Health Studies

Imagine that you are a Cancer Registrar and you have been asked to teach others in your organization about your role and responsibilities. Prepare a PowerPoint slideshow that describes the role and various responsibilities of a Cancer Registrar.   Your presentation should be a minimum of 7 slides (including a Title slide and References slide) and address the following: The purpose of cancer registry. Responsibilities of a cancer registrar. Education needed for a cancer registrar’s role. Industry certifications for a cancer registrar. Include APA formatted citations for your references. Scoring Rubric: Module 05 Written Assignment – What’s Cancer Registry? Criteria Points Described the purpose of cancer registry. 5 Described the responsibilities of a cancer registrar. 8 Discussed education needed for cancer registrar’s role. 5 Discussed industry certifications for a cancer registrar. 5 Presentation has a minimum of 7 slides and is free of spelling and grammar errors. 2 Total 25

Read the section titled “Reflective Practice: Pants on Fire” from the chapter “Health Policy, Politics, and Professional Ethics” and address the questions below. How do you judge Palin’s quote below, as an effective strategy to oppose Democrats’ plans for health care reform or unethical scaremongering?  “And who will suffer the most when they ration care? The sick, the elderly, and the disabled, of course. The America I know and love is not one in which my parents or my baby with Down Syndrome will have to stand in front of Obama’s death panel so his bureaucrats can decide, based on a subjective judgment of their level of productivity in society, whether they are worthy of health care. Such a system is downright evil.”  Reflect on what informs your judgment: commitment to advance care planning, analysis of facts, and/or political party loyalties? Is it right for nurses to endorse health reform legislation even if the legislation is not perfect? Does this apply to the recently failed American Health Care Act?

The assignment work is related to my masters in primary education degree . General information on Assignment 1- Development of a unit of work for your school. ·         This is an individual assignment. ·         You are not to use Electricity as a topic, since we will be focussing on it for Assignment 2. ·         You are to use New Primary Science Syllabus. ·         Refer to the checklist provided for details on each aspect of the assignment. Also see the examples provided. Note that these are previous student work samples, therefore not ‘perfect’. They use old template and old syllabus, therefore it includes outdated outcomes. ·         Select a Stage and Year upon which the lesson sequence will be based (select a singular hypothetical class not a composite class). ·         Some of the sample assignments given may include 5 learning experiences; however you need to have only 4 experiences in your unit of work. A template is provided. ·         Primaryconnection units follow a linear structure, that is, from one E to another per lesson experiences. However we are not following that structure. We use all 5Es in each lesson experience. ·         You can choose any school from NSW to base your unit of work on, not necessarily the school in which you are doing/have done your practicum. ·         If you were never on Professional Experience in a school, school data can be accessed  from annual report on the school website, ABS (Australian bureau of Statistics) etc. ·         Make connections between the specific nature of the school you target and the learning experiences you develop:  we want you to appreciate and respond to the context in which you are teaching. ·         Focus on 3 NSW Primary Science Syllabus outcomes. A maximum of 4 outcomes should be used. Values and Attitudes is a mandatory objective for all lesson experiences. ·         One learning experience is not a 40 minute classroom lesson. It may take hours or many days to finish depending on the concepts and learning activities you intend to cover. ·         The complete series of learning experience can take a month to complete depending on the core concepts you intend to cover. ·         You need to show the time needed/ duration of the planned experiences in the summary or in the organisation sections of the learning experience template.  ·         Learning experiences should include varied activities and even include, out –of school activities such as excursion to a farm, powerhouse museum, zoo, visit to talks by Aboriginal Elders, community events, bringing an expert so that students can interview. ·         The final experience MUST contain a major summative evaluation, where the knowledge, understanding and skills developed during the series of learning experiences are assessed, while other experiences should have formative evaluation strategies related to each experience. ·         You can adapt learning activities from various resources available for science teachers, however not more than 40 % of material from a single resource cannot be employed in a lesson experience. Note that you need to show reference to all activities taken from various sources; otherwise it will be considered as plagiarism.   Note that examiners are familiar with materials from major teaching resources for science teachers. One such great science education resource is http://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/ ·         If 40% of material from a single resource is observed in one lesson experience but referenced correctly to the source, it will still be regarded as ‘lack of originality’ and will be penalised.   ·         The learning activities should be student centred, engaging and fun. No need to give a detailed plan, however you must show what the students will be doing during each E phase. Also what the teachers’ role will be. You might create some original activities of your own. Also you can refer to resources online; however you must show reference to those activities in the text.  Some are; Primaryconnections, http://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/  http://www.sciencekids.co.nz,  http://www.bbc.co.uk/schools/websites/4_11/site/science.shtml, http://www.abc.net.au/science/games/ http://www.abc.net.au/science/surfingscientist/ http://coolscience.com.au   ·         Various pedagogical strategies such as Jigsaw, Think-Pair-Square-Share, The 5 Whys, SCAMPER, the use of T charts, Y charts, mind maps, KWL, P.M.I. need to be integrated and briefly discussed how you will organise them in the classroom. ·         Worksheets as resources/assessments are not accepted for this assignment. Similarly, minimum use of traditional assessment strategies, such as filling in worksheets/structured formats should be made. ·         Include activities that encourage the cross curriculum priorities depending on the topic. E.g.  Activities on ‘sustainability’ theme if you are doing renewable energy.  ·         You can use content descriptors given in the syllabus as ‘indicators’, however they are broad and general in nature; therefore you can develop your own indicators by using simple action words. Use action verbs like ‘predicts, questions, explains, narrates, labels, draws, designs, constructs, manipulates, calculates, ……………………………See the example assignment. ·         ICT should be integrated in a creative manner to the learning experience. The use of ICT’s should be meaningful and authentic and designed to improve the quality of teaching and learning, not for the sake of using them. ·         You can provide supporting materials as an appendix but this is not mandatory. ·         In-text references do not have to follow APA referencing format; however, the reference list must follow APA use (minimum 5 resources).   ·         Although, APA format is made not compulsory for sections of the assignment such as school data, concepts and the lesson experiences, you must give the sources of the information, (but use of APA format is optional) as a hyperlink.  ·         Please use discussion board or contact Unit coordinator for any assistance J.

Unit outcome addressed in this Discussion:  Differentiate between various models for health information exchange. Course outcomes addressed in this Discussion: HI150-4: Articulate the key features of the Electronic Health Record (EHR) and Health Information Exchanges (HIE). Collaboration on Policies & Procedures for Health Information Exchange For this Team Discussion, you will work in teams assigned by your professor. Instructions:  Team Collaboration Space (Discussion 1): Refer back to your Unit 2 Assignment on computer databases and computer components as well as the Unit 6 Assignment on electronic health records and identified security issues. Refer to your Unit 7 Chapter 11 reading on “Health Information Exchanges” along with a review of the web site found here:  What is HIE?  https://www.healthit.gov/topic/health-it-and-health-information-exchange-basics/what-hieEach team will have its own Team Collaboration Space (Discussion 1) and will be assigned one type of health information exchange architectural model based various types of facilities, either inpatient, outpatient, pharmacy, or other health care facilities. Based on the type of facility your team is assigned, develop a minimum of two operational security policies and procedures (basic policy and purpose) to ensure information privacy and security of information submitted to and through the Health Information Exchange (HIE). Decide what each member needs to contribute to the team’s discussion in order to develop the appropriate (minimum two) operational security policies and procedures and to demonstrate collaboration. For more information on Health Information read this: https://en.wikipedia.org/wiki/Health_informatics

Objectives Describe data collection instruments in quantitative research Describe data collection procedures in qualitative research Discussion Overview In this discussion forum, you will explore data collection strategies in quantitative research studies and data collection procedures in qualitative research studies. Deliverables Your participation in the discussion forum, including the following: A response to the initial questions below Responses to at least two other students’ posts Step 1 Reflect on data collection. Reflect on your proposed research question or problem of interest. Consider the data collection instruments that can be used in quantitative research. Consider the data collection procedures that can be used in qualitative research. Step 2 Post a response to the discussion board. Address the following questions in your response: What are the various data collection instruments that are used in quantitative research? What are the various data collection procedures used in qualitative research? Briefly describe situations or scenarios in which these data collection procedures might be used. Within your proposed quantitative study, what data collection instrument(s) might you use? Provide a rationale for your choices. Within your proposed qualitative study, what data collection procedure(s) might you use? Provide a rationale for your choices.