Healthcare quality handbook, 29th edition free download

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QA Department. An extra set of eyes never hurts! Your essay is examined by our QA experts before delivery. Concepts of Fundamental Mathematics will be a review of fundamental math concepts for some students and may break new ground for others. Students of all backgrounds will be delighted to find an approach that appeals to all learning styles and reaches out to diverse demographics.

Through down-to-earth explanations, patient skill-building, and exceptionally interesting and realistic applications, this course will empower students to learn and master mathematics in the real world. This course covers principles of microbiology with emphasis on microbial anatomy, microbial disease, and disease prevention. The course includes a broad overview of both the historical and current field of microbiology with focus on microbial pathogenicity, the spread of microbial pathogens, the methods of human immunity, and best practices for the diagnosis and treatment of microbial disease.

This course is designed to help students master the traditional five-paragraph essay and variations of this essay. Four principles are presented as keys to effective writing: unity, support, coherence, and sentence skills.

The first part of the course focuses on the first three principles and to some extent on sentence skills. It shows, respectively, how these four principles apply in the different patterns of essay development and in specialized types of writing.

This course focuses on the many voices of psychology. To some, the science of psychology provides its students with a better understanding of others' behaviors.

Others view psychology as a pathway to self-understanding. Others see the potential for a future career, and some are drawn to psychology by the opportunity for intellectual discovery that its study provides. The overall goal of this course is to provide a comprehensive overview to the subject of psychology. This course focuses on the writing needs of students in allied health fields.

Proofreading and revision exercises help develop critical thinking skills in writing and a keen eye for written work. The course reviews basic writing concepts but also builds knowledge specific to communication in healthcare fields. The purpose of this course is to provide an overview of the basic components of the human body and how it functions on a cellular level to organismal level.

The fundamentals of chemistry, biochemistry and cell biology will be presented along with the skeletal, muscular, nervous and integumentary systems. Structure, function, and integration of these systems in health and disease will also be discussed.

The purpose of the laboratory portion of this course is to explore histology in a hands on manner under the microscope and to explore the gross anatomy of the skeletal, muscular, nervous system, and special senses. While much of the physiology and microscopic anatomy of this course is covered in the lecture portion, the lab is designed to fill in the gaps and focus more on anatomical structures and recognition of such.

This course must be taken concurrently with BIO, which is the complementary didactic course. This introductory course in sociology gives students the opportunity to use sociological imagination to master their social world. It examines aspects of the social environment that students might otherwise ignore, neglect, or take for granted. It looks beneath the surface of everyday life to help students understand and anticipate human behavior in a variety of environments.

The purpose of this course is to provide an overview of the systems of the human body including the endocrine, cardiovascular, respiratory, digestive, immune, urinary and reproductive systems.

Fundamentals of fluid and electrolyte balance, cellular communication, human nutrition and gene inheritance will also be presented. The structure, function, and integration of these systems in both health and disease will be discussed. This course is a continuation of BIO This course is a continuation of BIOL. This course is a comprehensive survey of common diseases affecting each body system.

This class presents the basic principles of human disease, organized by human organ system. Included in the course are new diagnostic tests and lab procedures, treatment and diagnostic sections to include common treatments and general medical options, coverage of disease statistics, risk factors for diseases and disease prevention.

This course focuses on understanding and managing diversity. Clearly, diversity is an interdisciplinary field. Much of its theoretical framework originates in the social sciences. There is some disagreement among scholars on the definition of diversity; much less what materials should be included in a course about diversity.

To meet this challenge we have selected a text for this course that gathers a wealth of information from the salient issues surrounding the topic of diversity. This course is designed to enhance existing understanding of the pathophysiological processes of disease as they affect clients across the lifespan.

The interrelationship of structural and functional reactions of cells and tissues to genetic alterations and injurious agents provide the foundation for comprehending clinical manifestations and treatment protocols. Critical thinking and nursing management are enhanced through the use of case studies that integrate nutritional and pharmacological concepts.

The understanding of environmental and biological risk factors provides the nurse with the knowledge to provide health promotion and prevention education. Using an interdisciplinary approach that emphasizes culture and family, Human Development challenges students to understand development from a broader perspective. Students draw on their own experiences as they weigh the research and ideas presented in the course. The course explores controversies about human development, often within a specific cultural context.

Also incorporated into each module are questions that link development concepts with addiction related counseling strategies. The material covered includes competency-building activities, offering prospective addiction counselors multiple opportunities to develop practical and necessary skills.

Seminar courses are designed to bridge the competency gap between didactic nursing knowledge, clinical experiences and the required attitudes and behaviors for nursing students. The Nurse of the Future NOF Competencies will guide the weekly, three-hour seminar and focus on the expected progression from concepts that are introduced early in the program of study to those that are reinforced, mastered and applied.

Specific competencies include; patient-centered care, professionalism, informatics and technology, evidenced-based practice, leadership, system-based practice, safety, communication, teamwork and collaboration, and finally quality improvement.

Nurse of the Future competencies represent the knowledge, skills and abilities between nursing knowledge and the practice environment. This course is not offered online. Health Policy and Advocacy focuses on critiquing the policy process, critically thinking and assessing the influence of legislative and governmental influence on healthcare delivery, and applying emotional intelligence as a strategy to advocate and create change.

The student will develop processes that influence, implement, and evaluate current policy and the role of government in healthcare delivery. Collaborative support and teamwork in health care venues will be stressed. This course includes documentation of at least 80 hours of immersion towards the hours due during the DNP program. Global Population Health uses epidemiologic methodology to examine global health issues and disease in human populations.

They examine current, select global problems, such as infectious diseases, bioterrorism attacks, and effects of disasters and emergencies. Special attention is paid to the sensitivity and advocacy for vulnerable populations worldwide. Students examine cultural compassion and caring for diverse populations at risk within the healthcare profession. During this planning phase of the Project, the student will select the topic, develop a purpose statement, problem statement and PICOT question as well as determine the Project study design that will relate to advancing nursing practice, nursing culture to improve patient care delivery or patient outcomes which will become the basis of the evidence-based Project requirements of the DNP program.

Intensive practice immersion experiences inform the preparation of a practice-focused DNP Capstone Project. Upon completion of the A and B versions of this DNP Project course, students must document a combined total of logged practice hours. Under the direction of a Project Committee, students will frame the Project within the context of the relevant academic literature.

Using this knowledge, students solidify the methodology of the Project and will complete the required CITI trainings to conduct a Project. During this course the students will complete the final draft of chapter one, chapters two and three of the DNP Capstone-Project documenting their learning aligned to the Academic Quality Review guidelines for the DNP evidence-based Project. Prerequisite: DNPA. This course is designed to guide students through the DNP Project implementation phase.

At the completion of this course, students will have completed the implementation phase of the Project. Prerequisite: DNPB. During this evaluation phase the students will identify strengths and weaknesses of the project implementation as it relates to a broader application of the project. Students will report their findings and make recommendation as well as identify areas for future project to impact change and improvement in the health care related field.