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IHP 450 Venice Family Clinic Paper

IHP 450 Venice Family Clinic Paper

Submit the second milestone of your final project.

For additional details, please refer to the Milestone 2 Guidelines and Rubric attached below.

You must review Milestone one attached below as reference

Also a capital budget item was done for venice family clinic ( attached below however the professor stated this is a good project but keep in mind it will be a large undertaking. IHP 450 Venice Family Clinic Paper

An EHR requires an incredible investment – not just in the system but building out the entire VFC footprint (multiple sites). This will likely include additional tech staff, internet upgrades, equipment purchases, etc. You are welcome to pursue this but make sure your analysis is comprehensive. If you like, you may change your project to a smaller one so your scope isn’t so large. IHP 450 Venice Family Clinic Paper

So it can be changed to a smaller scope of something else so that milestone 2 project can be done effectively.

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IHP 450 Final Project Milestone Two:

Departmental Budget and Outline Guidelines and Rubric Prompt: Because you have done such a good job with the consulting assignments, your boss has asked you to lead the development of the department’s annual operating budget for the healthcare facility you selected, (Joslin or Venice).

She has also offered to review an outline of your capital budget proposal before you submit it for consideration by the decision makers. There are two parts to this assignment that you will submit together: Part One: Proposal Outline First, you will outline your proposal for your boss to review. IHP 450 Venice Family Clinic Paper

With the goal of submitting a proposal that will help your organization and win a $2,500 bonus, you will create a 1–3 page outline of your final project presentation that identifies the key points you will use to address critical elements of the final project, providing sufficient detail to allow your boss to provide constructive feedback on your proposal.

Your outline should incorporate, where applicable, the knowledge, concepts, and principles that you have learned in Modules One through Five. IHP 450 Venice Family Clinic Paper

Review the Proposal Outline Template to gain an idea of what your outline may look like. The notes and ideas you generate in this outline may inform the speaker notes, visuals, and text that you will include in your final project proposal presentation. To complete this part of the assignment, the following items must be addressed:

I. Proposal A. Options: What various options are available for each item in your budget proposal? Provide multiple options for your supervisor or board to

consider based on their needs. B. Financial Research: Describe the cost-benefit of each option based on relevant information and research. Information and research can include

research on the items or vendors, organizational numbers, price quotes, and more. Be sure to provide relevant documentation in an appendix or reference slide to show the depth of your research and the various options available.

C. Organizational Resources: Identify what resources would be needed to implement one of the options in your proposal D. Communication: What method of communication would be used to notify departments across the organization and what methods would be used throughout proposal implementation? Justify the appropriateness of your suggestions.

Part Two: Departmental Budget Second, create your annual departmental budget per your boss’ request. As part of your capital budget proposal, you will need to apply the cost of your capital budget item, and all associated costs, to a specific department within the organization. IHP 450 Venice Family Clinic Paper

Using the budget sample as an example, create your own departmental operating budget in the Operating Budget sheet. Please note that this is just an example provided to help you get started. You do not have to use all of the budget items found in the budget sample if they do not apply to your department. You may find that additional items are appropriate to include for your department beyond what is included in the sample. Use the Capital Budget sheet to calculate the costs of your capital budget item. IHP 450 Venice Family Clinic Paper

https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=23971https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=21759

As you create your department’s budget, consider items such as hiring new staff, training, technology, and any other related costs. Also account for the potential revenue generated as a result of implementing the capital budget item as well as any potential expenses incurred by your department. These should be high- level estimates. To complete this part of the assignment, the following items, as well as those listed above, must be addressed:

I. Budget (Please Note: Respond to the following critical elements in the proposal outline, with the exception of element G below, which should be submitted as an Excel spreadsheet)

A. Statements: What statements were utilized for formulating your proposal and why? Select the appropriate statements for analysis and defend your choices.

B. Expenses: What major expenses are associated with your proposal items? C. Budgetary Accounts: What budgetary accounts (i.e., salaries) are impacted and in what way? D. Reasoning: Based on the previous year’s budget data, why did you select these budget items for adjustment over other options? E. Ratios: Research the various ratio options (including ROI) used for reviewing financial statements. Determine what ratios you will use for your proposal items and explain why IHP 450 Venice Family Clinic Paper. F. Ratio Calculations: Using budget statements, formulate calculations that support each recommendation. G. Projected Departmental Budget: Create a projected departmental budget for the upcoming year that incorporates the costs of the proposed

changes. (This will be submitted as an Excel spreadsheet) Guidelines for Submission: You will submit two deliverables for this assignment. Your departmental budget must be submitted as an Excel spreadsheet. IHP 450 Venice Family Clinic Paper

Your proposal outline must be submitted as a single document. It should be 1–3 pages in length with double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA style where applicable.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Proposal: Options

Provides reasonable implementation options for each proposal item

Provides implementation options for each proposal item, but options are not reasonable

Does not provide implementation options for each proposal item

8.63

Proposal: Financial Research

Describes the cost-benefit of the listed options based on relevant research and information

Describes the cost-benefit of the listed options, but with gaps in relevant research and information

Does not describe the cost- benefit of the listed options

8.63

Proposal: Organizational

Resources

Accurately and clearly identifies the organizational resources that will be needed for proposal implementation

Identifies the organizational resources that will be needed for proposal implementation, but lacks accuracy or clarity

Does not identify the organizational resources that will be needed for proposal implementation

8.63

Proposal:

Communication

Proposes methods for communicating budgetary changes and communicating throughout proposal implementation to departments across the organization, and justifies the appropriateness of these methods IHP 450 Venice Family Clinic Paper

Proposes methods for communicating budgetary changes and communicating throughout proposal implementation to departments across the organization, but does not justify the appropriateness of these methods

Does not propose methods of communication for notifying departments across the organization and for proposal implementation

8.63

Budget: Statements Selects and comprehensively defends the appropriate financial statements for use in the proposal IHP 450 Venice Family Clinic Paper

Selects and defends financial statements for use in the proposal, but statements are not appropriate or not comprehensively defended

Does not select and defend financial statements for use in the proposal

8.63

Budget: Expenses Accurately identifies the major expenses associated with the proposal and the budgetary accounts that would be impacted

Identifies the major expenses associated with the proposal and the budgetary accounts that would be impacted, but identification is not accurate

Does not identify the major expenses associated with the proposal and the budgetary accounts that would be impacted

8.63

Budget: Budgetary Accounts

Identifies what budgetary accounts are impacted and clearly states how

Identifies what budgetary accounts are impacted but does not state how they are impacted

Does not identify which budgetary accounts are impacted or state how

8.63

Budget: Reasoning

Justifies why the selected budgetary accounts were chosen for adjustment based on analysis of previous year’s budget

Justifies why the selected budgetary accounts were chosen for adjustment, but not based on previous year’s budget

Does not justify why the selected budgetary accounts were chosen for adjustment

8.63

Budget: Ratios

Selects appropriate ratios to use for support of the proposal and justifies logically

Selects and justifies ratios to use for support of the proposal, but does not select appropriate ratios or justification is not logical

Does not select and justify ratios to use for support of the proposal

8.63

Budget: Ratio Calculations

Calculates the selected ratios based on the budget statement analysis

Calculates the selected ratios, but not based on the budgetary statement analysis

Does not calculate the selected ratios

8.63

Budget: Projected Departmental Budget

Creates a projected budget that applies the proposed changes to the specific department

Creates a projected budget but is missing key elements of a departmental budget

Does not create a departmental budget applying the proposed changes to a specific department

8.63

Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

5.07

Earned Total 100%

IDS 400 The Four General Education Lenses

IDS 400 The Four General Education Lenses

Each time we approach a question or project, we are informed by certain perspectives, or “lenses.” At any given time, we are looking through multiple lenses, but often, one may be more dominant than the others. Throughout your academic journey, these lenses coincide with disciplines or fields of study. IDS 400 The Four General Education Lenses

Here at SNHU, we’ve prioritized four of these lenses:

• The Humanities
• History
• The Sciences
• The Social Sciences

Professionals in these fields all ask questions in order to gain information, but they may ask them in different ways that will help them examine different aspects of a topic. We can think of these as four different telescopes, and each lens has different characteristics. IDS 400 The Four General Education Lenses

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Thus, depending on the lens we are looking through, the cultural artifacts we encounter—the constructed items that convey the benchmarks of a particular culture or social group—will tell a different story.

The Humanities

At the core of the humanities is human creativity, and they explore the things that humanity creates and how they offer insight into the way people experienced their present, interacted with their culture, and comprehended abstract concepts and big questions about humanity’s place in the universe.

The humanities broaden perspectives and promote an understanding of multiple experiences, cultures, and values through various mediums of creative human expression—such as literature, fine art, dance, photography, philosophy and religion, film and television, music, even the internet, and social media— many of which are taught as separate academic disciplines. IDS 400 The Four General Education Lenses

Within the humanities, both the artist’s (or creator’s) intent and the audience’s reception of a creative artifact are considered to help understand cultural values and why they matter. They celebrate cultural diversity while also highlighting cultural similarities. IDS 400 The Four General Education Lenses

View these brief videos for more on the lens of the humanities:

• What Are the Humanities and Why Are They Important? (1:53); IDS-100: Humanities (3:22).

History

Many of us are familiar with history as being a list of dates, events, and people to memorize, but history is so much more than simply dates and memorizing facts. Your primary exposure to history could have been in grade school required classes or in documentaries about subjects you find interesting. There is so much more to history, however. IDS 400 The Four General Education Lenses

History tells the stories of our past to help us better understand how we got to the present. In addition to dates, events, and people, history encompasses first-hand accounts of experiences that include artifacts from an era (tools, clothes, toys, etc.), letters or diaries from people who lived during a certain time, documents from a time period, photographs, and, when possible, interviews with people who lived through the events that historians study. IDS 400 The Four General Education Lenses

Together, these historical remnants help write a story of a particular time, which is then folded into the stories of history we are living and making today. View these brief videos for more on the lens of history:

• Thinking Like a Historian (8:47); What Is History For? (4:13); What is Historical Thinking (7:41).

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The Natural and Applied Sciences

The natural and applied sciences study the physical world to help us better understand ourselves and our place in nature, and nature’s role in shaping us. The natural sciences include fields such as biology, chemistry, and physics, while the applied sciences include STEM-related fields such as mathematics and technology.

Together these fields explore the questions and curiosities humans have been pondering for ages, and scientists often develop questions and use a scientific process—the scientific method—to describe, predict, and observe the natural world. IDS 400 The Four General Education Lenses

This method of developing and researching hypotheses can also be applied to the other lenses as a way to organize the questions one might ask to gain a deeper understanding of our world and experiences. View these brief videos for more on the natural and applied sciences:

• The Scientific Method (4:05); IDS-100: What Is Science? (2:01); IDS-100: Neil deGrasse Tyson Describes Scientific Thinking (2:52).

 

https://www.youtube.com/watch?v=ytR3wxwVBd0&feature=youtu.behttps://www.youtube.com/watch?v=ytR3wxwVBd0&feature=youtu.behttps://www.youtube.com/watch?v=V9imTDR_dUkhttps://www.youtube.com/watch?v=vIdMgO-tfyE&feature=youtu.behttps://www.youtube.com/watch?v=vIdMgO-tfyE&feature=youtu.behttps://www.youtube.com/watch?v=hLE-5ElGlPMhttps://www.youtube.com/watch?v=mSJLmWnxrPg

The Social Sciences

As people are social beings, social science is the study of society and the relationships between people. Subjects included in this lens are psychology, sociology, anthropology, political science, economics, and geography. This study of human behavior and interaction can sometimes overlap with the humanities lens, which also studies different cultures. IDS 400 The Four General Education Lenses

Studying society, culture, and human relationships will lead us to an understanding of how people live and how to improve our lives. Social scientists use a variety of methods to arrive at conclusions within this lens, such as interviews, participant-observation, and primary and secondary sources. The social sciences can also intersect with the other lenses. IDS 400 The Four General Education Lenses

For instance, like for the history lens, social scientists may look at the past to gain an understanding of the social relationships that took place. How do we interact? How do we work together? Asking questions similar to these has given us the opportunity to evaluate causes and effects related to people in our society. IDS 400 The Four General Education Lenses IDS 400 The Four General Education Lenses

Consider how the social science lens helps us interact with the world around us and uses cultural artifacts to make changes in our lives to promote better living or promote interactions we normally would not have with others. View these brief videos for more on social science:

• An Animated Introduction to Social Science (4:35); What Is Social Science? Part 1 (2:50); What Is Social Science? Part 2 (2:37).

 

https://www.youtube.com/watch?v=B9sKe-UGIKchttps://www.youtube.com/watch?v=0BfkVnSYiAchttps://www.youtube.com/watch?v=oEkE7C-gU40https://www.youtube.com/watch?v=oEkE7C-gU40https://www.youtube.com/watch?v=DSIdaTSG2Gghttps://www.youtube.com/watch?v=DSIdaTSG2Gghttps://www.youtube.com/watch?v=kUApnFN2vGkhttps://www.youtube.com/watch?v=1DTRjAqC61sRead Also:

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iHuman Case Study and H&P Assignment

iHuman Case Study and H&P Assignment

iHuman interaction needs to be completed and the H&P which a template is attached. I will provide login info when needed for iHuman. Instructions below…

The next case is Jacqueline Russell. This is a learning mode case (0% or 100%) and is graded and required. I will move the due date for this case to 9/16/2020.

We will adjust the date on the next case next week as needed.

Here are the important things with iHuman:

• You MUST use the Template (attached) for the Plan. Either admission or outpatient!
• No HPI, CC, or other commentary goes in the order set. Points are deducted for this unnecessary information on graded cases and you will get no credit on the learning mode cases. This is an order set, thus no additional information is appropriate here.
• The HPI goes in the HPI section. See the resources in Doc Sharing. Failure to have a billable (as in good quality) HPI or if the HPI is missing results in ZERO points on the iHuman.

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To prepare:

• Review the Learning Resources for this week in preparation to complete this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient
• iHuman case study and H&P Assignment
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
• Identify three to five possible conditions to consider in a differential diagnosis for the patient.
  Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
  Reflect on a treatment plan for the patient that includes health promotion and patient education strategies.
• Consider the potential impact a patient’s psychosocial health may have on treatment plans, including health promotion and patient education strategies.

iHuman Case Study: Differential Diagnoses to a Client with Headache

Tension-type headache (TTH): Tension-type headache is identified by a consistent sensation of pressure that usually starts at the forehead, temples, or the base of the neck, according to Smeltzer et al. (2019). This type of headache is often described as a tight band or a heavy weight pressing on top of the head. TTH is the most common type of headache, often usually bilateral and non-radiating, and can be triggered by stress and anxiety. TTH can be chronic, and its intensity can gradually increase throughout the day. The patient’s stress level and recent traumatic experience with her boyfriend are potential risk factors for TTH.

Migraine without aura: Migraine headaches are characterized by throbbing pain, usually on one side of the head, nausea, and light sensitivity. However, some people experience migraines without aura, which can present with symptoms similar to tension-type headaches, such as the patient’s symptoms of a dull, pressure-tight cap around the head (Smeltzer et al., 2019). Additionally, post-traumatic headache can also be a differential diagnosis. The patient’s recent history of wrist trauma after being pushed by her boyfriend, coupled with bruises on her left arm and breast, could suggest a possibility of post-traumatic headache. This type of headache can occur after a head injury or trauma and may not present immediately after the incident. In this case, the headache may have started after the wrist injury and gradually worsened.

Depression: The patient’s current social situation, with an abusive boyfriend and being disowned by her mother, can indicate a possibility of an underlying depressive disorder. Chronic stress and anxiety, which are often associated with depression, can also trigger headaches (Fava, 2021). Depression can present with physical symptoms, including headaches, fatigue, and body aches (Varcarolis & Dixon, 2020). The patient’s withdrawal and edgy behavior could be related to depression. It’s important to note that these are just potential differential diagnoses and a thorough medical evaluation by a psychiatric mental health nurse is needed to confirm a diagnosis and develop an appropriate treatment plan. Additionally, it is important to address the patient’s safety concerns and potential abuse by her boyfriend.

References

Cosci F., & Fava, G. A. (2021). When anxiety and depression coexist: the role of differential diagnosis using clinimetric criteria. Psychotherapy and Psychosomatics, 90(5), 308-317.

Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2019). Brunner and Suddarth’s textbook of medical surgical nursing: In one volume (12th ed.). Lippincott Williams and Wilkins.

Varcarolis, & Dixon. (2020). Essentials of psychiatric mental health nursing – Elsevier eBook on vitalsource (retail access card): A communication AP (4th ed.). Elsevier Science Publishing. https://cir.nii.ac.jp/crid/1131694358645353473

Impact of Electronic Health Records Sample Paper

Impact of Electronic Health Records (EHR)

Characterizing the recent evolution in healthcare has been the sustained integration of technological innovations into healthcare practice. These advancements have had the sole aim of improving patient diagnostics, management and follow-up, as well as creating a platform for integrated patient care hence improving the overall quality, efficiency and patient satisfaction in care delivery (Evans, 2016). EHR represents one such fundamental transformation of the healthcare sector that has seen the consolidation of patient information and provided the platform for continued and integrated patient care.

Advantages of EHR

EHR has improved decision-making capabilities of healthcare workers. Arguably, healthcare has morphed into an increasingly convoluted concept affected by multiple patient, social, political and environmental factors (Evans, 2016). For this reason, arriving at appropriate decisions requires extensive considerations of varied issues, a process that has been made easier with the availability of decision support systems (DSS) within most EHRs. DSS are special software that employs specific algorithms to derive best-case scenarios for patients and enhance favorable outcomes (Kuo et al., 2018). Decisions on billing, consultation, insurance payment and referrals often need DSS input.

An overarching impact of EHR involves the enabling prompt and efficient communication among healthcare workers, hence fostering collaboration. Supporting the need for effective intervention are the increasing incidence of chronic illnesses that require long-term follow-up and multidisciplinary care (Evans, 2016; Ramya et al., 2018) alongside the enduring concept of holistic patient management and evidence-based nursing practice. These two factors have meant that an improved collaboration in the healthcare sector could not have been more timely, important or beneficial (Vos et al., 2020). EHR has therefore granted many people the opportunity to receive collaborative healthcare, anywhere, anytime and at an affordable cost.

Crucially, EHR has enhanced the security of patient information. Coupled with cybersecurity laws such as the 1996 HIPAA Act, it is possible to safely store patient data for posterity, hence reducing the need for bulky and risky paper-based systems (Ramya et al., 2018). Since online systems are not immune to unauthorized access, special access protocols, as well as privileges of the users, are used to control entry. Being a central repository of patient information, safe storage translates to adequate synchrony, faster access and hence the enhanced efficiency of service provision (Carlson & Laryea, 2019). The robustness of the EHR system has also made it a fertile ground for research-related ventures, hence the use and examination of patient data for improving service delivery and expanding the knowledge base.

The computerized physician order entry (CPOE) is another remarkable advantage of the EHR. CPOE confers to the physician the ability to enter instructions on specific tests or treatment procedures on a computer directly without needing paper (Wiegel et al., 2019). That has enhanced the promptness of information exchange amongst various departments as well as reduced significant medication and prescription errors. Importantly, the platform has also diminished the time nurses or other professionals seek clarification due to incomplete or illegible instructions, with the overall result being improved patient care.

Challenges of EHR

Despite many hospitals currently using EHR systems, the aspect of setting up and maintaining it remains a daunting prospect for most. First, as with comprehensive online systems, a significant financial outlay is required to drive the purchase and installation of such a project (Ramya et al., 2018). That tends to be difficult for most facilities which operate at narrow profit margins hence the vital role of sponsors and state actors in ensuring such projects come to fruition. Also, maintenance costs are significant in the whole endeavor as software are subject to continual improvement through regular updates and servicing to ensure maximal patient benefit (Alafaireet & Hicks, 2017). Such costs are often prohibitory and may discourage some facilities from establishing a functioning HER system.

EHRs are fairly novel entrants into the basic healthcare service provision arena and are an affirmation of the growing role of technology in improving healthcare delivery. Therefore, to enhance its usage proficiency and acceptability among healthcare workers, requisite training and education is needed before installation and continually throughout its usage to enable the realization of expected outcomes (Longhurst et al., 2019). The training may be costly cumulatively and workers may just turn-down or sabotage the prospect owing to change resistance and poor attitude. These may be addressed through cost-sharing and incentivization as well as improving the human-computer interface through standardization of EHR to enhance its understanding by users (Alafaireet & Hicks, 2017). It is also important to enhance the portability of the EHR.

EHRs are also susceptible to data management malpractices and unauthorized entry practices. Such include data mining, phishing and third-party viewership and represent a constant threat in an ever evolving cybersphere (Osop & Sahama, 2016). Patient data is extremely personal and a massively intimate piece of information that in the wrong hands can be used for endless nefarious intentions. Accordingly, facilities invest in security measures to avert potential attacks and keep their space safe (Osop & Sahama, 2016). That is in addition to employing technicians who constantly monitor the system operability and try to prevent such occurrences by sealing technological loopholes.

Conclusion

In sum, the entry of the EHR into the healthcare corridors has helped, over time, improve the efficiency and quality of healthcare service delivery. Continual research and innovation keep unravelling ways of enhancing the current systems through heightened security, improved connectivity and enhanced usability. Nevertheless, it is the ultimate consideration of all core elements of the system, that is patients, caregivers and the core platform itself, that will spur the next generation of healthcare improvement tools.

References

• Alafaireet, P., & Hicks, L. (2017). Barriers and Benefits of EHR Usage in Missouri: A Five-Year Journey. Missouri Medicine, 114(1), 70. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6143573/
• Carlson, J., & Laryea, J. (2019). Electronic Health Record–Based Registries: Clinical Research Using Registries in Colon and Rectal Surgery. Clinics in Colon and Rectal Surgery, 32(01), 082-090. https://www.thieme-connect.com/products/ejournals/abstract/10.1055/s-0038-1673358
• Evans, R. S. (2016). Electronic health records: then, now, and in the future. Yearbook of Medical Informatics, (Suppl 1), S48. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5171496/
• Kuo, A. M. S., Thavalathil, B., Elwyn, G., Nemeth, Z., & Dang, S. (2018). The promise of electronic health records to promote shared decision making: a narrative review and a look ahead. Medical Decision Making, 38(8), 1040-1045. https://journals.sagepub.com/doi/abs/10.1177/0272989X18796223
• Longhurst, C. A., Davis, T., Maneker, A., Eschenroeder Jr, H. C., Dunscombe, R., Reynolds, G., … & Adler-Milstein, J. (2019). Local investment in training drives electronic health record user satisfaction. Applied Clinical Informatics, 10(2), 331. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6520075/
• Osop, H., & Sahama, T. (2016, September). Quality evidence, quality decisions: ways to improve the security and privacy of EHR systems. In 2016 IEEE 18th International Conference on e-Health Networking, Applications and Services (Healthcom) (pp. 1-6). IEEE. https://ieeexplore.ieee.org/abstract/document/7749424
• Ramya, A. T., Khatheeja, S., Das, M. N., & Sanaboyina, A. (2018). Evaluation of benefits and barriers of Electronic Health Records [EHR] with their solutions: A study in multispeciality hospitals. Annals of Health and Health Sciences, 5(2), 87-96. http://www.indianjournals.com/ijor.aspx?target=ijor:ahhs&volume=5&issue=2&article=007
• Vos, J. F., Boonstra, A., Kooistra, A., Seelen, M., & van Offenbeek, M. (2020). The Influence of Electronic Health Record Use on Collaboration Among Medical Specialties. https://assets.researchsquare.com/files/rs-27832/v2/5e308784-5c1b-4416-bd2c-fa1cf4d47fac.pdf
• Wiegel, V., King, A. & Mozaffar, H. (2019). A systematic analysis of the optimization of computerized order entry and clinical decision support systems: A qualitative study in English hospitals. Health Informatics Journal, 26(2), 1118-1132. https://doi.org/10.1177/1460458219868650

Impacts of COVID-19 on Education Sample Paper

Coronavirus Disease 2019 (COVID-19) is a viral disease that has caused a pandemic with significant impacts in all sectors. Most affected are the health and education sectors. The disease has been wide-spreading and has greatly affected the educational and health sectors that heavily relied on face-face learning methods and clinical skills acquisition. Given the need to ensure the safety of both learners and instructors, most learning institutions were forced to suspend operations, with some opting to move learning to online platform.

The closure and change of learning techniques has had extensive impacts on the students, teachers, instructors, and learning institutions. The impacts of COVID-19 on education has been mostly negative, though with some positive aspects. The current discussion focusses on the impacts of COVID-19 on the education sectors with more emphasis on nursing education.

Negative Impacts of Covid-19 on Education

Closure of Learning Institutions

Nursing education requires theoretical and practical or bedside aspects to provide learners with the necessary skills for practice. As reported by the World Health Organization, the disease is lethal to all people, regardless of gender, race, or age. Therefore, schools and other learning institutions have made the tough decision of suspending their operations indefinitely. In some countries, the closure was ordered by their respective government (Fogg et al., 2020). The suspension of leaning means that students cannot acquire the skills and knowledge required to complete their courses on time.

For those who have managed to use non-physical learning methods, there have been obstacles and challenges. The different learning domains, including the knowledge, skills, and attitude, have been significantly affected by the schools attempting non-physical learning. By September 2020, most schools, including universities, had been closed in South America, Africa, and Southeast Asia (Fogg et al., 2020). In the united states and Canada, however, most institutions only closed partially.

Disruption of Learners’ Learning Outcomes

In some colleges in the United Kingdom, examinations were canceled or moved to online platforms. Cancellations of examinations have subjected the learners to anxiety and prolongation time or restudying the same concepts while preparing for online exams (O’Flynn-Magee et al., 2020). This disruption has extensively affected students’ learning outcomes, especially in science-based courses that require physical learning and practice. The disruption has interfered with the continuity and momentum already gained by learners, and now they have to readjust to cope with online learning and its associated limitations.

Travel Limitations

To acquire clinical skills of nursing and other health-related courses, learners in many parts of the world have been commuting from their residences to the learning facilities. Various governments have formulated new rules and regulations designed to minimize the spread of this disease. Regulations and rules such as partial or full lockdowns either countrywide or in urban areas limited students’ travel to their learning institutions before the closure of schools and universities. This, alongside directives discouraging gatherings such as those in physical classroom settings, meant that students had to halt their learning.

Need for Digital Literacy

As mentioned earlier, most institutions have adapted virtual learning strategies to provide learners with knowledge and skills. However, the main virtual method that has been leveraged by most institutions is the internet-based learning that involves using computers and websites whose navigation requires training. For students to successfully navigate these platforms, they need to first acquire digital literacy skills. The use of examination applications in learning has also required prior orientation to the students (O’Flynn-Magee et al., 2020). Arguably, the pandemic has forced learning institutions to explore alternative options to learning, most of which are time-consuming. Many institutions that had not integrated e-learning into their systems have had to spend more time orientating their users, including instructors and students, on this new learning methodology.

Unequal Access to Education

Various institutions have adopted online learning technologies which can be an expensive method of learning for students. The use of e-learning to cover up for the time lost during the lockdown has brought challenges to the students who cannot afford to acquire the necessary gadgets and know-how required for internet-based learning. With unequal access to internet-based learning, it is likely that online education has resulted in unequal access to learning resources (Baticulon et al., 2020). Internet-based learning involves the sharing of files and learning materials via online platforms. Some of these materials are copyrighted by the intellectual property laws that prohibit their unauthorized sharing. Thus, for students who are unable to acquire the requisite learning materials to avoid infringing on copyright laws, the new model of learning has been anything but smooth.

Compromised Academic integrity

Adopting internet-based learning, especially for a nurse, has not been as effective as physical face-to-face learning strategies. Specifically, internet-based education does not deliver fully for enhanced psychomotor domain of learning given the limited access to actual patients. Even though simulation, animations, and videos have also enhanced psychomotor skill development among nursing students, its efficacy cannot be compared to physical learning.  Further, while assessment of the students’ understanding of the taught concepts has been through online platform, their integrity has not been studied in comparison to physical exams. Moreover, this kind of examination is prone to questionable exam integrity. Even with restricted browsers, verifying that the actual student is doing the exam has been difficult.

Economic Costs to Institutions

With suspension of learning in most institutions following full or partial closures, some institutions have had to refund the students their education. Additionally, the cost of internet-based education can be high, forcing some learners to defer their studies indefinitely. When combined, these factors create an environment in which institutions have low student number, jeopardizing their sustainability goals (Dewart et al., 2020). While some institutions may resort to charging more fees for the existing students, this is a short-term intervention that has been associated with increased student dropout rates in colleges.

Emotional Response and Coping Strategies in Nursing Education

COVID-19 has caused various emotional responses from nursing students and their nurse educators. For nurse students, just as is the case with the general population, the pandemic has caused major psychological issues. The associated psychological stress, according to Huang et al. (2020), has affected learners’ ability to grasp the necessary skills and knowledge. According to Bloom’s learning domains, the affective domain is essential in the overall outcome of student learning. The learning environment for nursing students and the work environment for nurse practitioners is the same, which means that they are subjected to almost similar stressing factors.

Limited Educational Human Recourse

The disease has impacted the psychological and mental health of nurse educators. More importantly, since people are generally required to self-isolate whenever they contract the virus, nurse educators who fall sick are forced to suspend learning, much to the students’ disadvantage (Huang et al., 2020). In the process, the nursing students in the practicum must survive with reduced numbers of educators and instructors (Chen et al., 2020). This has negatively impacted the quality of education that they get (Al Thobaity & Alshammari, 2020).

Poor Communication Between Educators and Learners

The pandemic has forced distant learning on health institutions. Therefore, the mechanisms of communication have switched to email and learning portals as opposed to face-to-face and memos that were initially utilized. Proper communication is key to effective learning. Instructors communicating through learning portals are more likely to miss the attention of the audience, the learners. This has impacted the efficiency of distant online learning (Baticulon et al., 2020). Among other barriers to learning reported by Baticulon et al. (2020) include poor communication.

Domestic Implications

Learners pursuing distant learning involving e-learning have had a rough time balancing between domestic activities and academic work. There has been limited attention to academic assignments and learning. This has made it difficult to implement student-based interventions in promoting student learning (Dewart et al., 2020) an aspect that further complicates the distant learning process

Positive Impacts of COVID-19 on Education

Despite the extensive negative impacts the pandemic has had on different sectors, is not devoid of positive implications for the field of education and health. There are few subspecialties in the field of education where COVID-19 has promoted a positive situation. The need for digitalization of learning and the provision of remote healthcare services has resulted in expanded technology adoption.

Digitization of Education

Most learning institutions across the world have adopted online learning. Online learning has digitized requirements that have to put in place before learning starts. Digitized learning has provided numerous advantages in places where the learning institution ensured efficient and successful establishment of the required resources to both students and the educators. Further, online learning makes it easy for students and educators to share resources, a factor that can potentially widen a learner’s scope of knowledge. Further, to support online learning, new tools and software applications have emerged that promote teleconferencing, thereby ensuring effective distant learning. Software applications such as Zoom and Google Meet have promoted online learning by enabling real-time learning sessions.

Additionally, in a bid to control the spread of the disease, most governments across the globe focused on enhancing public awareness by promoting patient education through public health teaching. The media teachings about hygiene and proper disease prevention, particularly regarding how the virus spreads, has added to the existing public knowledge on disease management and prevention. These teachings have enlightened patients about health components that nursing and medical students would have spent educating the patients about.

Research and Learning

COVID-19 has provided a fertile ground for research on viral communicable respiratory diseases. Various health and educational resources have been published about this pandemic that can widen the learner’s knowledge of this disease. Arguably, research studies done by learners and corporate organizations concerning this novel virus have promoted a better understanding of the trends and strategies of preventing the disease.

Conclusion

In sum, coronavirus disease 2019 (COVID-19) has negatively affected students, educators, and institutions. In fact, the pandemic has exposed the extent to which most governments across the world have defunded the health and education sectors, setting them up for failure should similar disruptions emerge. For novel diseases for which there are no vaccines and effective treatments, the best management tools tends to entail containment measures such as through physical and social distancing, an aspect that has resulted in extensive change in how schools are managed. Nonetheless, while disruptions to learning has had profound effects on student progress, the pandemic has also highlighted the need for technology adoption and integration in learning.

References

• Al Thobaity, A., & Alshammari, F. (2020). Nurses on the Frontline against the COVID-19 Pandemic: An Integrative Review. Dubai Medical Journal, 1-6. https://doi.org/10.1159/000509361
• Baticulon, R., Alberto, N., Baron, M., Mabulay, R., Rizada, L., & Sy, J. et al. (2020). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medrxiv. https://doi.org/10.1101/2020.07.16.20155747
• Chen, S., Lai, Y., & Tsay, S. (2020). Nursing Perspectives on the Impacts of COVID-19. Journal Of Nursing Research, 28(3), e85. https://doi.org/10.1097/nrj.0000000000000389
• Dewart, G., Corcoran, L., Thirsk, L., & Petrovic, K. (2020). Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Education Today, 92, 104471. https://doi.org/10.1016/j.nedt.2020.104471
• Fogg, N., Wilson, C., Trinka, M., Campbell, R., Thomson, A., & Merritt, L. et al. (2020). Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic. Journal Of Professional Nursing. https://doi.org/10.1016/j.profnurs.2020.09.012
• Huang, L., Lei, W., Xu, F., Liu, H., & Yu, L. (2020). Emotional responses and coping strategies in nurses and nursing students during the Covid-19 outbreak: A comparative study. PLOS ONE, 15(8), e0237303. https://doi.org/10.1371/journal.pone.0237303
• O’Flynn-Magee, K., Hall, W., Segaric, C., & Peart, J. (2020). Guest Editorial: The impact of Covid-19 on clinical practice hours in pre-licensure registered nurse programs. Teaching and Learning In Nursing. https://doi.org/10.1016/j.teln.2020.07.007

 

Implementation of Risk Management Strategies

Implementation of Risk Management Strategies

• The purpose of this assignment is to create an educational program that supports the implementation of risk management strategies in a healthcare organization.
• In this assignment, you will develop an outline for an “in?service”?style educational risk management program for employees of a particular health care organization that will then form the basis for a PowerPoint presentation in Topic 5.
• Select your topic for this educational session from one of the proposed recommendations or changes you suggested in the Risk Management Program Analysis – Part One assignment to enhance, improve, or secure compliance standards in your chosen risk management plan example.

Create a 500?750-word comprehensive outline that communicates the following about your chosen topic:

Introduction: Identify the risk management topic you have chosen to address and why it is important within your health care sector.

Rationale: Illustrate how this risk management strategy is lacking within your selected organization’s current risk management plan and explain how its implementation will better meet local, state, and federal compliance standards.

ORDER THROUGH BOUTESSAY

Support: Provide data that indicate the need for this proposed risk management initiative and demonstrate how it falls under the organization’s legal responsibility to provide a safe health care facility and work environment.

Implementation: Describe the steps to implement the proposed strategy in your selected health care organization.

Challenges: Predict obstacles the health care organization may face in executing this risk management strategy and propose solutions to navigate or preempt these potentially difficult outcomes.

Evaluation: Outline your plan to evaluate the success of the proposed risk management program and how well it meets the organization’s short-term, long-term, and end goals.

Opportunities: Recommend additional risk management improvements in adjacent areas of influence that the organization could or should address moving forward.

You are required to incorporate all instructor feedback from this assignment into Educational Program on Risk Management Part Two ? Slide Presentation assignment in Topic 5.

To save time later in the course, consider addressing any feedback soon after this assignment has been graded and returned to you. It may be helpful to preview the requirements for the Topic 5 assignment to ensure that your outline addresses all required elements for submission of the final presentation.

You are required to support your statements with a minimum of six citations from appropriate credible sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Impacts of Past Experience of Abuse on a Nurse Dealing with Domestic Violence Victims

Domestic violence and its effects are one of the major problems facing health care delivery today. By being among the frontline workers, nurses constantly face domestic violence victims requiring both physical and psychological care. A nurse’s previous experience with abuse has both positive and negative effects on his/her clinical decisions when dealing with domestic violence victims. One of the positive impacts is that the experience acts as an important reference in understanding the current situation (Alaseeri, Rajab, & Banakhar, 2019). In this case, a nurse relates his/her experience with that of the victim and thus can have a clear understanding of what transpired. Secondly, having gone through the same ordeal and successfully came out of it, a nurse can prescribe the best treatment model based on firsthand experience. Also, a nurse’s past experience can help develop a relationship with the patient after sharing his/her experience which earns trust from the patient (Alaseeri et al., 2019). Notably, establishing a trusting relationship between a patient and a healthcare provider has been shown to significantly improve health outcomes.

Apart from the positive impacts, past experience with abuse can have negative effects on nurses especially those who are still in the healing process. Çelik and Aydin (2019) note that after a traumatic experience, most victims suffer from flashbacks which are quite detrimental to the healing process. Dealing with a domestic violence victim for such a nurse might thus be a source of flashbacks. This may make a nurse unable to focus fully on such patients as dealing with them brings back dreaded memories. Secondly, having had a similar experience in the past might impair a nurse’s decision as they may want to force their circumstances to fit that of the patient. For this reason, nurses need to understand that there are many facets of domestic abuse which need to be dealt with differently (Çelik & Aydin, 2019). Forcing a patient to undertake certain treatment methods just because it worked on a different case is a wrong clinical decision based on assumptions.

References

• Alaseeri, R., Rajab, A., & Banakhar, M. (2019). Factors Influencing Nurses’ Decision-Making Process: An Integrative Literature Review. Retrieved from https://www.iosrjournals.org/iosr-jnhs/papers/vol8-issue4/Series-2/E0804023648.pdf
• Çelik, S. A., & Ayd?n, A. (2019). The effect of a course on violence against women on the attitudes of student midwives and nurses towards domestic violence against women, their occupational roles in addressing violence, and their abilities to recognize the signs of violence. Perspectives in Psychiatric Care, 55(2), 210-217. https://doi.org/10.1111/ppc.12333

Improvement Plan In-Service Presentation Scoring Guide

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDList clearly the purpose and goals of an in-service session for nurses.Does not list the purpose and goals of an in-service session for nurses.Lists with insufficient clarity the purpose and goals of an in-service session for nurses.Lists clearly the purpose and goals of an in-service session for nurses.Lists clearly the purpose and goals of an in-service session for nurses, with purpose and goals that are relevant and achievable within the in-service session.Explain the need and process to improve safety outcomes related to a specific organizational issue.Does not describe the need and process to improve safety outcomes related to a specific organizational issue.Describes a safety improvement outcome, but the described need for the improvement or process to achieve improvement is unclear or irrelevant.Explains the need and process to improve safety outcomes related to a specific organizational issue.Explains the need and process to improve safety outcomes related to a specific organizational issue, with reference to specific data, evidence, or standards to support the explanation.Explain audience’s role in and importance of making the improvement plan successful.Does not describe the audience’s role in and importance of making the improvement plan successful.Describes the audience’s role in the improvement plan but does not clearly address how the audience is important to the success of the improvement plan.Explains audience’s role and importance of making the improvement plan successful.Explains audience’s role and importance of making the improvement plan successful, using persuasive and transparent communication to improve buy-in.Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.Does not list resources or activities.Lists resources or activities, but their relevance to skill development or process understanding related to a safety improvement initiative is unclear.Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative.Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative, explaining their value.Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.Does not communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.Communicates with nurses without clarifying expectations or soliciting feedback, or does not communicate respectfully.Communicates with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.Communicates with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement. Presentation slides and speaker’s notes are free from errors that impact clarity or persuasiveness.

Resources:

·         Leadership Competencies

• American Organization of Nurse Executives. (2015).Nurse executive competencies [PDF]. Retrieved from https://www.aonl.org/nurse-executive-competencies
  • The AONE nurse executive competencies may be a helpful resource as you design your presentation, especially with regard to communication and collaboration.

·         Evidence and Value-Based Decision Making

• Zadeh, R., Sadatsafavi, H., & Xue, R. (2015).Evidence-based and value-based decision making about healthcare design: An economic evaluation of the safety and quality outcomes. HERD: Health Environments Research & Design Journal, 8(4), 58–76.
  • This article presents a model for taking different decision-making approaches to improve outcomes.

·         Facilitating Learning

• Fewster-Thuente, L. (2014).A contemporary method to teach collaboration to students. Journal of Nursing Education, 53(11), 641–645.
  • This article may give you some ideas for a skills practice activity to include in your Improvement Plan In-Service Presentation.
• Green, J. K., & Huntington, A. D. (2017).Online professional development for digitally differentiated nurses: An action research perspective. Nurse Education in Practice, 22, 55–62.
  • Green and Huntington highlight five elements that are key to effective online professional development in this article describing an action-research project involving RNs in clinical settings.
• Moradi, K., Najarkolai, A. R., & Keshmiri, F. (2016).Interprofessional teamwork education: Moving toward the patient-centered approach. The Journal of Continuing Education in Nursing, 47(10), 449–460.
  • The study discussed in this article involved the development of a framework of interprofessional framework competencies on which curricula and assessment tools could be based. Such an approach may be useful for you to consider as you develop your presentation.
• Rakhudu, M. A., Davhana-Maselesele, M., & Useh, U. (2016).Concept analysis of collaboration in implementing problem-based learning in nursing education. Curationis, 39(1), 1–13.
  • In their effort to better understand and define collaboration in terms of problem-based learning, the authors observed the increasing importance of interprofessional collaboration to nursing education and other aspects of the health care profession.

·         Capella Writing Center

• Introduction to the Writing Center.
  • Access the various resources in the Capella Writing Center to help you better understand and improve your writing.

APA Style and Format

• Capella University follows the style and formatting guidelines in thePublication Manual of the American Psychological Association, known informally as the APA manual. Refer to the Writing Center’s APA Module for tips on proper use of APA style and format.

Capella University Library

• BSN Program Library Research Guide.
  • The library research guide will be useful in guiding you through the Capella University Library, offering tips for searching the literature and other references for your assessments.

PowerPoint

Refer to these helpful Campus resources for PowerPoint tips:

• Capella University Library: PowerPoint Presentations.
• Guidelines for Effective PowerPoint Presentations [PPTX].

 

Implementing Response to Intervention Framework Paper

Getting Ready for Success

Winter Elementary school has a total of 600 students in the K-5 grade, 40% of who are English language learners (ELL). The school relies on three-tier model of reading, mathematics, behavior, attendance and writing. In 2019-2020, 75% of the third-grade learners met or exceeded the state-defined standard of reading part of the text, while 73% passed the state-defined standard on math. Other important demographics of Winder Elementary school is that 38% of the students receive free or reduced-price lunch, while 10% of the students serve in special education. Lastly, 3.8% of the students identify as those with learning disabilities.

The proposed strategic plan seeks to eliminate infidelity among the teachers and help them become more faithful to the Response to Intervention (RTI) framework. the strategic plan should yield into a road map for training the teachers and helping them understand the documentation process together with its importance in the implementation of RTI framework.

Checking Readiness for the Plan

With a basic understanding of why the RTI needs to be effectively implemented, the Winter Elementary school executive director and the entire leadership have shown support and commitment to see the project through to the end. The planning process will take a top-down process whereby those in the highest level of the organization are perceived to be the thinkers of what is best for the school (Alahmari, 2019).

However, a major disadvantage of this approach that the planning team will experience is getting the lower level staff to understand and embrace the plan. As such, the planning committee will take all the necessary steps to involve the staffs in the planning process. Considering the experiences from the previous planning process, involving the staffs makes them feel part of the proposed changes, and are therefore more likely to accepts the changes that the plan proposes to bring.

The other pitfall that must be avoided is too much rigidity and formality of the planning process. Considering that Winter Elementary school is a highly bureaucratic institution, being too rigid with the planning process may curtail creativity and slow down the planning process (Bartholomew & De Jong, 2017).

Participants

The main participants in the planning process will be the executive director, board of directors, staffs and an outside consultant. The executive director will be the chief planner, who will lead the strategic planning process from beginning to end. The school board of directors will ensure that the strategic plan aligns with the school mission, vision and values. A few staffs will be part of the planning committee, including the special education teacher and reading specialists.

Their main role will be to shape the relevance and workability of the plan to ensure buy-in to the school’s strategies and goals with regards to RTI. Lastly, consultant’s main role will be to bring and independent perspective to the strategic planning process (Kressler & Cavendish, 2020).

Organization’s History and Profile

Historically, Winter Elementary school has used RTI for a different purpose. Earlier on, the school implemented RTI as a formality and a means of assessing student’s eligibility for special education. As such, the school implemented RTI in line with its formal and legal definition; as means of determining students with learning disabilities in case they do not make enough progress in the context of scientifically based intervention and instruction.

However, the proposed strategic plan should help the school to use RTI as an instructional framework that is informed by individual student need based on their performance through an easily implemented progress-monitoring criteria. As such, students who fail to adequately respond learning will receive an increasingly intense instruction within a tiered model of learning resource allocation.  Therefore, the teachers needed professional training on the new use of RTI to understand how to implement it and measure outcomes.

Information needed for Strategic Planning

Some of the key information needed for the planning process are the key trends in the RTI program environment, attitudes and plans of teachers, demographic changes within the student fraternity and the regulatory changes that have occurred since the RTI framework was first implemented (Alahmari, 2019).

Furthermore, the planning committee will need student information about the students’ performance to evaluate the RTI program, data trends for the past three years, changes in the student mix based on teacher observation, quality indicators and changes in the RTI program base in the past three years. Lastly, the planning committee will need the financial implications of the RTI framework over the past three years for conducting a cost-benefit analysis.

Business Model

Winter Elementary school generally serves elementary grade students. All the teaching services are delivered within the school compound that has all the teaching resources and infrastructure. The RTI framework implementation would fit within the school’s daily activities that are supported by various revenue streams as highlighted in the table below.

The RTI presents as the program with the most mission impact because it monitors and improves student’s general academic performance. It is also the most attractive financially because parents and other donors pay for the student’s academic excellence. As such, implementing the RTI would be profitable in that sense that it attracts enough financial support to fully cover its costs. Nonetheless, it is worth noting that the 80% of the budget goes to staffing costs.    Appendix 1 contains Winter Elementary school’s revenue and expenses involved in running the RTI program.

Using The Plan Successfully

Activity Objective Timeline Develop a frequently asked question document and post it in the school’s websiteProvides a universal guidance to the school’s RTI framework and how it aligns to the organization’s mission, vision and values1 dayEstablish and inclusive committee of stakeholders to monitor and review the RTI implementation process including professional development and resource allocation To ensure continuous monitoring and evaluation of the program, gauging its effectiveness and recommending points of improvementsOngoingProvide ongoing technical assistance to the teachers during the implementation process To ensure teachers have the necessary resources for effective implementationOngoing 

References

• Alahmari, A. (2019). A Review and Synthesis of the Response to Intervention (RtI) Literature: Teachers’ Implementations and Perceptions. International Journal of Special Education, 33(4), 894-909. https://eric.ed.gov/?id=EJ1219496
• Bartholomew, M., & De Jong, D. (2017). Barriers to implementing the response to intervention framework in secondary schools: Interviews with secondary principals. NASSP Bulletin, 101(4), 261-277. doi/abs/10.1177/0192636517743788
• Kressler, B., & Cavendish, W. (2020). High school teachers’ sense-making of response to intervention: A critical practice analysis. Education and Urban Society, 52(3), 433-458. https://doi.org/10.1177/0013124519848032

Appendix 1: Winter Elementary school’s revenue and expenses involved in running the RTI program

 Environmental Education NurseryResource LibraryDirect MailSolicitation of DonorsAnnual EventsCommon CostsAdministration Totals Revenues Contributions170,000130,000300,000Restricted grants 14,000120,000134,000Fees900,000900,000Total Revenue                                        Expenses Direct Expenses746,300184,00012,900147,50059,00066,300160,000162,2001,538,500Allocation of Common Costs63,70015,0001,10012,60050005,700(160,000)13,80042,400Total before administration810,000200,00014,000160,00064,00072,000176,0001496000Allocation of Administration80,00020,0001,00015,00060003,000(176,000)(131,000)Full Costs890,000220,00015,000175,00070,00075,0001445,000Net24,000(100,000)(15,000)45,000100,00060,000114,000