zilongwang/ReadingBank huggingface dataset:
Contents Section 1 – Assessor’s information 5 Introduction 7 Units of competency covered by this assessment tool 9 Section 2 – Self-evaluation information 11 Self-evaluation checklist – Skill Set 1 14 Self-evaluation checklist – Skill Set 2 15 Self-evaluation checklist – Skill Set 3 16 Self-evaluation checklist – Skill Set 4 18 Self-evaluation checklist – Skill Set 5 19 Self-evaluation checklist – Skill Set 6 20 Section 3 – Interview question bank and recording sheets 23 Topic A – Aged care 25 Topic B – Chronic care 27 Topic C – Acute care 29 Topic D – Medical care 31 Topic E – Medications 33 Topic F – Mental health care 35 Topic G – Cultural care in nursing 37 Topic H – Communication in nursing 39 Topic I – Infection control 41 Demonstration/observation/practical 43 Third party evidence report 47 Candidate’s contact information 49 Record of initial interview 51 Other information that will assist with the assessment process 53
Page intentionally blank Introduction This document contains the assessment tools for the Diploma of Nursing. These tools have been developed to support a ‘whole-of-trade’ assessment, to reflect the work undertaken in industry. This approach focuses on clustering the units of competency from the qualification into a number of skill sets. These are as follows: Skill Set 1 – Delivery of care Skill Set 2 – First aid Skill Set 3 – Implementing nursing care Skill Set 4 – Infection control and wound management Skill Set 5 – Complex nursing care Skill Set 6 – Medications.
Interview question bank and recording documents – Topic G Cultural care in nursing Note to the assessor It is not mandatory for you to ask the candidate all the questions in this question bank. The candidate may have provided sufficient information to demonstrate competence based on their self-evaluation and documentary evidence. You will need to use your professional judgement as to which questions you focus on at this stage of the evaluation. You may choose to discuss a work task topic rather than ask a series of direct questions. Record of interview Candidate’s name Assessor’s name How/where interview was conducted Interview only At an RTO’s premises Name: _______________________________ Demonstration/theory assessment In the workplace Name: _______________________________ Interview question bank and recording documents – Topic G Cultural care in nursing The assessor is to ask leading questions. Did the candidate satisfactorily answer questions on the following topics? Yes No cultural communication techniques death and dying
operate safely in the workplace? undertake tasks following a logical sequence of events? understand and follow the organisation’s quality control processes? Supervisor’s signature Date Assessor’s signature Date Candidate’s contact information Note for the assessor This form is not mandatory but may assist in the gathering of information. Candidate’s name Candidate’s address Telephone number Fax number Mobile number Email address
Disadvantages Lack of adequate supervision, time and financial support were identified by managers as the major disadvantages of Allied Health professional students in aged care. “Aged care has time constraints, resourcing constraints” “Limited time, facility and financial resources to co-ordinate interdisciplinary student placements” “Currently only part-time Allied Health professionals so may not be enough hours” “Limited support” “Lack of qualified supervisors” The disadvantages identified by the Allied Health rspondents included dealing with aged persons may be confronting for some students and also dealing with death and dying may present difficulties for some students. Also identified was that it may influence students to dislike aged care as a future workplace. “Has the potential to create a dislike for aged care due to the slow rate of improvement (ie. over a 4 week placement, students may not actually see the benefit of physiotherapy intervention)” “It’s not sexy” Barriers The barriers identified were similar to the disadvantages listed above. “Funding for an educator would be required at a facility like mine” “Limited time, financial resources, supervision, peaks and troughs in student placements” “Requirement to ensure the students have a facilitator on site or access to a facilitator” The barriers identified by the Allied Health respondents were generally concerned with lack of appropriate supervision available; limited time available as most Allied Health professionals only visited aged care facilities on a part-time basis; a lack of resources including financial resources was also identified. “Lack of continuous professional supervision, frequently staffed by part-time professionals” “Finding full-time physiotherapy provisioned services” “Qualified supervision not always available”
K008 Oven residue from the production of chrome oxide green pigments (T) Organic chemicals: K009 Distillation bottoms from the production of acetaldehyde from ethylene (T) K010 Distillation side cuts from the production of acetaldehyde from ethylene (T) K011 Bottom stream from the wastewater stripper in the production of acrylonitrile (R, T) K013 Bottom stream from the acetonitrile column in the production of acrylonitrile (R, T) K014 Bottoms from the acetonitrile purification column in the production of acrylonitrile (T) K015 Still bottoms from the distillation of benzyl chloride (T) K016 Heavy ends or distillation residues from the production of carbon tetrachloride (T) K017 Heavy ends (still bottoms) from the purification column in the production of epichlorohydrin (T) K018 Heavy ends from the fractionation column in ethyl chloride production (T) K019 Heavy ends from the distillation of ethylene dichloride in ethylene dichloride production (T) K020 Heavy ends from the distillation of vinyl chloride in vinyl chloride monomer production (T) K021 Aqueous spent antimony catalyst waste from fluoromethanes production (T) K022 Distillation bottom tars from the production of phenol/acetone from cumene (T) K023 Distillation light ends from the production of phthalic anhydride from naphthalene (T) K024 Distillation bottoms from the production of phthalic anhydride from naphthalene (T) K025 Distillation bottoms from the production of nitrobenzene by the nitration of benzene (T)
U024 Dichloromethoxy ethane U081 2,4-Dichlorophenol U082 2,6-Dichlorophenol U084 1,3-Dichloropropene U085 1,2,:3,4-Diepoxybutane (I,T) U108 1,4-Diethyleneoxide U028 Diethylhexyl phthalate U395 Diethylene glycol, dicarbamate U086 N,N’-Diethylhydrazine U087 O,O-Diethyl S-methyl dithiophosphate U088 Diethyl phthalate U089 Diethylstlbesterol U090 Dihydrosafrole U091 3,3’-Dimethoxybenzidine U092 Dimethylamine (I) U093 p-Dimethylaminoazobenzene U094 7,12-Dimethylbenz[a]anthracene
U089 Phenol, (E)- U101 Phenol, 2,4-dimethyl- U052 Phenol, methyl- U132 Phenol, U411 Phenol, 2-(1-methylethoxy)-, methylcarbamate. U170 Phenol, 4-nitro- See F027 Phenol, pentachloro- See F027 Phenol, 2,3,4,6-tetrachloro- See F027 Phenol, 2,4,5-trichloro- See F027 Phenol, 2,4,6-trichloro- U150 L-Phenylalanine, U145 Phosphoric acid, lead(2+) salt (2:3) U087 Phosphorodithioic acid, O,O-diethyl ester U189 Phosphorus sulfide (R) U190 Phthalic anhydride U191 2-Picoline U179 Piperidine, 1-nitroso-
U394 A2213 U394 Ethanimidothioic acid, oxo-, methyl ester U395 Diethylene glycol, dicarbamate U395 Ethanol, 2,2’-oxybis-, dicarbamate U404 Ethanamine, N,N-diethyl- U404 Triethylamine U409 Carbamic acid, [1,2-phenylenebis (iminocarbonothioyl)]bis-, dimethyl ester U409 Thiophanate-methyl U410 Ethanimidothioic acid, dimethyl ester U410 Thiodicarb U411 Phenol, 2-(l-methylethoxy)-, methylcarbamate U411 Propoxur See F027 Acetic acid, (2,4,5-trichlorophenoxy)- See F027 Pentachlorophenol See F027 Phenol, pentachloro- See F027 Phenol, 2,3,4,6-tetrachloro- See F027 Phenol, 2,4,5-trichloro-
Date: Signature: IQA Name: IQA Comment Record Learner’s name: Unit name and number: QA name: Assessor name: Learning outcomes/Assessment outcomes being assessed: Is the feedback to the learner supportive and constructive: IQA’s comments: Yes No Is the assessment decision justified: IQA’s comments: Yes No Grading decision agreed: Date: If No what action is needed: Yes No Action taken: Grading decision agreed: Date: IQA’s comments: Internal verifier signature: Date:
Is able to communicate information in an understandable way orally and in writing, as suitable to the situation; Is able to handle ambiguity; Meets priorities and deadlines with a minimum of supervision; Technical/work based skills Good knowledge of databases, word processing and spreadsheet packages; Ability to produce grammatically correct written work; Ability to produce clear, analysable reports; Ability to devise and implement systems and procedures; Can evidence the ability to understand complex issues readily. A/I/E Other requirements Has a sensitive and professional approach to dealing with confidential and sensitive matters. Is committed to continuous self-development. A/I Desirable Experience of working in Higher Education; Servicing of committees; Familiarity with CAMS or similar systems; Ability to travel to other campuses. A/I Any appointment is generally made at the bottom of the salary range for the grade dependent upon experience and previous salary. This is a full time post and is permanent. Annual leave entitlements are shown in the table below and increase after 5 years’ service. In addition, to the eight Bank Holidays, there are university discretionary days between Christmas and New Year. All leave, including bank holidays and discretionary days, are pro-rated for part time employees. Grades Basic entitlement per year Grades After 5 years’ service 1-3 23 days 1-3 28 days 4-7 25 days 4-7 30 days 8-9 27 days 8-9 30 days More information about the department can be found Read the University’s The University has an attractive range of benefits and you can find more information about them on our
Several studies have linked disability and poverty. Sightsavers found that 79% of blind people in North East Guinea were economically inactive, compared to 2% of sighted people. The World Report on Disability highlights that disabled people are more likely to be unemployed, less educated, but spend more on health. DfID describes a vicious circle of disability and poverty. Factors common to poverty, such as having poor sanitation, risky working conditions, and lack of health care, can increase the prevalence of disability. None of the MDGs which preceded the Global Goals mentioned disability. Now disability is addressed under 4 of the goals: Goal 4. Ensure inclusive and equitable quality education and promote life-long learning opportunities for all 4.5: by 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations 4.a: build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all. Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 8.5: by 2030 achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value Goal 10. Reduce inequality within and among countries 10.2: by 2030 empower and promote the social, economic and political inclusion of all irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable 11.2: by 2030, provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in
Disability Inclusive Development Training – Leave No One Behind Training Manual Table of contents Introduction Agenda for the Day Evaluation Form Hand Outs 1, 2 & 3 – Illustration Of Different Models Of Disability Hand Out 4 – Barriers That Block Participation Hand Out 5 – Understanding Disability And Impairment Hand Out 6 – Key Factors For Effective Disability Inclusive Development Hand Out 7 – Understanding DPOs And Other Disability Related Organisations Hand Out 8 – African Regional and National DPOs Hand Out 9 – The Convention On The Rights Of Persons Of Persons With Disabilities (UNCPRD) Hand Out 10 – The UNCPRD and African Countries Hand Out 11 – Disability, Human Rights and the SDGs Hand Out 12 – How Do The SDGs Relate To The UNCRPD
Brazzaville – Union Nationale des Associations des Personnes Handicapées du Congo (UNHACO) Equatorial Guinea – ASSONAMI Ethiopia – Federation of Ethiopian National Associations of Persons with Disabilities (FENAPD) Gabon – Fédération Nationale des Associations des Personnes Handicapées du Gabon (FNAPHG) Gambia – Gambia Federation of the Disabled (GFD) Ghana – Ghana Federation of the Disabled (GFD) Guinea – Fédération Guinéen des Associations de/pour les personnes handicapées (FEGUIPAH) Ivory Coast – Confédération des Organisations des Personnes Handicapées de Cote d’Ivoire (COPHCI) Kenya – United Disabled Persons of Kenya (UDPK) Lesotho – Lesotho National Federation of Organizations of the Disabled (LNFOD) Malawi – Federation of Disability Organizations of Malawi (FEDOMA) Mali – Fédération Malienne des Associations de Personnes Handicapées (FEMAPH) Mauritania – Fédération Mauritanienne des Associations Nationales de Personnes Handicapées (FEMANPH) Mauritius – Mauritius Federation of Disabled Persons Organizations Mozambique – Mozambique Federation of the Disabled (FAMOD) Namibia – National Federation of People with Disabilities in Namibia Niger – Fédération Nigérienne des Personnes Handicapées (FNPH) Nigeria – Joint National Association of Persons with Disability (JONAPWD) Rwanda – National Union of Disability Organizations of Rwanda (NUDOR) Sao Tome – Associação dos Deficientes de SaoTomé e Príncipe (ADSTP)
Stakeholder Analysis Matrix Stakeholder Name Contact Person Phone, Email, Website, Address Impact How much does the project impact them? (Low, Medium, High) Influence How much influence do they have over the project? (Low, Medium, High) What is important to the stakeholder? How could the stakeholder contribute to the project? How could the stakeholder block the project? Strategy for engaging the stakeholder EXAMPLE Nurses & Midwives Union Carlos Davida cdavida@nu.org 0998 765 287 High High Maintaining working conditions for nurses Agree for union members to implement the new reforms Going on strike Monthly discussions Patient Advocacy Group Viki Chan vchan@pag.org 888 587 101 High Medium Maximising quality of care for patients Communicate with other stakeholders to express their support for reforms Making complaints about quality of service after the reports Information and feedback meetings every 6 months Sunday Times Newspaper Jane Smith jsmith@stn.com 888 587 101 Low High Getting a good story Print stories that support the new reforms Printing stories that oppose the new reforms Quarterly press meetings
Please Identify “am” or “pm.” If available any time writing “any” is acceptable. If unavailable please mark “x” in the box. I am available and willing to work: Sun Mon Tues Wed Thurs Fri Sat Start Time: *Example: 9AM End Time: *Example: 10PM Overnight? Yes or No? How many hours per week would you prefer to work? ___________ Please note any exceptions or additional information regarding your availability: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Applicant Printed Name Applicant Signature Date Additional Information This information will be used to determine if we have clients available that suit your preferences. None of the following information will necessarily be disqualifying. In some instances training is provided, feel free to note “Would like training.” DO NOT LEAVE BLANK CDM provides services to Clark County. We have clients in all Vancouver areas. Camas; Washougal; Battleground; Yacolt; Amboy; Ridgefield; La Center and Woodland Where are you willing to work on a permanent basis? Where are you willing to work on a occasional basis?
HCA14/15 HCA Members and Observers to evaluate the existing data layers available in the IHO HCA GIS database and to propose: additional layers (and the sources) any duplicate layers that could be linked from other databases rather than maintained by IHO any other comments 30 Sept. 2016 Responses received from Argentina, Brazil, Chile, France, Germany, Italy, Japan, ROK, New Zealand, Norway, South Africa, Spain, UK, USA 9.3 HCA Hydrography Priorities Working Group HCA14/16 HCA Sec. to amend the ToRs of HPWG to reflect that all HCA Membership are considered as members of the HPWG. Dec. 2016 Complete, on the HCA14/17 AR, CL, ES, GB to coordinate the production of charting of Deception Island to ensure the consistency of ENC, INT paper, and to avoid duplication of effort. HCA-15 Survey coverage received from Chile HCA14/18 KR to liaise with Region M INT chart producers as appropriate before submitting a consolidated proposal for a possible new INT chart covering Jang Bogo Approaches to the Region M Coordinator (Andy Willett, UKHO). HCA-15 HCA14/19 New proposals made at HCA-14 by HPWG Chair for Maritime Shipping Routes (MSR) were approved. Done HCA14/20 HCA Members to provide the IHB and HPWG Chair (Mr Andy Willett) with their national AIS data in Antarctica and requirements for improving Maritime Shipping Routes (MSR) analysis, and defining survey and charting priorities Permanent, normally after the end of the austral summer season, and at least 3 months prior to HCA-15 Responses received from Brazil, Italy, Norway HCA14/21 HPWG Chair to obtain statistics from HCA Membership on status of surveys and charting of the MSR and present to HCA-15. HCA-15 HCA14/22 HCA Chair to engage with CCAMLR and other relevant organizations for equivalent action for fishing and other vessels than commercial ships. Dec. 2016 HCA14/23 HCA Members to invite their Maritime Administrations and Flag vessels to locate and confirm the existence and status of all aids to navigation in Antarctica and report accordingly. 30 Sept. 2016 Responses received from Brazil, Italy
HCA14/24 IHB to consider the possibility of supplementing with survey and charting statistics in relation to agreed MSR, and find a way of posting the relevant information within the IHO GIS environment Dec. 2016 HCA14/25 HCA Members are reminded to use the HCA/HPWG forms in force for planned surveys, planned charting and request for data. Permanent Guidelines and Forms updated in the 10. Research Institutes, Stakeholders and Industry Presentations 10.5 Norwegian Polar Institute HCA14/26 IHO Sec to consider the offer made by SCAR/SCADM to participate in their meeting in Kuala Lumpur in August 2016, together with Dr Boris Dorschel (GEBCO/IBCSO) for identifying the ways and means to improve data discovery. Asap Complete 13. Time and Place of Next Conferences – List of Polar Events HCA14/27 Offer from New Zealand to host HCA15 in 2017 was accepted (if possible week starting 19 June, or starting 26 June) To be confirmed by NZ, 30 Sept. 2016 Overtaken by events
8 Oct 18 MIDTERM (Chapters 1 – 6) Study for Midterm exam 9 Oct 25 Performance Management (WE) Chapter 7 ONLINE QUIZ DUE: 10/24 10 Nov 1 Compensation (WE) Chapter 8 ONLINE QUIZ DUE: 10/31 Interview Q&A Due: 11/1 11 Nov 8 Employee Benefits (WE) Chapter 9 ONLINE QUIZ DUE: 11/7 12 Nov 15 Health, Safety and Preparedness (WE) Chapter 10 ONLINE QUIZ DUE: 11/14 Memo to CEO Due: 11/15 13 Nov 22 FALL BREAK 14 Nov 29 Organized Labor (WE) Chapter 11 ONLINE QUIZ DUE: 11/28 15 Dec 6 Application Case: Presentations Study for Final exam Application Case Two-page essay Due: 12/6 16 Dec 13 FINAL EXAM (CUMULATIVE) *Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced via email and reflected in an updated syllabus and/or posted on BeachBoard. It is the student’s responsibility to remain updated on course changes. 6. HCA 312 METHODS OF EVALUATION
3. Required Text Fundamentals of Human Resources In Healthcare (C) Author: Fried ISBN: 9781567933635 Status: Required 4. Other Requirements E-mail address and Internet access to use the online BeachBoard course software system. If you have trouble with registration, contact the CSULB Technology Help Desk by phone at via e-mail at or in-person at the North Campus Center. Articles and other assignments will be posted on BeachBoard. 5. CLASS SCHEDULE AND ASSIGNMENTS* Week Date Topic(s) Readings Deliverables 1 Jan 26 Introduction to course HRM vs SHRM Weekly Exercise (WE) Chapter 1 2 Feb 2 SHRM Cont. (What/How/Why?) Intro to the Health Care Professional (WE) Chapter 1 (Cont.) ONLINE QUIZ DUE: 2/1 3 Feb 9 The Health Care Professional (WE) Chapter 2 ONLINE QUIZ DUE: 2/8 HC Org Profile Due: 2/9 4 Feb 16 The Legal and Ethical Environment (WE) Chapter 3 ONLINE QUIZ DUE: 2/15 5 Feb 23 Job Analysis and Job Design Job Descriptions (WE – Resume/Cover Letter) Chapter 4 ONLINE QUIZ DUE: 2/22 6 Mar 2 Recruitment, Selection, Retention Talent Management (WE) Chapter 5 ONLINE QUIZ DUE: 3/1 Job Description Due: 3/2 7 Mar 9 Organizational Development and Training (WE) Chapter 6 ONLINE QUIZ DUE: 3/8
“It’s not inexpensive, and it’s a long-term project,” said Baker, whose firm was hired as a co-consultant on the project with Billes Partners LLC of New Orleans. “But we have to change (the flood plain) equation, and the residents wanted to be ambitious.” In the interim, $12.2 million in various infrastructure upgrades would be phased in “ala carte” over a series of years to bolster current neighborhoods while attracting redevelopment. “We think it’s a good complement to our comprehensive plan,” City Planning Director Donovan Scruggs said.
CLASS SCHEDULE AND ASSIGNMENTS Session # - Date Topic Reading Assignments Assignment, Deliverable & Activities 1. January 20 Martin Luther King Jr. Holiday No Class 2. January 27 Course Introduction Form Presentation Teams Syllabus, Course Assignment Descriptions Review syllabus, ask questions. In Class Exercise (ICE) 3. February 3 Organizations, Organizational Effectiveness Organizational Design Accountable Care Organizations Course Reader Chapter 1 & 2 Articles and URLs posted on Beachboard Assigned Reading Exercise (Always due Sundays before class session @ 11:59pm) In Class Exercise (ICE) 4. February 10 Developing Self-awareness Time and Stress Management Building Relationships Course Reader Chapters 3 & 4 Course Reader Chapter 5 Assigned Reading Exercise In Class Exercise (ICE) On-line profile due photo and complete text by 11:59pm Feb. 9. 5. February 17 Ethics in Healthcare Administration Ethics Game Inventory Ethics Game Simulation Inventory & Simulation completed on-line In Class Exercise (ICE) 6. February 24 Cultural Competency and Diversity CSULB Multi-Cultural Center visit Article Dotson & Nuru-Jeter (2012) Assigned Reading Exercise In Class Exercise (ICE) Professional Association Membership Scan and post receipt to Drop box (2/23) 7. March 3 Motivating Others Course Reader Chapter 7 Assigned Reading Exercise In Class Exercise (ICE) Mid-Term Review Posted*** Teams Formed March 8. March 10 Building Effective Teams Course Reader Chapter 9 Assigned Reading Exercise In Class Exercise (ICE) 9. March 17 Mid-Term Study for Mid-Term On-line Mindfulness reflection due March. 16 11:59pm 10. March 24 Conducting Effective Meetings Making Oral and Written Presentations Course Reader Chapters 10 & 11 Assigned Reading Exercise In Class Exercise (ICE) Discuss Role Play March 31 Spring Break-No Class 11. April 7 Gaining Power and Influence Team Presentation 1 : Organization Design and ACO’s – Gorilla or Unicorn? Course Reader Chapter 6 Assigned Reading Exercise Virtual Course Assignment 12. April Managing Conflict Course Reader Chapter 8 Assigned Reading Exercise In Class Exercise (ICE) on Beachboard
5 2/20/2017 MS Access Lab Exercise LAB exercises - students to answer key questions by analyzing an Access database, using Access queries. Lab Exercise-3 (10%) Extra Credit 4 (Class 4) (1% extra credits) 6 2/27/2017 Data Standards Understanding Terminologies Chapter 9-Fenton and Biedermann Lab Exercise-4 (5%) 7 3/6/2017 EMR: Electronic Medical Records Midterm review Chapter 2-Fenton and Biedermann Electronic Medical Records." Open Clinic. 4 Nov. 2006 American Hospital Association Health Information Technology Extra Credit 5 (Class 6) (1% extra credits) 8 3/13/2017 Mid Term
9 3/20/2017 Metrics “Big Data” Utilization Readmission Rates Quality of Care Decision Support Reporting Chapter 7-Fenton and Biedermann Chapter 9- Fenton and Biedermann, pp. 216-217 What is Care Management? Hospital Utilization (in non-Federal short-stay hospitals) Calculation of the Office of Statewide Health Planning and Development’s (OSHPD) Case Mix Index (CMI) What criteria should we use when screening measures of quality for public reporting? Readmission Reduction Extra Credit 6 (Class 7) (1% extra credits) Care Search (2%) 3/27/2017 Spring Break 10 4/3/2017 Business application Data Analysis Database and Access Review Data Interpretation/Comparison Chapter 7 Fenton and Biederman pp165 Chapters 1-2, Provost and Murray, The Health Care Data Guide, (ebook, library) An Environmental Snapshot-- Quality Measurement Enabled by Health IT: Overview, Challenges, and Possibilities Extra Credit 8 (Class 9) (1% extra credits)
11 4/10/2017 Utilization Metrics MS Excel – formulas and reporting exercises (5%) Chapter 5-Fenton and Biedermann pp. 117-126 LAB exercises: calculating key health care statistics using Excel LAB exercises: creating graphs and pivot tables Lab Exercise-4 (5% each) Extra Credit 9 (Class 11) (1% extra credits) 12 4/17/2017 Data Dictionary and Term Project Graphical Display MS Excel – Graphs and pivot table (5%) Lab Exercise 5 (5%) 13 4/24/2017 Outcomes Wearables and healthcare trends Security and Privacy Term Project -Review Library-American Hospital Directory http://www.calqualitycare.org/ Provider Outcomes Insurer Ratings. Chapter 11 Fenton and Biedermann 14 5/1/2017 No Class Term Project due 11:59 pm Penalty for being late 15 5/8/2017 System Lifecycle and project management The Legal Electronic Health Record Final Review Chapter 10 Fenton and Biedermann HIPAA - PHI: List of 18 Identifiers and Definition of PHI." UCSF Human Research Protection Program. 20 Nov. 2003. 4 Nov. 2006 Chapter 6-Fenton and Biedermenan Chapter 12-Fenton and Biedermann Coordination in Large Agile Projects, Xu, Peng, Extra Credit 10 (Class 13) (1% extra credits) 16 5/15/2017 Final V. Basis for Assigning the Course Grade % of Grade Details
3/15/17 11 4/4 E-portfolio updates How to ask for a reference Applying to Graduate School Share Interview Assignment Due 4/4/17: Interview a health care professional Business Card ICE 12: Interview Assignment Sharing 15 5/9 Reflections and group sharing of internships Sharing – Job search plan Guest Speaker TBA – Health Care Professional ICE13: Reflection and Learning (5/9/17) ICE14: Guest Speaker Due no later than 5/9/17: Monthly Report #3 Preceptor evaluation of Intern Professional Meeting Attendance Form Satisfaction Survey Preceptor Phone Call 16 5/16 Final 5:00-7:00 PROCESS Report Sharing Discuss: How to leave a job Preceptor thank you notes Completion of hours form Due: 5/16/17 ICE15: PROCESS Report Sharing (5/16/17) Supplemental Reading List and Other Resources Journal Articles Cochran, C.R. & Sotero, M. (2006) Evaluation of the impact of a health care administration student practicum. Nevada Journal of Public Health, 3(1), 13-18. Constable, J. F.(1998). The health administration internship: A partnership for progress in health administration education. Hospital Topics, 76(1), 25-28. DOI 10.1080/00185869809596488. Mileski, M., Kruse, C. S., Lee, K., & Topinka, J.B. (2016). Perceptions of the value of professional networking by undergraduate students in a School of Health Administration: A pilot study. Health Administration Education, 33(3), 461-474. Proter, J.A., Haberling, K & Hohman, C. (2016) Employer desired competencies for undergraduate Health Administration Graduates entering the job market. Health Administration Education, 33(3), 355-375. Books – not indented or double spaced so that the ISBN can be provided Bolles, R. (2010) What color is your parachute? 2011: A practical manual for job-hunters and Ten Speed Press ISBN-10: 158008270X ISBN-13: 978-1580082709
COLLEGE OF HEALTH AND HUMAN SERVICES California State University, Long Beach Department of Health Care Administration REVISED: 8/16/2017 HCA 502 – The Health Care System Fall 2017 Instructor: Grace Reynolds, DPA E-mail: Grace.Reynolds@csulb.edu Phone: 562-985-5885 Office: ET-215 Office Hours: Tues. 2-3:30, Wed. 2-3:30 Please note important “Class Norms and Expectations” on pages 9 and 10 of this syllabus. Section Number: 01 Class Number: 1845 Class Meets: August 28rd – Dec 19th Day/ Time: Tuesdays, 4:00 – 6:45 p.m. Classroom: SPA 203 Additional Contact Information: HCA Program Administrative Coordinator: Deby McGill, , HHS2-118 Tel. 562/985-5694; fax 562/985-5886 Course Description: Overview, developmental summary of the American health care system and its driving forces. Major elements of the health care system; today’s major health policy issues in a historical, economic and political context. Letter grade only (A-F). (Lecture) Course Outcomes, Competencies and Assessments: The Health Care Administration Department has adopted a competency-based curriculum, based on the American College of Health Care Executives (ACHE) Competencies Assessment Tool. As HCA 502 is one of the first courses that students majoring in Health Care Administration take, the emphasis is on acquiring competencies in HLA Domain 4, knowledge of the healthcare environment. Alignment of the expected outcomes and the ACHE competencies provides clear expectations and standards for students and instructors alike. Students will demonstrate a level of proficiency in each of the expected outcomes through the course assignments as indicated in the following table.
Alignment of the expected outcomes and the ACHE and HLA competencies provides clear expectations and standards for students and instructors alike. Students will demonstrate a level of proficiency in each of the expected outcomes through the course assignments as indicated in the following table. Learning Objective Domain Competency – Knowledge of Activity (A1), Assignment (A2) or Assessment (A3) How does employee relations, especially nursing, recruitment, training, and retention, relate to hospital competitive advantage? 5. B Nurse staffing regulations, wage issues, training and development in support of hospital culture, role on treatment team; promotion opportunities. Case studies, especially Virginia Mason Medical Center and Hospital for Special Surgery. Understand the changing role and legal responsibilities of the executive office, including the hospital board of directors and medical staff. Understand principles of effective communication. Understand effective hospital CEO leadership. 5. C 1. 2. Board of Trustee selection, relationship of board to CEO and medical staff, Peter Drucker’s criteria for an effective board. Communication and Relationship Management CEO Leadership evaluation criteria Graded case analysis. Kovner Case entitled “Whose Hospital?” used as study of CEO fired by board at urging of medical staff. Class discussion of board and CEO mistakes. Interview of CEO or board member at local hospitals. Compare/contrast advantages and disadvantages of the three institutional and legal forms: for-profit, and government operated hospitals. 5.C. Understand regulatory requirements and tax advantages of the 501C(3) or public benefit corporation hospital. Evaluate impact of government payments on charity obligations. Analyze new ACA public benefit regulations on nonprofit hospitals. Attendance quizzes covering Wall Street Journal and Health Affairs studies of hospitals that are deficient in meeting public benefit requirements.
Alignment of the expected outcomes and the ACHE and HLA competencies provides clear expectations and standards for students and instructors alike. Students will demonstrate a level of proficiency in each of the expected outcomes through the course assignments as indicated in the following table. Learning Objective Domain Competency – Knowledge of Activity (A1), Assignment (A2) or Assessment (A3) How does employee relations, especially nursing, recruitment, training, and retention, relate to hospital competitive advantage? 5. B Nursing shortage, staffing regulations, wage issues, training and development in support of hospital culture, role on treatment team; promotion opportunities. Case studies; take home exams. Understand the changing role and legal responsibilities of the executive office, including the hospital board of directors and medical staff. Understand principles of effective communication. Understand effective hospital CEO leadership. 5. C 1. 2. Board of Trustee selection, relationship of board to CEO and medical staff, Peter Drucker’s criteria for an effective board. Communication and Relationship Management CEO Leadership evaluation criteria Graded case analysis. Kovner Case P, “Whose Hospital?” used as study of CEO fired by board. Class discussion of board and CEO mistakes. Interview of CEO or board member at local hospitals. Compare/contrast advantages and disadvantages of the three institutional and legal forms: for-profit, and government operated hospitals. 5.C. Understand regulatory requirements of the 501C(3) or public benefit corporation. Evaluate impact of government payments on charity obligations. Compare value of tax payments by for-profit hospitals with tax support of government hospitals. Graded case analysis of King-Drew Medical Center as an example government failure. Take home midterm exam covering Wall Street Journal and Health Affairs studies.
Hepatitis C (Hep C) Survey Gender:_____________________ Postal Code:_______________ Age: □Under 20 □21-30 □31-40 □41-50 □51-60 □Over 60 Question True or False True False Not Sure 1. You could have Hepatitis C and not show any symptoms for more than 10 years. T 2. There is a vaccination for Hepatitis C available. F 3. You can get the Hepatitis C virus from shared drug equipment like needles, or straws for snorting drugs, unsterile tattooing and body piercings equipment and acupuncture equipment. T 4. You can get Hep C from someone who is infected but does not have any symptoms. T 5. Hep C can be spread using someone’s personal belongings (e.g. toothbrush, razor). T 6. Hep C can live outside the body for more than 3 days. T Correct responses are shown in red. The age and gender of respondents are shown in the figures below. Female Age Number Of Respondents % >20 32 36% 20-30 13 14%
By “old” we are describing patient accounts with dates of service prior to an open cost reporting period, logs and the corresponding Medicaid Cost Report Schedule F. While a closed Medicaid Cost Report cannot be edited to include additional uninsured charges or payments, these charges and payments can be included with the Schedule F patient level data submitted to the federal auditors for that Cost Report year, and will be reflected in the hospital’s DSH audit results. Once that DSH audit is completed, that fiscal year is considered closed and final. 8.3 If a patient was on Disability Assistance on the date of service, but later was retroactively made eligible for Medicaid after the hospital’s Medicaid Cost Report for that period was filed, can the hospital bill the account to Medicaid? Yes. 8.4 How would a hospital log the recovery of a bad debt? All payments received on any account reported as uninsured in any reporting period must be included in the Cost Report that covers the date the recovery or payment was received. 8.4a How should a hospital report a lump sum, bad debt recovery that cannot be tracked back to individual patient accounts? All payments should be included in the Cost Report that covers the date the payment was received. If a lump sum recovery covers both accounts that were claimed as uninsured and accounts that were not claimed as uninsured, a prorated portion of the recovery that corresponds to the charges claimed as uninsured should be reported. 8.5a When is a patient to be considered “with insurance?” A patient is considered to be “with insurance” only when the service is within a covered benefit package in a group health plan or other health insurance coverage, and is not covered by another legally liable third party. 8.5b Would a self-pay deductible or coinsurance amount be logged as with or without insurance? While a deductible or co-insurance amount is the patient’s responsibility, (s)he is nonetheless insured for so the entry and amount would be logged as “with insurance.” 8.5c Are self-pay charges for a managed–care patient who has had services out of network considered to be with or without insurance? Assuming the patient is not eligible for Medicaid (see FAQs 2.9 & 2.10) any covered self-pay charges for a managed care patient who went out of network would be considered “with insurance.”
complies with the Equality Act, ensuring all policies reflect inclusive practice. reviewing check their compliance with the Equality Act. updated when appropriate and approved by the Governing body/Board of Trustees. School policies available on the website. Ongoing To ensure that all children have full access to the curriculum and overcome potential barriers to learning and assessment. a) Undertake audit of teachers’ training needs on curriculum accessibility. b) Assign INSET day /Staff Meetings to address identified training needs e.g. Speech and Language, Autistic Spectrum Disorders, medical (e.g epi pen, asthma, diabetes) c) A differentiated curriculum d) Look at the use of multimedia and ICT for pupils with disabilities e) Specific equipment sources from OT where appropriate. f) seek advice from external agencies where appropriate. Standards of achievement are high as pupils are able to access the curriculum. SENCo/all staff Ongoing Raise awareness of disability issues, how they affect pupils increasing tolerance and promote inclusion and understanding PSHCE curriculum, assemblies, displays, disability sport, staff training, behavioural support strategies. Staff understand the needs of the pupils. Improved awareness of a range of disabilities and pupils able to support each other. Head/SENCo 2017-18 Improved access of information to parents and carers a) Improve organisation of information on the school website b) Develop the use of twitter and social media c) Further develop use of texts d) Develop the use of email to distribute newsletters All parents and carers can access information quickly and easily SBT/head May 2017 March 2018 Ensure that all pupils with a disability have appropriate modifications to facilitate Y6 teacher/SENCo to complete relevant testing and paperwork. All pupils can access the end of KS assessment. Y6 teacher/SENCo
LISTEN AND colour the correct circles. Victor : Audrey : Robin : England English Scotland Scotish Ireland Irish America American Canada Canadian Australia Australian live in… come from… nationality… LISTEN AND colour the correct circles. Victor : Audrey : Robin : England English Scotland Scotish Ireland Irish America American Canada Canadian Australia Australian live in… come from… nationality…
Essential Desirable Academic/Vocational Qualifications Good General Education Qualified in Phlebotomy Qualified to NVQ level 3 Experience Experience within a health care setting Experience in GP Practice Knowledge/Skills Ability to provide quality care Good interpersonal and communication skills Good organisational skills Good team working skills Effective time management skills Ability to work independently following verbal or written instructions Adaptable to change Computer literate Basic IT Skills Knowledge in Vision and Docman clinical systems Skills in Phlebotomy, ECGs, Patient Health Checks, Blood Pressures Basic first aid knowledge Health and safety awareness Awareness of Blood Borne Viruses Qualities/Attributes An understanding, acceptance and adherence to the need for strict confidentiality Able to work on own initiative Able to work under pressure and remain calm Flexible and adaptable Aware of own limitations Keen to develop Special requirements of post Provide cover for absence of other HCA when required
ACADEMIC CALENDAR 2014 1ST SEMESTER 2014 ACTIVITY Start Finish No of Days Application Registration Commencement College opens 02 Jan 2014 November 2013 Supplementary examinations 10 Feb 2014 12 Feb 2014 8 Semester 1 3 Feb 2014 04 July 2014 105 Student Induction & Orientation 10 Feb 2014 14 Feb 2014 5 Foundation Programme 17 Feb 2014 28 Feb 2014 10 Foundation Tests 03 March 2014 1 Easter Holidays 18 April 2014 21 April 2014 4 Continuous Assessment Test 1 27 March 2014 08 April 2014 9 Assignment Due Date 05 May 2013 1 Continuous Assessment Test 2 19 May 2014 30 May 2014 10 Examinations 23 June 2014 04 July 2014 10 College Holidays 05 July 2014 20 July 2014 16 2ND SEMESTER 2013 Duration Start Finish No of Days Semester 2 21 July 2014 05 Dec 2014 100 June Supplementary examinations 04 Aug 2014 12 Aug 2014 7 Continuous Assessment Test 1 25 Aug 2014 05 Sept 2014 10 College Holidays 06 Sept 2014 14 Sept 2014 9 Assignment Due Date 22 Sept 2014 1 Continuous Assessment Test 2 06 Oct 2014 17 Oct 2014 10 Examinations 17 Nov 2014 05 Dec 15
Answer: The Health Care and Benefits Division (HCBD) collects biometric and lab data from member wellness screenings and diagnosis and procedures codes from office visits. HCBD anticipates collecting lab values from non-wellness screenings in the future. Understand the current data warehouse also collects claim, eligibility, and clinical data for medical, pharmacy, vision, dental and other benefits offered through HCBD. What payroll and human resource data elements do you wish to incorporate into the data warehouse? Are these data elements currently being housed in the existing data warehouse? Answer: Analysis of human resource data is an area we are just starting to explore. For the purpose of the RFI, we are interested in seeing what types of analyses are being conducted in the marketplace and what outcomes are being reached using a combination of human resource and health data. HCBD is interested in gaining an understanding of the experiences vendors have had with this data and what you as a vendor would recommend HCBD incorporate into the data warehouse function with regard to payroll and human resource data. In general, we are interested in using payroll and human resource data for performance management, absence management, recruiting/retention, training, and workforce planning. The State of Montana uses Oracle PeopleSoft as our central payroll and human resource processing system. The data is captured and housed in a database; however, it is not currently integrated with the health data. Please indicate what systems/vendors are in use by HCBD for payroll and human resources? Answer: Please refer to the response for question 7. What platform and/or vendor is being used for the payroll and HR Database systems that the RFI would like integrated into the new data warehouse? Answer: Please refer to the response for question 7. Please indicate / provide an example of the types of payroll and human resource data to be integrated. Answer: Please refer to the response for question 7. RFI Section 2.2.2.c describes integrating payroll and human resources data with healthcare data. What are the systems / platforms where the current payroll and HR data reside e.g. PeopleSoft, SAP, Workday, etc.?
Please check off the areas of law in which you practice. Feel free to circle, cross out, or add specific information next to each area of law. _____Administrative Law Hearings (County, State, Federal) _____Agriculture _____Automobile Accidents (personal injury, property damage, insurance) _____Banking (Financial Institution/Consumer) _____Bankruptcy/Collections _____Business _____Consumer Protection (Product liability, misrepresentation) _____Construction ___________________________________ _____Contracts Specify:_____________________________ ___________________________________ _____Criminal (Adult/Juvenile) _____Education _____Elder (Medicare, Protection of Assets, Nursing Home) _____Employment (Employer/Employee) _____Unemployment claims _____Wrongful Termination _____Employment Contracts _____Worker’s Comp _____Environmental _____Estate and Trusts (planning, probate, wills, power of attorney) _____Family (divorce, custody, child support, adoption, guardianship, name change) _____Federal Gov. Act Compliance (, EEO, Fair Housing, FLSA, OSHA) _____Foreclosure _____Housing _____Landlord/Tenant _____Subsidized/Section 8 _____Homeowner’s Associations _____Construction _____Identity Theft _____Insurance Coverage/Regulation (Insurer, The Insured) _____Intellectual Property (patents, copyrights, trademarks) _____International _____Litigation/Appellate _____State _____Federal
Focus Area-Question 2 Does the setting provide opportunities to engage in community life? Provider Source Demonstrating Compliance (Examples, Policies, Procedures, training Manuals…) Text Demonstrating Compliance Action Plan for Non-Compliance or Partial Compliance (Include timeline for compliance) Do individuals participate regularly in meaningful activities in integrated community settings for the period of time desired by the individual? Are individuals aware of or have access to materials to become aware of activities occurring outside of the setting? Focus Area – Question 3 Is the individual employed or does the individual attend day services outside of the setting? Provider Source Demonstrating Compliance Text Demonstrating Compliance Action Plan for Non-Compliance or Partial Compliance (Include timeline for compliance) work
Focus Area – Question 9 Does the setting optimize interaction, autonomy and independence in making life choices? Provider Source Demonstrating Compliance (Examples, Policies, Procedures, training Manuals…) Text Demonstrating Compliance Action Plan for Non-Compliance or Partial Compliance (Include timeline for compliance) Are individuals given information to assist them to make informed decisions? Are individuals learning skills to enable them to maximize independence? Focus Area – Question 10 Is there a legally enforceable agreement comparable to a lease? Provider Source Demonstrating Compliance (Examples, Policies, Procedures, training Manuals…) Text Demonstrating Compliance Action Plan for Non-Compliance or Partial Compliance (Include timeline for compliance) Do individuals know their rights regarding housing and when they could be required to relocate? Does the written agreement include language that provides protections to address eviction