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choose a cultural group that you believe is essential for your fellow colleagues to understand in the context of your healthcare setting. (African American's) Consider the diversity of patients you may encounter. Begin conducting thorough research on the chosen cultural group. Compile key information that will be useful for your colleagues to understand and apply in their practice. Plan the layout, design, and format of your pamphlet. Consider visual elements, headings, and the overall structure to make the content engaging and easy to follow.

Imagine you are the emergency manager for your own local community and address The following: • Develop emergency planning zones for your own community as if it was the site of a nuclear power plant. (1-2 pages, including any diagrams) At the beginning of this question, you should create two maps. The first talks about evacuation within 10 miles of a nuclear plant site. The second map talks about the evacuation of a nuclear site for a distance of 50 miles, according to the (millstone_guide_EPZ ) document attached or from this website https://www.nrc.gov/about-nrc.html • Prepare a frequently asked questions fact sheet regarding public safety and health of your community. (1-2 pages; you should have at least 10 FAQs). For this question, you can use the NRC Potassium Iodide attached or The Human Side of Disaster book as resources 

The Case of the Belated Lab Tests Performance Improvement Opportunity – Part 2 Part 1: Create a flowchart of the process that was discussed in the first meeting (see packet 1) to illustrate the workflow that is currently being used. This will help the team decide where there may be problems in the current workflow. Packet 1: Lotta: First, I want to thank you all for volunteering for this team. I think we have….. Sam: (interrupting) I wouldn’t exactly say we all volunteered. In fact, I’d say I was drafted. Lotta: Well, I suppose some of you were picked. I asked the managers for people who really know what goes on in this process. So, you’re the experts. And I asked Cathy Filer to join us because she may be able to help us to use the EHR system more effectively to help with this improvement opportunity. Cathy: I hope I can help! Lotta: Let me describe the problem. We’re getting too many complaints about long turnaround times for lab tests – I mean from the time the physicians decide blood work is needed until the time the results are available to them. Harry helped me pull some data together that will give us a picture of how big the problem is. Everyone take a look at your handout. Harry: This bar chart shows the percent of tests that got done within the standard for the past year. The average is about 84%. Beth: What are the standards, anyway? No one ever told me there were standards. I thought everything was stat, stat, stat! I know I spend a lot of time calling down to see when results are going to be available. Sam: Maybe that’s because we’re not making the standards all that often, whatever they are. Tom: Let me explain these standards. When the doc’s fill out the request, they indicate whether it is STAT, Urgent or Routine. There are different turnaround time standards for each priority. STATs are 2 hours, Urgents are 6 hours and it’s 24 hours for Routines. The times are from when the test is ordered to when the results are available to the doc. Steve: Well, whatever the standard is, I know the problem isn’t the time we take to actually do the test. We’ve been measuring our turnaround time within the lab for more than a year now. Harry: Steve’s right. We did have some problems in the lab a couple of years ago. We had some pretty ancient equipment. But, we were able to replace most of that last year. Cathy: Well, that is great to know. Since we already know that the turnaround time for actually doing the test, and I am assuming we can show data to back that up, then the team can focus our time on other parts of the process. Sam: I don’t know why we need a team to solve this one. It’s pretty obvious to me that you guys may be able to do the tests quickly, but you leave specimens sitting in your receiving window for long times. You probably measure your own turnaround time from when you take the specimen from the box, not when it gets there. Steve: That’s not true. If you want to blame somebody, just last week, I noticed that the messenger service left results in our out box for more than an hour before picking them up. Harry. That’s right. I think there are just a few “bad apples” around here, including in the lab. I’m looking into that now. I’ll find them……I have my ways. Beth: (to Tom) Tom, we’re not supposed to be going right to what we thing the solutions are, are we? Or finding ways to blame other people? Tom: (with a sigh) Beth’s right. What we have to do is see if we can find out what’s wrong with this process. We have to get out of the habit of thinking it’s always someone doing something wrong. So, the first thing we have to do is to make a flow chart showing how this process works. Then, we’ll think about what could be causing the problem of long turnaround times. We’ll have to test our theories and collect data and make sure we find the root cause. Until we do all that, we won’t have much of a chance of solving the problem for good. Steve: Boy, that sure sounds like a lot of work. Lotta: That’s why we’re here. We’ll learn a lot and have some fun, too. But, we’d better keep an eye on the ground rules we put together. That will keep us focused on the problems, rather than on blaming others. Tom: OK, let’s get to the first step – flowcharting this beast. You folks tell me the steps in the process and I’ll write them on these poster size Post-Its and stick them on the wall. Then when we think we have all the steps we’ll move the Post-its around and put them in the right order. Lotta: Sounds good. So, where does this process begin? What’s the starting point of our flow chart? Beth: Well, here’s the doc, making his rounds or checking a patient. He decides that some kind of test is needed and writes the request….sometimes the nurse writes the order and has the Doc co-sign it…..and whether it’s STAT, Urgent or Routine is written right on the order. Cathy: How does he write the request? On a paper request sheet? Are we using the Order Entry option in the EHR? Beth: No, they write it on a request slip. Cathy: That is good to note. Steve: You know, I think the doc’s overdo it on the Urgents. I bet that plenty of the Urgents could really be Routines. Maybe they’re in a big hurry to get out of here, so they make it an Urgent. Harry: Well, 24 hours is a long time to wait for a Routine. Maybe the doc is making rounds in the afternoon and would like to have test results back for the next morning. Beth: Sure, that happens. But, that’s not really unreasonable is it? Maybe the standards should be tighter. Harry: For pity sakes, we’re not meeting the standards we have now. I think the standards are set by the Patient Care Committee. They’re all docs and you know they’ll just want to tighten them up if we bring this to their attention. Beth: Maybe so….but, I think we should look at the standards. I wonder what that standards are at River Valley Medical Center. Tom: Hold on, hold on. We’re supposed to be flowcharting now. These are good thoughts, so let’s write them down in our idea log and make sure they get included with our minutes so we don’t forget them. Let’s get on with this process. Lotta: Well, the requests go to you, Beth, don’t they? Beth: Right. I stamp them with the patient’s name and medical record number. Then I put them in the floor out box for lab pickup. Steve. The Routines go into the box, but you call us on the STATs and Urgents. Beth: That’s right. Sam: Then the lab notifies me and I go up, pick up the request and do the draw. That’s assuming the patient is there. Lotta: What do you mean “assuming the patient is there?” Sam. Just that. Sometimes I go up and there’s an empty bed. Maybe I was given the wrong room numbers, or maybe the patient is visiting Radiology or PT, or whatever. There’s nothing like having a STAT order and you can’t find the patient. Lotta: So, what do you do then? Beth: Usually, he comes over and harasses me – like I’m not busy enough already. Tom: OK, let’s put that on our chart as a problem. If it happens fairly often, it could be part of the turnaround time problem. But, let’s say the patient is there. You do the draw, right? Sam: Right. Then I take the specimen down to the lab and put it in the in box. (Under his breath)…..Where it grows old. Steve: OK Sam, I heard that. Tom (intervening) Everyone did. Let’s keep one eye on the ground rules until we get used to working as a team. Harry. The lab people are always checking the in box and, when there’s a specimen, we take it, set up the equipment and do the test. Steve: We put the results on the form and put it in the out box. The messenger picks up the results when they come by on their rounds, and takes them back to the floor. Beth: When I get them , I put them with the chart and flag it. Usually, if it’s a STAT, I make sure the doc knows the results are there. Cathy: OK, that sounds like the whole process, except when do the results get put into the patient EHR? Beth: We don’t. The results get sent down at discharge with the rest of the paper chart and I think they get scanned. I’ve seen scanned result slips before. Cathy: OK, another thing for me to think about. Lotta: OK, let’s get to work flowcharting this process. Part 2: The following information was extracted from the floor secretary logs from the past week. A total of 3622 tests were done and 589 were over the standards for turnaround time The breakdown by urgency is as follows: Of 459 STATs, 77 were over standard Of 1042 Urgents, 334 were over standard Of 2121 Routines, 178 were over standard You want to bring a graph of this data for the next team meeting. NOTE: Your Excel table might look something like this in order to make a graph that will be valuable. URGENT ROUTINE STAT TOTAL Number > Standard 334 178 77 589 % of Total > Standard 57% 30% 13% 100% Cumulative % of Total 57% 87% 100% TASKS: Create a graph, using Excel, depicting the data above. Analyze this data once your graph is made. What conclusions can be drawn? Write a short summary of what the graph is telling you. Decide! Does the team have enough data? Brainstorm a list of the data you would like to have. Where would you get that data? Submit a shortlist of your brainstorm ideas and explain what you would discuss with the team regarding gathering more

Assignment 1 learning Resources  1. https://publications.aap.org/pediatrics/article/14... 2. https://d393uh8gb46l22.cloudfront.net/wp-content/u... This week, you will present and defend your assigned stance ( con) and specific medication ( Amphetamine) for your patient case study scenario with your peers. Within the debate, you will also share your perspective on why the alternative medication class would not be appropriate for the patient case scenario.  Support your answers with evidence-based, peer-reviewed scholarly literature. Note: APA style format with citations and references will apply. As a reminder, these were the assigned medications: Con- Amphetamine Amphetamine Methylphenidate Alpha Adrenergic Agonist Non-Stimulant Post your response detailing your argument for the following: What is the proposed mechanism of action of the medication(s)? Why might this be appropriate for the patients? What are the advantages or disadvantages to your class of medication (options for different administration, length of duration, etc.)? What are the advantages or disadvantages to the other medication options? What possible side effects or considerations need to be evaluated? Provide one example for each consideration—legal, ethical, and social implications—for prescribing the medication category. Note: Your response needs to be supported by three 3 scholarly peer-reviewed resources located outside of your course learning resources. Patient 1: Malcolm is a 9-year-old male in the 4th grade at the public elementary school. Malcolm has recently been diagnosed with ADHD, combined presentation. Malcolm struggles with being fidgety and hyperactive; he often gets into trouble at school for blurting out answers, getting out of his desk when he should not be, and hitting other children when upset. Malcolm also has a hard time focusing on anything other than video games at home. His parents report homework takes “all night” though it should only take 30 minutes. Malcolm has assigned chores but often gets distracted. For example, Malcolm was to take out the trash but got distracted in the driveway while taking out the trash and left the full bag in the driveway. He often misplaces the combination code for the lock on the house door. Patient 2: Jessica is a 32-year-old female that was recently diagnosed with ADHD. She was referred to your office by the psychologist that completed the ADHD assessment. Jessica has always struggled in school and jobs. She is often “written up” at her job for not completing tasks that are assigned to her. She becomes easily distracted by her other co-workers. She finds herself spending a lot of time conversing with colleagues. Her colleagues are frequently annoyed with her for constantly talking to them and interrupting their work and tasks. Jessica is here to discuss medication options to treat ADHD. Assignment 2 Deutetrabenazine You will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses. You will be assigned  Deutetrabenazine to create your guide THE ASSIGNMENT Create a 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! Note: Your Medication Study Guide should not be in the format of an APA paper. Also Note: Your guide should be informed by the FDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research. Areas of importance that you should address—but are not limited to—include: Title page Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses Any supporting, valid, and reliable research for non-FDA uses Drug classification The medication mechanism of action The medication pharmacokinetics The medication pharmacodynamics Appropriate dosing, administration route, and any considerations for dosing alterations Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc. Definition of half-life, why half-life is important, and the half-life for your assigned medication  Side effects/adverse reactions potential Discuss clinical concerns with EPS and Tardive Dyskinesia Note: Be sure to include screening tools that would be utilized. Contraindications for use including significant drug to drug interactions Overdose considerations Diagnostics and labs monitoring comorbidities considerations Legal, ethical, and social considerations Pertinent patient education considerations

As the Director of Marketing and Patient Relations, you are asked to assess quarterly patient perceptions on quality of care. Discuss the approaches, tools, and techniques you would use to measure this. In your discussion, describe how you will benchmark for comparative purposes.

Assume you are responsible for the developing the appropriate marketing mix (product, price, distribution, promotion) for a new sports medicine clinic set to open next year for University Health System, located in downtown Philadelphia, PA that is attempting to target both urban and suburban service areas. The information you provide will be used to develop and implement a strategy by system health executives. Provide reasoning as to how the marketing mix will be used, which items are more important for this initiative (or all they are?), and the implications on the health system as a whole resulting from the sport medicine clinic.

CLC Business Plan 1.Your instructor will assign you to a Collaborative Learning Community (CLC). 2.The scenario for your CLC is presented below. 3.Your CLC will work together to write a single document. 4.The CLC Business Plan needs to be of professional quality, demonstrating a high level of thought, research, and writing skill. 5.The business plan needs to be similar in format, content, and quality to actual business plans in the health care industry. 6.The CLC Business Plan is based on a hypothetical situation. Therefore, you will need to be creative. While the information included in the plan will be contrived, make a reasonable attempt to be realistic. This will require research and imagination. Financial projections and timelines are not expected to be exact; feasible approximations are expected. 7.Designate a project manager to oversee the overall writing of the CLC Business Plan. An equitable division of tasks is the most efficient way to complete the assignment. 8.The CLC Business Plan will contain the sections and components common to typical business plan models. The specific needs of each project will determine the appropriate model to use. Whichever model you choose include: a.Description of product or service b.Business and industry profile c.Marketing components d.Financial information e.Operational plan Note: Virtually all business plans contain an executive summary. The executive summary for the CLC Business Plan will be included in the Individual Project Plan, which is due in Topic 8. Individual CLC members will write their own executive summary of their CLC Business Plan. Electronic Medical Record (EMR) Background: You are the information technology (IT) project manager in a 200-bed inner-city hospital that has a 30-member primary care physician group that has one hospital-based clinic and four clinics dispersed throughout the local community. You have been asked by senior leadership to put together a proposal for creating the organization’s electronic medical record (EMR) for both the hospital and the clinics. Important factors for consideration in your proposal include: •Selection of the vendor for the EMR software •Staffing for design, implementation, training, and future support © 2020. Grand Canyon University. All Rights Reserved. •Space requirements for main equipment and desktops/workstations for doctors, nurses, and other clinicians/users•Staff training •Physician training •Integration with any current electronic data sources (imaging, laboratory, dictation, billing, and quality software systems) •Cultural , literacy, and language concerns •Timelines for design, implementation, testing, and tra Managing Health Care Business Strategy Moseley, G. B. (2017). Managing health care business strategy (2nd ed.). Jones & Bartlett. ISBN-13: 9781284081107

Your organization has asked you to present a power point presentation on an important regulation (or lack of regulation) in occupational safety and health regarding the disposal of bloodborne pathogens in Saudi Arabia. How does this regulation affect the overall healthcare industry’s practices in Saudi Arabia?  How does it impact the disposal of bloodborne pathogens in your organization? How could it be improved? Please address the topic below: Regulatory agencies and regulations that govern the disposal of bloodborne pathogens in KSA The main occupational hazards related to the disposal of bloodborne pathogens and how they impact healthcare professionals  How regulation impacts industry practices Your recommendations for improvement in either the existing regulations and or enforcement. Your presentation should meet the following structural requirements: Organized, using professional themes and transitions.

The purpose of this assignment is to allow you the opportunity to understand the best way to create a positive patient experience and to be able to understand the role that each health care professional you work with plays in the care of a patient. For this assignment, select two of the following allied health professions to compare (dental hygienists, diagnostic medical sonographers, dietitians, medical technologists, occupational therapists, physical therapists, radiographers, respiratory therapists, and speech language pathologists) and take a deeper look into their specific functions and contributions to health care. Each allied health profession's formal training. The types of settings in which each profession is traditionally found and how these are changing today. The expanding roles of allied health in health care delivery and the effect on each profession. One professional development opportunity that each selected profession could attend to enhance knowledge and technological expertise in health care. Health care trends that have emerged due to the overall workforce shortage and the impact they have on health care delivery. Provide a minimum of two scholarly sources (one of these should be the textbook).

talk about a rare disease that we will see in our daily live.  Disease, epidemiology, etiology, pathophysiology, clinical presentation, how to support the diagnosis, differential diagnosis,  treatment and management, if sexual transmission explain how to inform the authorities and the protocol.