add description to medical terms. They can indicate location, time, and amount. Provide three medical terms with prefixes that describe location, time and amount in a medical term. Divide them, label them and give their meaning.

4. Some suffixes and prefixes are opposites. Provide one set of suffixes or prefixes that are opposites.

 Post an explanation of at least two opportunities that currently exist for RNs and APRNs to actively participate in policy review. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities. Be specific and provide examples. 

250 words and 3 references. 

The Abolitionist Movement
Read the following primary source:

• Link (website): (Click on arrows to view all images of the document. Click on plus and minus signs to enlarge or reduce size of images.)

Then, address the following: **Each question must be answered thoroughly**

• Assess if abolitionists were responsible reformers or irresponsible agitators?
• Explain how abolitionists upheld the Declaration of Independence as the foundation of antislavery and abolitionist thought.
• Assess the effect of the Gag Rule on the Abolitionist Movement.
• Analyze how the women’s rights movement would gain momentum from the antislavery movement.

Writing Requirements (APA format)

• Length: ***3*** pages (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page
• In-text citations that correspond with your end references

Respond to at least two of your    colleagues who were assigned to a different case than you. Explain how    you might apply knowledge gained from your colleagues case studies  to   you own practice in clinical settings. 

NOTE: Positive comment

                                             Main Post

 Case  Study: Volume 2, Case #21 focuses on the treatment of an adult  client  diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).   

Questions 

Question 1: Are you having problems with your loved ones due being argumentative and temperamental?  

Rationale:  The client may have additional stress due to broken  relationships and  this could be due to his disorder.  Emotional  dysregulation is  increasingly recognized as a core feature of ADHD  (Stralen, 2016).  Signs of ADHD include low frustration tolerance and  explosive behavior  (Stralen, 2016).  

Question 2: 

What causes you the most anxiety?

It  is important to determine the triggers of the anxiety to help the   patient prepare for times when he is likely to be in high stress   situations. Planning a response when feeling overwhelmed can help the   patient remain in control of his emotions and allow the patient to   monitor his behavior. 

Question 3: 

You  stated that your father was abusive, was this physical or verbal  abuse  or both? Do you contribute some of your anxiety from previous  issues  with your father? 

It  is important for the provider to understand the clients point of  view  in regards to his upbringing. He realizes it has affected in him  in some  way, as he has obtained psychotherapy in the past. I would want  to know  if he has ever spoken to his father about this and if his  father has  ever apologized for his actions. 

Questions for family

I  would want to talk with his mother to ask her how he did as a  child in  school and at home in regards to schoolwork, chores and would  want to  know if he had friends. Although  social problems are not part  of the diagnostic criteria for ADHD, the  peer relationship difficulties  faced by youth with this disorder are  profound (Hoza, 2007)

Diagnostics & Exams

A  full psychiatric evaluation which would include the Adult  Self-Report  Scale (ASRS). ASRS was been developed by the World Health  Organization  to determine if an individual (adult) may have ADHD. The  scale is made  up of 6 questions, and if a client has at least 4 of 6  symptoms, there  may need to be a diagnosis of ADHD made by a  professional (ADDA, 2018). Seay  et al. (2009) suggests the PMHNP should  utilize intelligence test,  broad-spectrum scales, tests of specific  abilities, and brain scans to  confirm the diagnosis and to rule out  other disabilities, autism,  auditory processing disorders or mood  disorders. In addition, a full medical work-up by a PCP in order to rule  out other medical conditions that could present similarly to ADHD. 

Differential DX

General Anxiety Disorder: The  patient exhibits symptoms of  generalized anxiety disorder, DSM-5 300.02  (F14.1). He has had the  symptoms for greater than six months with the  symptoms being severe  enough to interfere with the patients daily  functioning. The patient  complains of feels of worry that is difficult  to control, irritability,  restlessness, difficulty concentrating and  feeling on edge. The  patient symptoms have not been linked to a physical  condition or to  substance use (Reynolds & Kamphaus,2013).

ADHD:  client consistently complains of feeling tense, irritable, and  anxious  (Stahl Online, 2019).  Questions arise once the general  anxiety symptoms  are resolved and the client is left feeling  hyperactive, inattentive,  and the inability to focus (Stahl Online).

Post-Traumatic  Stress Disorder: The clients diagnosis of anxiety  may have been  related to underlying issues related to a traumatic event  that he  experienced as a child. The clients father was verbally  abusive to him  and was an alcoholic. It is a possibility that the  clients issues could  have some relations to previous exposure as a  child. Post-Traumatic  Stress Disorder is a serious condition that can  occur in clients who  have experienced various incidents including abuse  (PTSD, 2018).

Medications

The  case states by year six the client has failed to achieve  remission on  an SSRI, a 5-HT1A receptor partial agonist, an  antihistamine anxiolytic  and an SGRI (Stahl Online, 2019).

Based on the pharmacological agents, I would select either  Cymbalta  60mg or Effexor XR 150mg.  Cymbalta did illicit a response,  but side  effects prevented the escalation of the dosage.  Augmenting  with  guanfacine an alpha-adrenergic agonist proved to be the therapy  that  elicited remission for this client.

Lessons Learned

I  learned to always consider additional differential diagnosis and   evaluate and re-evaluate every situation separately to be sure of the   correct diagnosis.  Patients  often have comorbid diagnosis and  treating both is vital to a  successful outcome for the patient.  Symptoms of mental illness change  overtime making continued care  necessary for the patient. The provider  must always be approachable and  helpful for the client to feel  comfortable in his/her presence. 

                                                References

Attention Deficit Disorder Association. (2018). Adult ADHD Test. Retrieved from

Generalized Anxiety Disorder. (2018). Anxiety and Depression Association of America. Retrieved from

Posttraumatic Stress Disorder. (2018). Anxiety and Depression Association of America. Retrieved from

Seay, B., McCarthy, L. F., and Williams, P. (2009). Your complete ADHD/ADD diagnosis guide.

            Retrieved from 

Stahl, S. M. (2013). Stahls essential psychopharmacology: Neuroscientific basis and practical

            Applications (4th ed.). New York, NY: Cambridge University Press.

Stralen, J. W. (2016). Emotional dysregulation in children with attention-deficit/hyperactive disorder.

            Attention Deficit Hyperactivity Disorder. 8(4). p. 175-187. Retrieved from

            https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5110580/

Hoza  B, Mrug S, Gerdes AC, Bukowski WM, Kraemer HC, Wigal T, et al.  What  aspects of peer relationships are impaired in children with   attention-deficit/hyperactivity disorder? Journal of Consulting and  Clinical Psychology. 2005b;73:411423. 

Reynolds, C. & Kampaus, R. (2013). Generalized Anxiety Disorder. Pearson. Retrieved from:

Instructions:

1. Write your evaluation in the Word document provided (Critique 1 answer sheet).  You can insert the cursor after each question, and type in your answers.  Use full sentences, with paragraph breaks, to describe each point.  Double space all writing; number pages.
2. Provide rationales for your decisions (citing sources). For example, if you write that the theory framework is strong, describe how it is strong with at least one citation (Author, year) to a theory book, research book, or article.
3. List all sources at the end of the answer sheet, following APA format for a reference list.  Remember to cite the article you are evaluating at least once in the text, and put it in the reference list as well.
4. Remember to type your NAME at the top of the answer sheet to get credit for it!

Critique #1 Content:

Authors, Title, and Abstract

1. Discuss author(s) qualifications to conduct the study, including educational preparation and clinical experience of author[s].
2. Discuss the clarity of the article title (type of study, variables, and population stated).
3. Discuss the quality of the abstract (purpose, design, sample, intervention, and key results presented). (10 pts)

Literature Review/Background

1. Briefly describe the clinical problem that prompted the study.  This is not the research question, but the clinical issue that needed investigation.
2. Discuss the data provided for the significance of the clinical problem, and whether or not you believe it is an important problem for nursing science.
3. Identify the major topics discussed in the background section and evaluate whether there were any missing ideas or topics.
4. Briefly explain whether the background section included sources current at the time of the study (ie. within 5 years of publication).
5. Discuss whether the studies were critically evaluated and synthesized to provide a clear summary of the current knowledge about the problem of interest.
6. Evaluate whether or not the background section provided support for the current research study. In other words, whether a gap(s) in research knowledge was/were clearly described.  (20 pts)

Research Problem, Purpose, Research Questions/Hypotheses

1. State the study purpose and evaluate whether or not the purpose clearly addresses the gap in nursing knowledge identified in the background section.
2. If there are research questions and/or hypotheses, list them, and discuss whether they logically follow from the research problem and purpose. If questions/hypotheses were only implied, rather than explicitly stated, describe that. (10 pts)

Theoretical Framework

1. Describe the theory/framework that supported the study, and list the important concepts in the theory framework. 
2. Evaluate the clarity of the presentation of the framework. If it was vague or had missing elements, describe those.
3. Discuss how well the theorys concepts were linked to the study variables.  (10 pts)

Writing Style & Format

1. Grammar: full sentences, precision, clarity, spelling, and punctuation.
2. Use APA format throughout this paper, specifically citations and a reference list. (10 pts)

200 words each

1)

My plan to develop my professional partnership with my selected site is the first understand the mission statement of the what the company is about and what the company believes in.  I will do some reading and researching, locate reviews on the business and its relationship with the community.  Make a phone call and ask if I could speak with the owner or manager of operations of the business.  During my initial contact, I will make sure that I inform the manager about my plans and goals for the presentation that I want to present before their staff.  I will ask the manager if there was a time available that we could meet in person, at their convenience.  If I am given the opportunity for a face to face, I will have my presentation layout and allow them to look at it.  In return, I will answer questions that the manager has for me.  Doing this time, I will utilize my chance to ask them their opinion about what I want to present.  This will allow me to get them to be open about their knowledge on the discussion topic of choice.  Ask them if they would like to see something added to the presentation, that will help their staff be healthier and more conscious about their lifestyle.  Schedule my date of presentation, if the manager approves of me doing the presentation.  Upon setting a schedule presentation date, I would send a thank you message via email and then weekly reminders about the benefits of the presentation to the manager.  Checking in with the manager on a weekly basis, to keep the manager and staff looking forward to the presentation that is going to improve their health.  I would make sure to meet with the manager once more prior to the date of presentation, at least two weeks in advance; to give an update or receive information from the manager about the presentation.  I would focus on not taking up too much of the managers time with small talk.   

It is important that we as healthcare providers collaborate with other professionals in the healthcare field to ensure that our patients are treated holistically.  When we experience health issues, many other problems can arise from that health issue.  People that have uncontrolled pain, can become depressed or angry; because the pain is interfering with their lives.  We must know who to refer patients to for help with their concerns.  The more options we utilize to assist our patients, the better the development of trust we can have with our patients.  We want our patients to trust us and come to us for help, because they are sure they will receive help or be guided in the proper directions to get help.    

Clark, M. J. (2015). Population and community health nursing (6th ed.). Boston, MA: Pearson

2)

 I have selected my church medical group to partner with to help educate the people in the church about sickle cell disease that predominantly affects the African-American people. The church medical group is made up of a group of medical professionals that volunteer their time and expertise in helping build strong and healthy church members. Education about sickle cell disease is very important especially in the African-American community because having knowledge about sickle cell disease and how it is genetically passed on will help the young people take that into consideration when planning on choosing a life partner to have a family with. This will help reduce the number of babies born with sickle cell disease.

            Partnering with a church outreach group is very important in helping my role as a disease prevention nurse. The church is a big community with a lot of young adults. Since most of the church members are African-American, we seem to have a lot in common in terms of our diet, attitudes towards exercise or physical activities and also common diseases that affect us.  The medical professionals collaborating with each other in the group will help identify the educational materials and methods of how information is to be presented to the community and also find out the available resources to help provide other assistance to the population in terms of getting lab test or referring them to other places for further treatment if needed. 

            The importance of collaborating with other healthcare professionals in order to establish trusting relationships to gain commitment is that, it helps build a stronger network of medical professionals, who are focused on attaining a common goal for the community. The education they have in different medical setting, their positive attitudes and their willingness to work together to help promote good health and prevent an increase in diseases among the targeted population.

            A team environment could provide support for these community-based health care providers as well as allow for more efficient sharing of information Dieleman et al. (2009). Effective communication among healthcare workers helps build a strong team.  A good team work is mostly characterized by trust, respect and collaboration. Whether it is a professional or a non-professional setting, members are in the team mostly for a common goal, and all the members work together with the aim of achieving that goal. This is what makes it very important for the members to effectively communicate among each other to help promote continuity and clarity among the team and also help prevent problems or errors.

Dieleman, S. L., Farris, K. B., Feeny, D., Johnson, J. A., Tsuyuki, R. T. & Brilliant, S. (2009).      Primary health care teams: tem members perception of the collaborative process.           Journal of Interprofessional Care. 18(1), 75-78.

            https://doi.org/10.1080/13561820410001639370Di

 Hi,

I need 2-3 paragraph based on this instruction, Please address all 4 questions in your response clearly:

Complete the . Click the link on the lower right hand labeled Public Access to NIH Courses. Complete the following courses:

• Entire Information Security Awareness Course
• Privacy Awareness Course

Each course takes from 15-30 minutes.

NOTE: You are not required to submit the certificates of completion. It will be very clear who did and did not complete them by the responses to the questions and the scenario.

Based on knowledge gained from the experience of taking the privacy awareness course in the activity section, develop a scenario that meets the following criteria:

1. The scenario must include nursing and at least one other discipline (pharmacy, social services, etc.).

2. There should be an example of both correct and incorrect use of health information based on the learnings from the Health Privacy Awareness Course.

3. Provide a detailed explanation of the situation and what is right and wrong with the actions of the people involved related to health information privacy.

4. Describe the ramifications of inappropriate use of health information.

Assignment must be typed and a minimum of 10 pages, 5 evidence-based references are required and cited accordingly. Describe the difference between Naloxone, Naltrexone, and Buprenorphine/Naloxone. Include the mechanism of actions, onset, half-life, and formulations (routes of delivery). Please discuss the implications of difference in the clinical setting (including pre-hospital).