California for Advanced Studies Diabetes Research Proposal
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
California for Advanced Studies Diabetes Research Proposal
Please write a 2–4-page introduction to your research proposal. In this section you will include the following information:
Statement of the problem (What healthcare issues are you addressing in your research proposal)
Significance of the topic and explanation of why this should be studied (supported with evidence and statistics)
Target population (who are you studying)
The emergency department (ED) is a critical, fast-paced environment that is susceptible to medical errors. Medical errors are defined as a “preventable adverse event or near miss due to the failure of a planned action to be completed as intended or use of a wrong plan to achieve an aim” (Pham et al., 2012, p. 448). They are the cause of 98,000 annual deaths in the United States. Per the Institute of Medicine (IOM), preventable adverse drug events (ADE) were one of the most prevalent sources of avoidable medical errors with an annual occurrence of 1.5 million events.
ADEs are also one of the most expensive errors, costing approximately $3.5 billion each year in the United States in 2006 (Pham et al., 2012). Adverse events were found to take place in 5 to 10% of health incidents with half of
the incidents being avoidable (Watters & Truskett, 2013). Among these medical errors are diagnostic errors (incorrect diagnosis or failure to diagnose), which are the leading sources of error in emergency departments (Brown,
McCarthy, Kelen & Levy, 2010). Some examples include the medication administration errors, false positive lab test results, unnecessary costs, tests and treatments (Schuur, Hsia, Burstin, Schull, & Pines, 2013). Per a national
database of physician malpractice insurers, the payout for diagnostic errors was more than $347 million, which accounted for 46% of emergency department malpractice claims (Brown, McCarthy, Kelen & Levy, 2010). Diagnostic
errors alone account for nearly 40,000-80,000 annual deaths in the United States (Pham et al., 2012). Factors in the ED such as psychological stress, fatigue, time pressure, distractions, overwhelming workloads, lack of
immediate and complete patient health information can increase the rate of diagnostic errors (Mirvis, 2015). Overcrowding can cause errors such as erroneous documentation and malfunctioning administrative processes in
emergency care (Ben-Assuli & Leshno, 2013). Another factor is information overload, which can generate so much anxiety that even coping strategies may become ineffective. Emergency nurse practitioners (ENPs) overwhelmed
by these factors can increase the clinical risk to ED patients and increase the risk of ineffective communication (Burley, 2011). System-related interventions such as health information technology (HIT) have the potential to
significantly reduce the rates of diagnostic errors, complications, mortality and costs. In 2005, the Congressional Budget Office (CBO) reported that the HIT implementation could result in net annual savings of $80 billion
(Encinosa & Bae, 2011). HIT has also been reported to save the United States nearly $88 billion in costs over 10 years. Some examples of HIT include bar-coded medication administration (BCMA) systems, computerized
physician order entry (CPOE), clinical decision support systems (CDSS), electronic medical records (EMR) and electronic health records (EHR). (Agrawal, 2009). HIT can also notably improve the quality and efficiency of a
hospital. After a 41% increase in HIT system adoption, one hospital’s readmission rates decreased by 41% in 2008 through 2012 (Ben-Assuli, Shabtai & Leshno, 2013). In terms of quality, one study from a Latter-Day Saint (LDS)
Hospital showed a 55% statistically significant decrease in non-intercepted serious medication errors because of computerized provider entry use. A second study with a time-series design showed an even more significant
reduction of 86% in non-intercepted serious medication errors. In terms of efficiency, one study from the Regenstrief Institute found that alerting physicians using computerized order entry resulted in an 11% decrease in
treatment delivery time (Chaudhry, 2006). These computer systems can provide a safety net to healthcare providers by lessening their cognitive load. They also back up important patient health files and documents through the
aggregation of patient information and feedback assistance (Pham et al., 2012). Purpose This systematic analysis aims to provide a deeper understanding of HIT to healthcare providers, organizations and the public. It considers
how diagnostic errors can be reduced in emergency department patients by supplying evidence of positive and negative impacts of HIT from previous academic literature. Providing both perspectives will hopefully assist
healthcare providers in becoming more informed about investing in HIT in their organization.
De Anza My Name Speech Outline
Think about your name, including any and all of your names (such as your given name, family name, nickname(s), etc.) and share with the class.
Purpose of this assignment:
This short presentation will give you experience speaking and will give us a chance to know you better.
Read the description of both the speech and outline below–they work together (the outline supports the speech) so it’s helpful to review all at once. Only the outline is due here.
Your presentation should have three parts: an introduction, body, and conclusion.
Introduce your name with an effective first sentence (attention-getter).
For the body, use two or three main points (supported by examples/details) to discuss and describe your name (i.e. Who named you? What does your name mean? Do you have any nicknames? Do you like your name? Why or why not? Anything else? Online handle?)
Please make this your own! You can talk about anything related to your name!
Conclude with a final thought that you want the audience to remember about you and your name.
California for Advanced Studies Diabetes Research Proposal
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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