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• PHI FPX 3200 Capella University Moral Rights to Unproven Drugs Discussion

PHI FPX 3200 Capella University Moral Rights to Unproven Drugs Discussion Content Type

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znvxryanenawb39

Subject

Health Medical

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PHI FPX 3200

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PHI FPX

Description

Write a 2-3 page paper that explains and defends your view on the issue of whether or not patients with no other treatment options have a moral right to unproven drugs.

Introduction

Many doctors, nurses, medical technicians, and other health care workers are involved in medical research. The field of medicine is not limited to the direct treatment of patients but also involves the continued expansion of medical research. A large part of such research is clinical research, which puts patients into the role of experimental subjects. This raises a number of challenging questions for health care ethics, many of which follow from the fact that physicians, nurses, and others involved in clinical research have a dual role. As researchers, they are committed to generating new knowledge about diseases, developing new treatments and drug therapies, and, in general, helping to improve the welfare of human beings by eliminating or controlling diseases and increasing longevity. However, researchers involved in clinical research must also be committed to the highest quality care for individual patients taking part in research studies. This assessment explores some of the ethical issues that clinical research raises and some of the safeguards in place to protect the interests of patients involved in research.

Demonstration of Proficiency

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

• Competency 1: Articulate ethical issues in health care.
  • Explain how the principle of informed consent is relevant to these issues.
  • Explain the costs and benefits of offering unapproved experimental drugs to patients.
• Competency 2: Apply sound ethical thinking related to a health care issue.
  • Identify relevant ethical theories and moral principles.
  • Articulate arguments using examples for and against offering pre-approved drugs to wider pools of patients.
• Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.
  • Exhibit proficiency in clear and effective academic writing skills.

Preparation

When a new drug is undergoing clinical trials to be approved for treatment, it must pass through a number of distinct phases of testing. These phases require rigorous study and evidence to demonstrate the safety and efficacy of new treatments. Passing through these phases and achieving approval takes many years for some trials. Before approval, patients not part of a clinical trial have limited or no access to experimental drugs, even though these drugs could be helpful and potentially save their lives. There are various groups pushing for greater patient access to drugs still in the experimental stage. In recent years, the FDA has made it somewhat easier to receive treatment with experimental drugs, but according to advocacy groups there are still too many restrictions (Munson, 2014).

This leads to a potential quandary when early stages of research on a drug sometimes suggest that the drug could be effective in treating a certain disease. On one hand, offering easier access to early stage trial drugs could help individuals suffering with a medical condition. However, on the other hand, making early access to experimental drugs easier could limit the pool of patients available to participate in clinical trials that establish whether or not the drug is truly effective and safe. This is an important consideration, as the vast majority of experimental drugs turn out to be completely ineffective or could have very dangerous side effects that will only show up over time and across a wider test population.

When completing this assessment, it is important to keep in mind the ethical arguments that are relevant to both views regarding the right to experimental drugs. It may be useful to review the suggested resources and conduct additional independent research while you are planning your assessment submission.

Instructions

Do patients with no other treatment options have a moral right to unproven drugs? Write a paper that explains and defends your view on this issue. In addition to reviewing the suggested resources, you are encouraged to locate additional resources in the Capella library, your public library, or authoritative online sites to provide additional support for your viewpoint. Be sure to weave and cite the resources throughout your work. In your paper, address the following points:

• Identify relevant ethical theories and moral principles.
• Explain how the principle of informed consent is relevant to the issue.
• Explain the costs and benefits of making unproven, unapproved experimental drugs widely available to patients. Consider the costs and benefits not only to the individual patients who take these drugs but also potential costs and benefits to other patients.
• Explain arguments using examples for and against offering pre-approved drugs to wider pools of patients.
• Support your view using ethical theories or moral principles (or both) that you find most relevant to the issue.

Additional Requirements

• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
• Length: 2–3 typed, double-spaced pages.
• Font and font size: Times New Roman, 12 point.

Reference

Munson, R. (2014). Intervention and reflection: Basic issues in bioethics (concise ed.). Boston, MA: Wadsworth.

Unformatted Attachment Preview

A Right to Experimental Drugs? Scoring Guide NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED Identify relevant ethical theories and moral principles. Does not identify relevant ethical theories and moral principles. Identifies relevant ethical theories and moral principles, but in an unclear, incomplete, or inaccurate manner. Identifies relevant ethical theories and moral principles. Identifies relevant ethical theories and moral principles, and describes how to apply them to contemporary issues. Explain how the principle of informed consent is relevant to the issues. Does not explain how the principle of informed consent is relevant to the issues. Explains how the principle of informed consent is relevant to the issues, but in an unclear, incomplete, or inaccurate manner. Explains how the principle of informed consent is relevant to the issues. Analyzes how the principle of informed consent is relevant to the issues, and identifies assumptions on which the analysis is based. Explain the costs and benefits of offering unapproved experimental drugs to patients. Does not explain the costs and benefits of offering unapproved experimental drugs to patients. Explains the costs and benefits of offering unapproved experimental drugs to patients, but in an unclear, incomplete, or inaccurate manner. Explains the costs and benefits of offering unapproved experimental drugs to patients. Explains the costs and benefits of offering unapproved experimental drugs to patients, and impartially considers conflicting evidence and other perspectives. Articulate arguments using examples for and against offering preapproved drugs to wider pools of patients. Does not articulate arguments or use examples for and against offering preapproved drugs to wider pools of patients. Articulates arguments with examples for and against offering pre-approved drugs to wider pools of patients, but in an unclear, incomplete, or inaccurate manner. Articulates arguments using examples for and against offering preapproved drugs to wider pools of patients. Analyzes arguments using examples for and against offering pre-approved drugs to wider pools of patients, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty where further information could improve the analysis. Exhibit proficiency in clear and effective academic writing skills. Does not exhibit proficiency in clear or effective academic writing skills. Writes in an ineffective and inconsistent manner that does not exhibit effective academic writing skills or deliver the message clearly. Exhibits proficiency in clear and effective academic writing skills. Exhibits proficiency in clear and effective academic writing skills, and ensures the writing reflects the quality and expertise expected of a professional. CRITERIA  Purchase answer to see full attachment Tags: treatment options moral rights drug development unproven drugs whether patients development process User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

Please view explanation and answer below. Running Head: MORAL RIGHTS TO UNPROVEN DRUGS Moral Rights to Unproven Drugs Name Institution Date 1 MORAL RIGHTS TO UNPROVEN DRUGS 2 Moral Rights to Unproven Drugs The question of whether patients who have no other treatment options have the moral right to unproven drugs or not has been debated widely over a long period. The proponents have noted that such patients should be granted the opportunity to select whether they would want to take the unproven drugs. The opponents note that this decision could be a disaster for the patient in terms of their safety. There is also the common argument that this could interfere with the integrity of the drug development process. From a personal perspective, patients who do not have any other treatment options should have a moral right to unproven drugs. This emanates from two ethical principles in healthcarejustice and autonomy. Autonomy is the principle that dictates that patients should be granted the right to make decisions for themselves abou...

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This document includes questions to consider and additional guidance on how to successfully complete the assessment.ePortfolio. This resource provides information about ePortfolio, including how to use the product's different features.Assessment InstructionsYour summary of relevant outcome measures is based on your findings from the quality and safety gap analysis you completed in the previous assessment.PreparationYour analysis of the gap between current and desired performance was the first step toward improving outcomes. You now have the information you need to move forward with proposed changes. Your next step is to focus on existing outcome measures and their relationship to the systemic problem you are addressing. 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You may also want to read the Executive Summary Scoring Guide and Guiding Questions: Executive Summary (linked in the Resources) to better understand how each criterion will be assessed.Composing the Executive SummaryExplain key quality and safety outcomes.Determine the strategic value to an organization of specific outcome measures.Analyze the relationships between a systemic problem in your organization or practice setting and specific quality and safety outcomes.Determine how specific outcome measures support strategic initiatives related to a quality and safety culture.Determine how the leadership team would support the implementation and adoption of proposed practice changes affecting specific outcomes.Writing and Supporting EvidenceWrite clearly and concisely, using correct grammar and mechanics.Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.Additional RequirementsFormat your document using APA style.Use the APA Paper Template linked in the resources. Be sure to include: A title page and reference page. An abstract is not required.A running head on all pages.Appropriate section headings.Properly-formatted citations and references.Your summary should be 4–5 pages in length, not including the title page and reference page.Portfolio Prompt: You may choose to save your executive summary to your ePortfolio HCS 465 University of Phoenix Research Process and Methods Worksheet research the basic steps to the research process used in health care research. Review steps covered in Understanding ... HCS 465 University of Phoenix Research Process and Methods Worksheet research the basic steps to the research process used in health care research. Review steps covered in Understanding and Conducting Research in the Health Sciences this week, other readings, and resources, including the Methods Map Visual Search Tool from the University Library. Complete the Research Process and Methods worksheet. 1 page System Disorder System Disorder GCU Macroeconomics Discussion Macroeconomics of a country depicts the health of the population. There have been many outbreaks and pandemics of infectio ... GCU Macroeconomics Discussion Macroeconomics of a country depicts the health of the population. There have been many outbreaks and pandemics of infectious diseases like severe acute respiratory syndrome (SARS), H5N1 avian influenza, H1N1 swine influenza, Ebola, and COVID-19 or of noncommunicable diseases. How have these outbreaks or pandemics directly and indirectly affected national and global economies? Explain how national and international health care systems have handled the outbreak. How have they differed in their methods? In what ways have the economies and the health care systems impacted each other during these outbreaks? Provide at least three examples that depict the risk factors for disease. View more

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Get 24/7 Study help Our tutors provide high quality explanations & answers. Question details... Post question Most Popular Content N 492 Aspen University Community Health Department Hurricane aid Presentation Assignment: Create a PowerPoint with the intended audience to be a community health department. Focus on a real or fi ... N 492 Aspen University Community Health Department Hurricane aid Presentation Assignment: Create a PowerPoint with the intended audience to be a community health department. Focus on a real or fictional disaster that has or could affect your area. For example, if you live on the Florida coast you might choose potential hurricane. Discuss the role of the Community Health Nurse in each stage of disaster. You should include a few slides on each stage of disaster: preparedness, response, recovery with specific activities and resources that the public health nurse would use in each stage. Identify other agencies that might be involved. Ashworth College Wk 2 Comprehensive Stress Management Journal Stress Perceptions and InterventionsActivityDue DateFormatGrading PercentWeek 2 Journal: PerceptionsDay 5Journal7Stress In ... Ashworth College Wk 2 Comprehensive Stress Management Journal Stress Perceptions and InterventionsActivityDue DateFormatGrading PercentWeek 2 Journal: PerceptionsDay 5Journal7Stress Interventions InteractiveDay 7Learning Activity5Weekly Learning OutcomesThis week students willAssess intrapersonal and interpersonal life-situations and interventions for stressors.Evaluate perceptions and interventions of stressors.Prepare a personalized intervention plan to reduce stress.IntroductionWelcome to Week 2 of this course! This week, you will be able to further assess your stress by focusing on life-situations and perceptions. You will evaluate such situations and applicable interventions by completing a journal assignment and a learning activity. Let’s get started!Required ResourcesTextGreenberg, J. S. (2021). Comprehensive stress management (15th ed.). McGraw Hill.Chapter 5: InterventionChapter 6: Life-Situation Interventions: IntrapersonalChapter 7: Life-Situation Intervention: InterpersonalChapter 8: Perception InterventionsThe full-text version of this ebook is available through the RedShelf platform. This book is a comprehensive text on how to manage stress. Chapter 5 covers interventions for stress management and Chapters 6 and 7 explain life-situation interventions at the intra and interpersonal levels. Chapters 5, 6, and 7 will assist you with your Stress Interventions Interactive learning activity this week. Chapter 8 reviews perception interventions for stress management and will assist you with your Week 2 Journal: Perceptions journal this week.ArticleEdmond, M. B., Granberg, E., Simons, R., & Lei, M. K. (2014). Distressing relationships, anger, and stress amplification in a sample of young adult African Americans. Journal of Adult Development, 21(1), 13–29. https://doi.org/10.1007/s10804-013-9175-5The full-text version of this article can be accessed through the Academic Search Complete database in the University of Arizona Global Campus Library. This study analyzed the effects of relationship-related stress among young African American adults and will assist you with your Week 2 Journal: Perceptions journal this week.MultimediaHamilton, A. (Host). (2015, March). Speaking of psychology: The stress of money (Links to an external site.) [Audio podcast]. American Psychological Association. http://www.apa.org/research/action/speaking-of-psy...In this audio podcast, Audrey Hamilton interviews Dr. Linda Gallo, a psychology professor who provides insight on the health impacts of stress involving money. She also recommends specific interventions. This resource will assist you with your Week 2 Journal: Perceptions journal this week. The transcript is available in written and auditory format.Accessibility StatementPrivacy PolicyUniversity of Arizona Global Campus. (2020). Stress interventions [Interactive]. Canvas@UAGC. https://login.uagc.eduThis video interactive is available through your online classroom. This learning activity will assess your understanding of stress interventions used for stress management, and will assist you with your Stress Interventions Interactive learning activity this week.Video Arts. (Producer). (2014). Body language and assertiveness: Workplace essentials. [Series episode]. In Video Arts (Producer), Workplace essentials. Video Arts.The full version of this series episode is available through the Films On Demand database in the Ashford University Library. This video provides an overview of common stressors within the work place. It also reviews how to apply assertiveness skills in the workplace and will assist you with your Week 2 Journal: Perceptions journal this week. This video has closed captioning and a transcript.Accessibility StatementPrivacy PolicyWebpageCleveland Clinic. (2015, January 25). Stress: Coping with life’s stressors (Links to an external site.). https://my.clevelandclinic.org/health/articles/639...This webpage provides an overview of common life’s stressors as well as coping strategies, and will assist you with your Week 2 Journal: Perceptions this week.Accessibility StatementPrivacy PolicyRecommended ResourcesArticlePatnaik, G. (2013). Impact of optimism and positive emotions on mental health. Social Science International, 29(1), 121–127.The full-text version of this article can be accessed through the Academic Search Complete database in the University of Arizona Global Campus Library. The author discusses the importance of optimism on our functioning. Optimism can create desirable emotions, thus resulting in positive This resource may assist you with your Week 2 Journal: Perceptions journal this week.WebpageMayo Clinic Staff. (2020, May 29). Being assertive: Reduce stress, communicate better (Links to an external site.). http://www.mayoclinic.org/healthy-lifestyle/stress...This webpage highlights the benefits of being assertive and offers tips on how one can learn assertiveness and may assist you with your Week 2 Journal: Perceptions this week.Accessibility Statement does not exist.Privacy PolicyWeek 2 Instructor GuidanceWelcome to Week 2Welcome to Week 2 in HWE 415! I hope you enjoyed your first week in this course. Let’s quickly re-cap what we did last week. In Week 1, you defined distress and eustress. You also evaluated physiological, social, and emotional reactions to stress and the relationship between stress, health, and illness. Since you are now familiar with these fundamentals, you are ready for this week’s contents.In Week 2, you will:Assess intrapersonal and interpersonal life-situations and interventions.Evaluate perceptions and interventions.Prepare a personalized intervention plan.As you read through the course materials and complete the assignments for Week 2, you are encouraged to think about the following questions:How can intra- and interpersonal life-situations and perceptions relate to stress?Which interventions would be applicable and useful for you?Week 2 Concepts:This week, you will be working on one journal assignment and a learning activity. The journal assignment this week provides you with much freedom and many choices. You can select one perception-focused lab assessment from Chapter 8. Make certain to address the elements of the prompt and specific directions within the assessment. Lastly, score your responses and come up with a solution or plan for intervention. Be sure you meet the minimum length and resource requirements, as stated in the prompt. Have fun exploring your chosen assessment!Secondly, you will complete a Stress Interventions Interactive quiz. This is an interactive learning activity covering types of interventions to manage stress. This quiz is not timed, but you must take it in one sitting. The quiz can be retaken as many times as you want in Week 2, but scores must be submitted by the end of week 2. Once scores are submitted, the quiz cannot be retaken. The quiz cannot be reset so do not submit scores until you are satisfied with your score.How each person perceives a stressor is different. Did you know that stress is subjective? In the above image, one lady perceives her commute to work in a positive way by working and using her time effectively. The other lady is stressed out and feels her commute is a waste of time. What causes you stress may not cause someone else stress who is in the same position. According to The American Institute of Stress (n.d.) “80% of workers feel stress on the job, nearly half say they need help in learning how to manage stress and 42% say their coworkers need such help” (para. 5). A higher level of stress on the job is usually related to having minimal control yet many demands. Heart attacks, hypertension, and obesity, just to name a few conditions, can be the result of a stressful work environment. While we will cover job-related stress in more detail later in this course, perception plays a critical role here (The American Institute of Stress, n.d.). For instance, two service members in the Armed Forces, holding the same job, may have different perspectives regarding their job. One may feel stressed by the demands active duty can have considering the long work days, frequent relocations, deployments, etcetera. However, another person with the same job may enjoy moving and deploying, as well as staying busy throughout the day. Again, it comes down to the perception of the individual, his or her personality characteristics, attitude, and overall outlook on life. One’s culture and environment can also impact perception. This week’s readings will provide greater insight into perceptions and stress (Greenberg, 2021).Additional Resources:The YouTube video on How to make stress your friend by Kelly McGonigal (14.28 minutes) nicely complements how perceptions can impact our health, either positively or negatively.Yong, M., Nasterlack, M., Pluto, R., Lang, S., & Oberlinner, C. (2013). Occupational stress perception and its potential impact on work ability. Work, 46(3), 347-354. doi:10.3233/WOR-121556ReferencesThe American Institute of Stress (n.d.). Workplace stress. http://www.stress.org/workplace-stress/The Association for Applied Psychophysiology and Biofeedback (2011). Managing time for personal effectiveness: achieving goals with less stress. http://www.aapb.org/i4a/pages/index.cfm?pageID=336... Psychophysiology and BiofeedbackGreenberg, J. (2021). Comprehensive stress management (15th ed.). McGraw HillWeek 2 Journal: Perceptions[WLOs: 1, 2, 3] [CLOs: 1, 2, 4, 5, 6]A person’s life experiences, culture, health status, lifestyle choices, relationships, perceptions, personality, and outlook on life can all be tied to stress, either positively or negatively. Many interventions are thoroughly discussed in your assigned readings for this week, which can be applied to prevent stress or to help better manage stressful responses. Now is a great time to gain additional insight and awareness into your inner self by exploring perceptions related to your awareness, attitudes, humor, personality, self-esteem, locus of control, anxiety, resiliency, and Prior to completing the journal assignment, read the article by Edmond et al., (2014), Distressing Relationships, Anger, and Stress Amplification in a Sample of Young Adult African Americans, listen to the Speaking of Psychology: The Stress of Money podcast, review the Cleveland Clinic webpage on Stress: Coping With Life’s Stressors, and watch Body Language and Assertiveness: Workplace Essentials.Next read Chapter 8: Perception Interventions. Chapter 8 includes several lab assessments pertaining to perceptions. For this journal assignment, please complete the following steps:Choose one lab assessment from Chapter 8 which you find most interesting to exploreWhen completing the selected assessment, follow the directionsScore your responses, as outlined within yourPrepare a summary of the assessment, including your score, and the assessment outcomes.Develop an intervention to better manage your stress levels. Select an evidenced based method discussed in the course text (e.g., deep breathing, meditation, etc.).Explain why this intervention method was chosen and how you will know if the method is being effective.Your journal should be one to two pages in length. Include an APA formatted title and reference page. Remember to cite and reference your course text and any additional resources you may have used for the completion of this assignment, according to APA Style (see APA: Citing Within Your Paper, APA: Formatting Your References List, and Introduction to APA for more information).Carefully review the Grading Rubricfor the criteria that will be used to evaluate your assignment. Capella University Healthcare Safety and Quality Outcomes Executive Summary Write an executive summary, 4–5 pages in length, of existing outcome measures related to a performance issue uncovered i ... Capella University Healthcare Safety and Quality Outcomes Executive Summary Write an executive summary, 4–5 pages in length, of existing outcome measures related to a performance issue uncovered in your gap analysis that you intend to address.Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.SHOW LESSAs a nurse leader, you must be able to access, identify, and describe outcome measures as they relate to safety and quality problems in your organization.This assessment provides an opportunity to examine existing outcome measures, assess their strategic value, and present your findings to executive leaders in a manner that will help you gain their support.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Analyze quality and safety outcomes from an administrative and systems perspective. Explain key quality and safety outcomes.Analyze the relationships between a systemic problem in an organization and specific quality and safety outcomes.Competency 2: Determine how outcome measures promote quality and safety processes within an organization. Determine how specific outcome measures support strategic initiatives related to a quality and safety culture.Competency 3: Determine how specific organizational functions, policies, processes, procedures, norms, and behaviors can be used to build reliability and high-performing organizations. Determine the strategic value to an organization of specific outcome measures.Competency 4: Synthesize the various aspects of the nurse leader's role in developing, promoting, and sustaining a culture of quality and safety. Determine how a leadership team would support the implementation and adoption of proposed practice changes affecting specific outcomes.Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. Write clearly and concisely, using correct grammar and mechanics.Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.Competency MapCHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.Toggle DrawerContextIt has been said that time is money. In planning change to positively influence outcomes, it is important that you be able to quickly and concisely articulate your ideas. An executive summary is a short document that summarizes a more in-depth report. Think of it in terms of a public service announcement or commercial in which you must grab the attention of the stakeholders in order for your project to become a priority.An executive summary enables you to provide the executive-level leaders with a brief but effective overview of what you have determined is a need, a change, or an enhancement for the organization. A succinct, informative summary linked to the organization’s strategic plan will improve your chances of obtaining stakeholder support.Toggle DrawerQuestions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.Building stakeholder support is crucial to fostering and sustaining change. Therefore, as you approach this assessment, think about the stakeholders whose support you will need for the change you want to bring about.What information is most essential for both the formal and informal stakeholders to understand about the proposed change?How might you communicate the need for change using just a few sentences (this is often referred to as an "elevator speech").Toggle DrawerResourcesRequired ResourcesThe following resources are required to complete the assessment.APA Style Paper Template [DOCX]. Use this template for your executive summary.SHOW LESSSuggested ResourcesThe resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6212 Health Care Quality and Safety Management Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.Writing Executive SummariesThe following resources will help you in writing your executive summary.Carroll, S. V. (2013). The executive summary: An advance organizer for the reader. The Journal of Neuroscience Nursing, 45(1), 1. doi:10.1097/JNN.0b013e31827de8c1 This article will help you organize your executive summary.Markowitz, E. (n.d.). How to write an executive summary. Inc. Retrieved from https://www.inc.com/guides/2010/09/how-to-write-an... This article provides tips on writing executive summaries and offers links to additional resources that show you examples of using executive summaries for benchmarks and branding.Vila Health: Quality and Safety Gap Analysis | Transcript. This interactive exercise introduces best practices for writing an executive summary, which may help you with the assessment.Executive Summary ExamplesThe following documents provide examples of how various executive summaries are written.Beal, B. (2014). "Executive summary of "Healthcare branding: developing emotionally based consumer brand relationships." The Journal of Services Marketing, 28(2). Retrieved from http://www.emeraldinsight.com/doi/full/10.1108/JSM...Centers for Medicare & Medicaid Services. (2015). CMS quality measure development plan: Supporting the transition to the merit-based incentive payment system (MIPS) and alternative payment models (APMs) [draft]. Retrieved from https://www.cms.gov/Medicare/Quality-Initiatives-P...Miller, D., Pearsall, E., Johnston, D., Frecea, M., & McKenzie, M. (2017). Executive summary: Enhanced recovery after surgery: best practice guideline for care of patients with a fecal diversion. Journal of Wound, Ostomy and Continence Nursing, 44(1), 74–77. This example shows guidelines for best practice.Strategic PlanningThe following resources will help you in addressing the strategic value of existing outcome measures.Health Research & Educational Trust. (2014). Hospital-based strategies for creating a culture of health. Retrieved from http://www.hpoe.org/Reports-HPOE/hospital_based_st...Ishfaq, R., & Raja, U. (2015). Bridging the healthcare access divide: A strategic planning model for rural telemedicine network. Decision Sciences, 46(4), 755–790. doi:10.1111/deci.12165Suggested Writing ResourcesYou can use the following additional resources to improve your writing skills and as source materials for seeking answers to specific questions.APA Module.Academic Honesty & APA Style and Formatting.APA Style Paper Tutorial [DOCX].Capella ResourcesGuiding Questions: Executive Summary. This document includes questions to consider and additional guidance on how to successfully complete the assessment.ePortfolio. This resource provides information about ePortfolio, including how to use the product's different features.Assessment InstructionsYour summary of relevant outcome measures is based on your findings from the quality and safety gap analysis you completed in the previous assessment.PreparationYour analysis of the gap between current and desired performance was the first step toward improving outcomes. You now have the information you need to move forward with proposed changes. Your next step is to focus on existing outcome measures and their relationship to the systemic problem you are addressing. For this assessment, you have been asked to draft a summary of existing outcome measures for your organization's executive team to raise awareness of the problem and the strategic value of existing measures.Note: Remember that you can submit all or a portion of your draft summary to Smarthinking for feedback before you submit the final version of this assessment. However, be mindful of the turnaround time of 24–48 hours for receiving feedback, if you plan on using this free service.RequirementsNote: The requirements outlined below correspond to the grading criteria in the Executive Summary Scoring Guide. Be sure that your written analysis addresses each point, at a minimum. You may also want to read the Executive Summary Scoring Guide and Guiding Questions: Executive Summary (linked in the Resources) to better understand how each criterion will be assessed.Composing the Executive SummaryExplain key quality and safety outcomes.Determine the strategic value to an organization of specific outcome measures.Analyze the relationships between a systemic problem in your organization or practice setting and specific quality and safety outcomes.Determine how specific outcome measures support strategic initiatives related to a quality and safety culture.Determine how the leadership team would support the implementation and adoption of proposed practice changes affecting specific outcomes.Writing and Supporting EvidenceWrite clearly and concisely, using correct grammar and mechanics.Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.Additional RequirementsFormat your document using APA style.Use the APA Paper Template linked in the resources. Be sure to include: A title page and reference page. An abstract is not required.A running head on all pages.Appropriate section headings.Properly-formatted citations and references.Your summary should be 4–5 pages in length, not including the title page and reference page.Portfolio Prompt: You may choose to save your executive summary to your ePortfolio HCS 465 University of Phoenix Research Process and Methods Worksheet research the basic steps to the research process used in health care research. Review steps covered in Understanding ... HCS 465 University of Phoenix Research Process and Methods Worksheet research the basic steps to the research process used in health care research. Review steps covered in Understanding and Conducting Research in the Health Sciences this week, other readings, and resources, including the Methods Map Visual Search Tool from the University Library. Complete the Research Process and Methods worksheet. 1 page System Disorder System Disorder GCU Macroeconomics Discussion Macroeconomics of a country depicts the health of the population. There have been many outbreaks and pandemics of infectio ... GCU Macroeconomics Discussion Macroeconomics of a country depicts the health of the population. There have been many outbreaks and pandemics of infectious diseases like severe acute respiratory syndrome (SARS), H5N1 avian influenza, H1N1 swine influenza, Ebola, and COVID-19 or of noncommunicable diseases. How have these outbreaks or pandemics directly and indirectly affected national and global economies? Explain how national and international health care systems have handled the outbreak. How have they differed in their methods? In what ways have the economies and the health care systems impacted each other during these outbreaks? Provide at least three examples that depict the risk factors for disease. 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