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It is basically the same thing but the health problem is UTI. Thank you

Answer the following two prompts in 250 words. Answee separately in word. Watch the following 2018 presentation by Allan Frankel, MD, Founding Partner, Safe & Reliable Healthcare and Senior Faculty, Institute for Healthcare Improvement; and Michael Leonard, MD, Managing Partner, Safe & Reliable Healthcare and Adjunct Professor of Medicine, Duke University School of Medicine: https://youtu.be/UKEmODUpMmg Reflect on the information presented and describe two (2) key takeaways that you learned. Discuss two (2) reasons why healthcare organizations continue to struggle to reach high reliability and describe how organizations can overcome those challenges. Talk about a team that you were part of that worked really well together. What elements were present that made it an effective team? Share information about a team that you were part of that didn’t work well together. What elements were missing? What suggestions can you make that would have enabled it to be more effective?

Review the Learning Team Project Charter to identify any potential project risks. Note. The project manager is responsible for keeping an accurate record of risks and issues. This is a dynamic document that will be developed progressively throughout the project. Identify at least five-to seven-risks for the learning team project and document these in an appropriate format. Develop a risk management plan and give a detailed explanation of how the project team will respond to and manage the risks moving forward. Select a Risk Management Plan format to use from an organization where a member of your learning team works. Compare the format to the elements of the Risk Management Plan outlined in Part I, Section 11.1.3.1 Risk Management Plan of the PMBOK. Note. If you cannot locate a format to use between your learning team members, search for a format online or develop one of your own based on the elements outlined in Part I, Section 11.1.3.1 Risk Management Plan of the PMBOK. Cite any research or templates used consistent with APA style guidelines. Submit your completed risk plan as either a Word or Excel file by the due date by clicking on the assignment in Canvas and uploading the document. Rubric Risk Management Plan Risk Management Plan Criteria Ratings Pts This criterion is linked to a Learning OutcomeElements25 Points 25 pts4-Advanced 100%The plan contains a complete and thorough description and explanation for all of the plan elements. The plan presented represnts best practices in risk management plan design. Contains all 11 elements and other relevant elements: • risk strategy, • methodology, • roles and responsibilities, • funding, • timing, • risk categories, • stakeholder risk appetite, • definitions of risk probability and impacts, • probability and impact matrix, • reporting formats, • tracking • other relevant elements21.25 pts3-Proficient 85%The plan contains all of the required elements. The descriptions and explanations contained in each plan section are above average. Contains all 11 elements: • risk strategy, • methodology, • roles and responsibilities, • funding, • timing, • risk categories, • stakeholder risk appetite, • definitions of risk probability and impacts, • probability and impact matrix, • reporting formats, • tracking 18.75 pts2-Emerging 75%The descriptions and explaantions contained in each plan section are average. Contains 8-to-10 of the following elements: • risk strategy, • methodology, • roles and responsibilities, • funding, • timing, • risk categories, • stakeholder risk appetite, • definitions of risk probability and impacts, • probability and impact matrix, • reporting formats, • tracking13.75 pts1-Novice 55%The plan does not contain all of the required sections. The descriptions and explaantions contained in each plan section are poor. Contains less than 8 of the following elements: • risk strategy, • methodology, • roles and responsibilities, • funding, • timing, • risk categories, • stakeholder risk appetite, • definitions of risk probability and impacts, • probability and impact matrix, • reporting formats, • tracking0 pts0-No Submission 25 pts This criterion is linked to a Learning OutcomeApplication25 Points 25 pts4-Advanced 100%The information contained in the plan demonstrates a superior knowledge of the project risk.21.25 pts3-Proficient 85%The information contained in the plan section(s) demonstrates above average knowledge and understanding of the project risk. 18.75 pts2-Emerging 75%The information contained in the plan section(s) demonstrates an average knowledge and understanding of the project risk.13.75 pts1-Novice 55%The information contained in the plan section(s) demonstrates a below average knowledge and understanding of the project risk.0 pts0-No Submission 25 pts This criterion is linked to a Learning OutcomeCompletion40 Points 40 pts4-Advanced 100%The plan section(s) provide a complete and comprehensive discussion of the information necessary for the plan section(s). All of the required information is included and the material is presented in an excellent, understandable, and organized manner. A working professional reading the plan would understand the process and procedures, goals and intent of each plan section.34 pts3-Proficient 85%The plan section(s) provide a complete discussion of the information necessary for the plan section(s). All of the required information is included and the material is presented in a satisfactory and organized manner. A working professional reading the plan would gain a basic understanding of the process and procedures, goals and intent of each plan section. 30 pts2-Emerging 75%The plan section(s) provide a less than complete discussion of the information necessary for the plan section(s). Most of the required information is included and the material is presented in an average and partially organized manner. A working professional reading the plan would have some difficulty in understanding of the process and procedures, goals and intent of each plan section.22 pts1-Novice 55%The plan section(s) do not provide a complete discussion of the information necessary for the plan section(s). Most of the required information is not included and the material is presented in a below average and dis-organized manner. A working professional reading the plan would have difficulty in understanding of the process and procedures, goals and intent of each plan section.0 pts0-No Submission 40 pts This criterion is linked to a Learning OutcomeGrammar10 Points 10 pts4-Advanced 100%Follows proper structure, grammar, and spelling. No errors throughout the work product.8.5 pts3-Proficient 85%Follows proper structure, grammar, and spelling. Few errors are shown. 7.5 pts2-Emerging 75%Contains errors in structure, grammar, and spelling.5.5 pts1-Novice 55%Follows some proper structure, grammar, and spelling but contains enough errors to distract.0 pts0-No Submission 10 pts Total Points: 100

Read the following instructions: For the assignment: (YOU WILL DO) Provide an overview of 5 topics in relation to one of the leadership theories. ?Apply ONE chosen leadership theory to 5 discussion topics. ------ 5 TOPICS: Communication, Team dynamics, Conflict management, Ethical leadership, Decision-making.) (YOU WILL DO)Choose which leadership theory you would choose to use and explain why it is best suited for your team (leadership theory chosen: TRANSFORMATIONAL/ TRANSACTIONAL LEADERSHIP) - Final slide ( Why this theory is best for your team: Team dynamics, Healthcare relevance, Practical leadership implications) Okay so what you will do is a word document planning out how you will format this information on a powerpoint. I have attached an example of the FORMAT you must follow. It must be 4-5 slides. I must have application, integration, and final slide. Also incude references. Add speaker notes as well. Let me know if you have questions. Everything you need is included

Here are some Exam Instructions: The exam consists of 4 questions that must be answered thoroughly and comprehensively. Each answer should demonstrate originality and critical thinking related to health insurance management. For each question, include a minimum of 10 relevant references to support your arguments and insights. Ensure that your answers demonstrate a logical flow of ideas and follow the steps involved in health insurance issues. ## Incorporate recent statistics and data about the Saudi health insurance transformation system to strengthen your arguments and provide context. ## ( NUMBER 5 IS A VERY IMPORTANT RULE ) Include at least two original tables/figures per question to present data, comparisons, or key points. These tables/figures should be created by you and not copied from any external sources. Let your unique voice and perspective shine through in your answers, providing original insights and analysis. Do not copy content directly from any resources. All answers must be original and written in your own words. Each answer should be at least 1000 words to ensure a comprehensive, detailed response. Start with background/introduction and end up with a summary/conclusion. Ensure consistency throughout your answers by maintaining a straightforward, coherent narrative. Double-check your answers for accuracy, ensuring that all facts, figures, and references are correct and up to date. Be innovative in your approach to answering the questions and presenting novel ideas and solutions related to health insurance and decision-making. Use proper citation format (e.g., APA) for all references, ensuring that they are appropriately credited within the text and listed in a reference section at the end of each answer. Review your answers for grammatical and typographical errors to ensure your writing is clear, concise, and professional. No AI and provide Ai check ( Turnitin ) Q1 Using the "Structure-Process-Outcomes" model, explain how private health insurance works in Saudi Arabia. Create a diagram illustrating the three essential pillars and their interactions, and provide a detailed explanation of each pillar. Insured, insurance company, and health provider should be part of your answer. --- Q2 Describe the contents of the unified health policy in Saudi Arabia. In detail explain each part. Compare and contrast the local health insurance policy with an international policy from the USA, UK, or another country of your choice. ---- Q3 Identify and explain 10 crucial rules and regulations implemented by the Council of Health Insurance (CHI) in Saudi Arabia. Provide thorough explanations and examples for each regulation. Justify your selection of these 10 regulations and discuss the potential consequences of their non-implementation. Give examples --- Q4 Identify and explain 10 essential rules and regulations implemented by the Saudi Central Bank (SAMA) in relation to health insurance. Provide thorough explanations and examples for each regulation. Justify your selection of these 10 regulations and discuss the potential consequences of their non-implementation. Give examples.

APA format paper. with references within the past 5 years. Thanks

Respond and reply to the following 4 people's discussions. EACH reply must be 100 WORDS. There should be a total of 400 words. NOTE: 100 words for each person. Edgardo Kourtney Phillip Ezra EDGARDO: Good evening class, One team I was able to see work well while deployed in support of Joint Special Operations Task Force Somalia (JSOTF-SOM) operated effectively because we had a common mission, clearly communicated and coordination, and trust amongst the team. We all understood our roles and responsibilities which made it simple to keep organized and adapt quickly when our priorities were adjusted. I believe leadership was at the forefront of this because expectations were clear and people were held accountable, but still respectfully treated. According to Dye (2022) effective leadership in healthcare relies on foundational core values and “hard skills” like communication, teamwork, and accountability. I witnessed how those traits can manifest while deployed on my last assignment. I have also been a member of teams that did not operate effectively. The number one problem was communication and lack of coordination. When we are not talking to each other or trusting one another the team becomes disjointed and it feels like everyone is on their own versus working together as a team. Roles become blurred and frustration can build quickly, limiting the teams overall performance. This ties into why teamwork directly affects safety and outcomes under stressful conditions. Manser (2009) states that “failings in teamwork” can occur when there is a breakdown in communication and lack of coordination which can introduce risk and decrease the teams effectiveness. If I were to improve that team I would establish clearer expectations, promote open communication, and build trust within the team early on so they may work together rather than in their own silo. References: Dye, C. F. (2022). Leadership in healthcare: Essential values and skills (4th ed.). Health Administration Press. Manser, T. (2009). Teamwork and patient safety in dynamic domains of healthcare: A review of the literature. Acta Anaesthesiologica Scandinavica , 53 (2) 143 151. https://doi.org/10.1111/j.1399-6576.2008.01717.x KOURTNEY: Hello Class, One of the best teams I’ve been part of was during Bahrain’s initial COVID-19 housing response. Our team included 14 service members and 25 local national employees. We managed quarantine and Restriction of Movement facilities for over 1,100 returning personnel. What made this team work so well was mutual respect. Everyone respected each other’s roles and contributions, which made communication and focus on the mission easier. Rank and job titles mattered less than teamwork. Ethics and integrity were huge during this time. COVID brought a lot of uncertainty and stress, but leadership was transparent and consistent. We also had strong servant leadership. Leaders focused on supporting the team, removing barriers, making sure we had what we needed, and stepping in when things got tough. I’ve also been part of teams that didn’t work nearly as well. As an RBT, I worked within a team that included BTs, other RBTs, a BCBA, and a field staff manager. There wasn’t much interpersonal connection, which is important in ABA since the work is all about people. Communication was often unclear, expectations weren’t well defined, and not everyone was on the same page. This led to frustration, role confusion, and avoidable errors in client care. Some things that could have made the team more effective include better communication and clearer expectations. According to Dye (2022), effective teams work best when members understand their individual roles and expectations, recognize their value to the team, and help shape the shared values that guide how the team works together. Quick check-ins or short team huddles could have ensured everyone knew their roles and expectations. Making an effort to connect, listen, support each other, and recognize contributions would have helped morale and built more trust within our team. References:Dye, Carson F.. Leadership in Healthcare: Essential Values and Skills, Fourth Edition, Health Administration Press, 2022. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=7175471. PHILIP: Error chains consist of a series of small failures - sometimes 10, 15, or even 20 that can gradually snowball and ultimately avalanche into serious patient harm. As a result, patients may experience prolonged hospital stays or additional complications stemming from preventable breakdowns in care. Many of these errors are entirely avoidable when systems are designed to identify risks early and communicate them effectively. In the video, this concept is illustrated during a leadership walkaround where it was discovered that blood pressure cuffs in a unit were not functioning. This raises an important question: why was this issue not communicated to leadership before it was identified during the walkaround? This example particularly resonates with me because I routinely inspect medical equipment and can be held liable if I certify equipment that is not working as intended. Recently, a firefighter brought a suction unit to me for inspection, and I had to explain that because it was not charged routinely, it would fail during use. As a result, I could not sign off on the equipment. I also instructed them on proper preventative maintenance to preserve battery life. Had this routine inspection not occurred, a patient’s life could have potentially been at risk. This reinforces the importance of meaningful communication and shared best practices between departments, rather than simply “checking the box” during inspections. If I had not insisted on corrective action or emphasized the severity of routine maintenance, this situation could have resulted in significant risk. The video highlights (VIDEO LINK: https://youtu.be/UKEmODUpMmg)vision boards as a tool to help prevent these types of failures by allowing frontline staff to identify and communicate risks early. Vision boards encourage open communication between staff and leadership, making safety concerns visible and actionable. During the Q&A portion of the video, it is further emphasized that vision boards allow teams to visualize expected actions, track updates, and provide real-time feedback. These tools support high reliability by ensuring that small issues are addressed before they contribute to larger error chains. EZRA:In healthcare, it’s easy to assume that if nothing bad happened today, the system must be working. Frankel and Leonard challenge that comforting assumption head-on, and this was one of the most compelling insights from their presentation. They argue that high reliability is not about celebrating success, but about remaining uneasy even when things appear to be going well. In other words, smooth operations can actually hide risk. Recent research by Fricke et al (2023) supports this idea, showing that organizations applying high-reliability principles intentionally look for weak signals such as near misses or workarounds because these often reveal deeper system vulnerabilities. This perspective reframes safety as something actively maintained through constant attention and learning, rather than something achieved once errors stop occurring. Another important takeaway from the presentation is the emphasis on psychological safety as a foundational requirement for high reliability. Frankel and Leonard highlight that frontline clinicians often notice safety threats first, but their insights only matter if they feel safe speaking up. Contemporary research confirms that teams with strong psychological safety and safety climate are more likely to report concerns and less likely to experience serious adverse events, because problems are addressed earlier rather than ignored (Vogus et al., 2020). When staff trust that raising concerns will lead to improvement instead of blame, safety becomes a shared responsibility rather than an individual risk. Despite growing awareness of these principles, many healthcare organizations continue to struggle to achieve high reliability. One major challenge is the inherent complexity of healthcare systems, where frequent handoffs, unpredictable patient needs, and time pressure increase the likelihood of failure. Another barrier is cultural inertia, particularly environments that still respond to error with blame or silence rather than learning. Research suggests that these challenges can be overcome through sustained leadership commitment, reinforcement of reliability principles in daily work, and intentional efforts to strengthen safety culture across all levels of the organization (Fricke et al., 2023; Vogus et al., 2020). When leaders consistently prioritize learning, transparency, and trust, high reliability becomes an ongoing practice rather than an abstract goal. References:Fricke, J., Galligan, M., Douma, C., Souder, J., Hedden-Gross, A., & Mull, N. (2023). Examining the Impact of Implementing High-Reliability Organization Principles on Patient Safety Outcomes. National Library of Medicine. https://pubmed.ncbi.nlm.nih.gov/41248244/

In this milestone, you will practice coding CPT and E/M, which will prepare you for the final project. You will identify the proper procedures and main terms for each procedure, and code CPT and E/M. Use this patient record. In Milestone One, you reviewed an outpatient record, but for Milestones Two and Three, you will work with an inpatient record to prepare you for the final project. This is a good time to iron out any specific issues you are having and to contact your instructor with questions. There is a great deal of information in the patient record, so to help you focus on the CPT and E/M coding, the relevant sections of the record are highlighted. The following steps will also help you review the record: Begin by reviewing the entire record. Evaluate the face sheet for any diagnosis and/or procedures. Proceed to the discharge summary to evaluate whether anything further is discussed or explained as far as the patient's treatment is concerned. Proceed to the history and physical section. It should be reflective of the discharge summary; however, pay close attention to anything that you did not see in the discharge summary. The progress note is a step-by-step, day-by-day breakdown of the history/physical section. Much of it will duplicate what you have already reviewed; however, it is important to review it to ensure that nothing else should be coded. The reports at the end validate the procedures that were completed. If you find an emergency report, you should review it for consistency with the history/physical section and the discharge summary. Note: The patient record you will use in this milestone is not the same record you will use for the final project. Specifically, the following critical elements must be addressed: CPT: In this section, you will review the patient medical record and apply the appropriate CPT coding to the procedure(s). You will also be asked to provide your rationale for how you arrived at a particular code. Review the chart notes and determine a CPT procedure. Explain how you arrived at your determination. Identify the main term(s) for each CPT procedure and provide a rationale to support your identification. Use an encoder and search for the main term of the CPT procedure. Describe the results of the search and the process applied to effectively use the encoder. Describe how you narrowed down your CPT procedure selection based on descriptions and adjectives while using the encoder. Provide the narrowed-down list to support your response. Assign the CPT procedure code to the record and explain why this code is the most appropriate for this procedure.

INTRODUCTION This week's readings examine the human side of healthcare technology — usability, accessibility, and design. Even technically sound systems can fail if they do not account for how real people work, learn, and interact with technology. Clinicians face documentation burdens and alert fatigue. Patients with limited literacy or limited English proficiency struggle to use portals designed without them in mind. Effective healthcare technology requires attention to human factors, health literacy, and inclusive design principles. Use the following prompts to answer in a 3–4 page APA-formatted paper Designing for Health Literacy: Patient portals and mobile health apps are now central to care delivery, yet research shows that patients with low digital health literacy are significantly less likely to use these tools. Analyze the challenges of designing patient-facing healthcare technology for populations with limited literacy, limited English proficiency, or limited technology access. What design principles should guide development? How can organizations balance functionality with simplicity? Length: 3–4 pages (800-1000 words) (excluding title and reference pages) Format: APA style (7th edition), including a title page, headings, and references Sources: Use at least two credible sources in addition to the assigned readings. These can include peer-reviewed journals, government sources (HHS, CDC, AHRQ), or professional healthcare organizations (HIMSS, AHIMA).