In 650 words provide a description of the methods to be used to implement the proposed solution. Include the following:

1. Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Although you will not be submitting the consent or approval form(s) in Topic 5 with the narrative, the consent or approval form(s) should be placed in the appendices for the final paper.
2. Describe the amount of time needed to complete this project. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Although you will not be submitting the timeline in Topic 5 with the narrative, the timeline should be placed in the appendices for the final paper.
3. Describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution. Consider the clinical tools or process changes that would need to take place. Provide a resource list. Although you will not be submitting the resource list in Topic 5 with the narrative, the resource list should be placed in the appendices for the final paper.
4. Describe the methods and instruments, such as a questionnaire, scale, or test to be used for monitoring the implementation of the proposed solution. Develop the instruments. Although you will not be submitting the individual instruments in Module 5 with the narrative, the instruments should be placed in the appendices for the final paper.
5. Explain the process for delivering the (intervention) solution and indicate if any training will be needed.
6. Provide an outline of the data collection plan. Describe how data management will be maintained and by whom. Furthermore, provide an explanation of how the data analysis and interpretation process will be conducted. Develop the data collection tools that will be needed. Although you will not be submitting the data collection tools in Module 5 with the narrative, the data collection tools should be placed in the appendices for the final paper.
7. Describe the strategies to deal with the management of any barriers, facilitators, and challenges.
8. Establish the feasibility of the implementation plan. Address the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Make sure to provide a brief rationale for each. Develop a budget plan. Although you will not be submitting the budget plan in Module 5 with the narrative, the budget plan should be placed in the appendices for the final paper.
9. Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required for the individual sections, but is required for the final paper.

How does research benefit business professionals? How can your business research and report writing continue to develop in terms of fast-paced change on the Internet and other new technologies?

 

Examples

I personally find it very important to be able to spell correctly and research information in any business setting. When sending emails or reports or anything in writing, it’s so important to use the correct spelling and grammar and to really make sure your facts are straight. It would not be beneficial to write something and send it out without researching and spell checking. It would make you look lazy and uneducated. With spell check and grammar check, it almost seems impossible to send or put out on the internet information that might make you look uneducated, but it really is important to get your facts straight. It’s also important to give credit where the credit is do. If your company were to create a website, and you decide to quote someone, you want to give the credit to the person that said that quote. Otherwise, you can make people angry by stealing someone else’s words.

Research is so important in a business. If a neurosurgeon went into a heart surgery saying, “I’m going to fix this person’s heart my way.” That doctor is going to be looking at a major lawsuit. A surgeon is going to learn and research all that is needed to know to perform a heart surgery, and of course, he’s going to need to know how to do it the way he learned it, not off the top of his head.

 

 

Research benefits business professionals in that it helps them to build a business plan, it hlps with making decisions, development , and information. I believe what Donald Trump is saying is that because he does his research first about what he is pursuing he better prepared for it. I think it’s a plus to research potential companies that you may be looking to work for. If you can tell them information aboutthe company they know you have done your research and that it must be important to you. The fast paced changes of the internet and othe new technologies help us to be and stay competitive and up to date

answer question #4

Book name:  

REQUIRED TEXT

Showalter, J.S.. (2017) The Law of Healthcare Administration Eighth Edition, Health Administrative Press, Chicago, Illinois. ISBN 9781567938760

 1. All participating and non-participating student names. 

2. Each question must be repeated in full. Then followed by the narrative answer including complete and proper APA Style citations. Finally, the complete and proper APA Style references for the citations used in the answer should appear. 

3. More than two “External Authoritative Sources” in addition to the text book are required for maximum points on EACH question/answer. ( TOTAL OF 3 SOURCES)

 4. A source cannot be referenced unless it was cited in the narrative answer. 

5. The text book must be cited just like any other source. It is not permissible to write “In the text book…” or In the case study…” 

6. Any direct quote in the narrative must include the page or paragraph number in the citation.

 7. It is improper to place a citation/source at the end of a paragraph if material from the source appears before the last sentence in the paragraph. 

8. It is improper to place a citation in the middle of a sentence. One can lead with the source in the sentence but cannot use a citation within parenthesis except at the end of the sentence.

 9. “External Authoritative Sources” for purposes of this course shall mean: books, peer reviewed journal articles, education and government sites as well as non-partisan national or international organizations (such as WHO, UNICEF, UNAIDS etc) provided, the foregoing source/material selected has in text citations and references to support statements made therein. Under no circumstances are newspapers including the Wall Street Journal, blogs (regardless of source), editorials, panel discussions and dot com sites to be used. The foregoing are not considered authoritative for this course. 

10. Additional Guidance: I urge student to review the adobe connect session with FIU Libraries and Writing Center on APA Style formatting and contact them personally if more assistance is needed. 

11. Proper Submission Required: The assignment must be posted in the appropriate Assignment Folder.  

Question to be addressed in my 1 page assignment:

• 1. Critically appraise the design of the team’s curriculum (below) by providing feedback on the structure, sequence, and design of the curriculum or program. 

Reminder: Pls put citation and at least one reference (2011 – 2016) by using APA format … Thanks 

 

Team Project

           

            The Midwest team was assigned the development of an educational program through a public health agency in a rural Midwest area. After our initial research, we decided to focus on the development of a primary prevention program for the Jackson County Health Department (JCHD) in Jackson County, Ohio. Our needs assessment uncovered a larger than average mortality rate from heart disease in Jackson County, compared to the state of Ohio (Ohio Department of Health, 2014).

Our target population is families in Jackson County, Ohio. We are using behavioral, cognitive, and social learning theories to describe the importance of changing adults’ habits as well as modeling these for the children to maintain lifelong healthy lifestyles. Nakano, Kasuga, Murase, and Suzuki (2013) showed how healthy lifestyle habits decrease as children get older, and reiterated the importance of continuous focus on a healthy lifestyle.

The JCHD mission is “To promote and implement wellness through health programs, both mandated and self-initiated, that fall within the department’s financial constraints and that continually improve community health and well-being” (JCHD (n.d), “Mission,” para. 1). The JCHD vision is that “Every member of the community is healthy and lives in a safe environment” (JCHD, (n.d.), para. 2). The mission and vision of the JCHD were instrumental in the development of the program as it paved the way for the development of a primary prevention program focusing on the improvement of community health as well as the individual, with the idea that it could be a long-term program.

When developing a framework for our program, four principles are kept at the forefront: The compatibility of the program to the organization’s mission and vision, relevancy, major concepts, and desired outcome (Sullivan, 2016). We consider the main concepts of our program (healthier lifestyle, heart disease, nutrition, exercise, behavior, empowerment, families, children, etc.) to ensure these are a good fit for the organization’s goals and values. Our desired outcome to decrease the number of deaths from heart disease by increased number of families reporting healthy lifestyles and decrease childhood obesity needs to be in congruence with the mission and vision of JCHD.

Curriculum

Session 1: Healthy Heart for the Family

 

Description: Discussion during patient visits to the clinic or community events: Risks of heart disease, what we can and what we cannot change. A written self-assessment of risk factors. A general discussion of the family’s habits (nutrition, exercise, adult smoking, and alcohol intake). Introduction to creating healthy living habits for the family through nutrition and exercise.

 

Learning Objectives:

 

At the end of the session, the learner will be able to:

 

• Describe two risk factors for heart disease that cannot be changed.
• Describe two risk factors for heart disease that people have control over.
• Discuss how adult habits are observed and copied by their children.

 

Session 2: Weight Loss and Nutrition

 

Description: Discussion of strategies to modify weight and eating a balanced and healthy diet. Risk factors that people have control of includes their diet and the foods the diet consist of. When parents eat healthy, they can set an example for their children. Parents and children should eat together for meals. Parents and children can keep a journal of their diet and weight.

 

Learning Objectives:

 

At the end of the session, the learner will be able to:

 

• Describe healthy weight
• Use a journal or log of their diet, exercise and weight.
• Identify foods that accompany a balanced meal.
• Prepare and cook a healthy meal.

 

Session 3: Lifestyle Modification: Incorporation of exercise into daily routine to prevent heart disease and other predisposing factors.

 

Description: Discussion during patient/family visits to the clinic regarding how to incorporate exercise/physical activity into ones daily routine. Discussion will include how regular physical activity has the potential to promote health, fitness, and decrease the likelihood of developing risk factors associated with heart disease later in life (Physical Activity Guideline for Americans, 2015).

 

Learning Objectives:

 

At the end of the session, the learner will be able to:

 

• Identify two ways in which physical activity can be incorporated into their daily routine.
• Describe two benefits of incorporating physical activity into their daily routine.

 

Session 4: Healthy Children

 

Description: During patient/family visit education will be provided to parents and children on how to maintain healthy lifestyles to decrease the risk factors of developing heart disease at a young age. This relies on the teaching given to parents to instill healthy behaviors in children to decrease the risks of heart disease later in life. Some children are born with congenital heart defects and others may develop them from a poor lifestyle. Children who have cardiovascular disease risk factors at age 13 or younger can develop heart disease as young adults (AHA, 2016).  The learning method shall be tailored to teaching young children, using colorful pictures.

 

Learning Objectives:

Upon completion of the class, parents and children will be able to:

 

• Describe two ways to decrease the risk for heart disease.
• Describe three healthy habits to reduce the risk of heart disease that develops at a young age such as regular exercise daily, teaching the food pyramid and how to choose heart healthy foods, maintaining a healthy weight, and methods to keep blood pressure within normal limits for each age group.

 

Session 5: The Effects of Stress Reduction and Relaxation

 

Description: It is thought that patients with many disease states, including cardiovascular disease, might benefit from increased stress reduction and relaxation and quality sleep.

 

Task #1: Discussing how rest and relaxation, and getting the correct amount of quality sleep to help restore the body’s energy, repair muscle tissue and triggers the release of hormones that effect growth and appetite. Have patient identify strategies that are relaxing to them.

 

Task #2: Presenting to patients how deep relaxation, like meditation, when practiced regularly not only relieves stress and anxiety, but also is shown to improve mood. Educating patients on how deep relaxation has many other potential benefits such as decreasing blood pressure, relieves pain, and improve the immune and cardiovascular systems.

 

Learning Objectives:

 

After the completion of this session, participants will:

 

• Describe the impact of stress on health.
• Identify common stress indicators and stress related disease.
• Assess their own stress levels.
• Review strategies to help cope with stressors more effectively.

 

Session 6: High Blood Pressure and Diabetes; Hazards of the Heart

 

Description: Final session of the series to held at the JCHD’s education room.

 

Task #1: Education on normal and abnormal values for hypertension. Discussion of the risks of high blood pressure. The importance of consistent monitoring of their blood pressure and taking medications as prescribed. 

 

Task #2: Educate on normal and abnormal levels for glucose. Explain the effects of hyperglycemia on the vascular system. Discuss the importance of Hgb A1c monitoring.

 

Learning Objectives:

 

At the conclusion of the session, the learner will:

 

• Describe normal and abnormal values for blood pressure and glucose.
• Report two modifications in their lifestyle that will help change their blood pressure. (diet and exercise etc.).
• Describe two foods that spike glucose and two foods that are on the lower glycemic index.

 

References

American Heart Association. (2016). Life’s simple 7 for kids. Retrieved on October 25, 2016 fromhttps://www.heart.org/HEARTORG/HealthyLiving/HealthyKids/LifesSimple7forKids/Lifes-Simple-7-for-Kids_UCM_466610_SubHomePage.jsp

Jackson County Health Department. (n.d.). Mission. Retrieved from http://www.jacksoncountyhealthdepartment.org/about-us

Nakano, T., Kasuga, K., Murase, T., & Suzuki, K. (2013). Changes in healthy childhood lifestyle behaviors in Japanese rural areas. Journal of School Health, 83(4), 231-238.

Ohio Department of Health. (2014). Heart disease and stroke prevention. Retrieved September 9, 2016, fromhttp://www.healthy.ohio.gov/hdsp/hdsp.aspx

Physical Activity Guideline for Americans. (2015). Retrieved from: http://www.health.gov/paguidelines/guidelines/

Relaxation techniques for stress relief: Finding the relaxation exercises that work for you. (n.d.). Retrieved fromhttp://www.helpguide.org/articles/stress/relaxation-techniques-for-stress-relief.htm

Robert-McComb, J., Tacon, A., Randolph, P., & Caldera, Y. (2004). A pilot study to examine the effects of a mindfulness-based stress-reduction and relaxation program on levels of stress hormones, physical functioning, and submaximal exercise responses. Journal of Alternative & Complementary Medicine, 10(5), 819-827. doi: 107555304247672210.1089/acm.2004.10.819

Sullivan, D. T. (2016). An introduction to curriculum development. In D. M. Billings & J. A. Halstead (Eds.),Teaching in nursing: A guide for faculty (5th ed., pp. 89-117). St. Louis, MO: Elsevier.