IFSM 300 quiz 1 MCQs (Score 100%)

QuestionQuestion 1 1 / 1 pointWhich of the following is defined as the ability of customers to drive down the price of goods and services?A) supplier powerB) buyer power or the bargaining power of customersC) rivalry among competitorsD) threat of price reductionQuestion 2 1 / 1 pointWhich of the following is a system that combines patient appointment, scheduling, registration, billing and payroll functions?a) Clinical Decision Support Systemb) Financial and Resource Management Systemc) Care Delivery and Clinical Documentation System.d) Practice Management SystemQuestion 3 1 / 1 pointAre there any direct variables that have no effect on a business’ competitive position?A) yesB) NoQuestion 4 1 / 1 pointWhich of the following are components of an information system? (select all that apply)A) dataB) hardwareC) peopleD) processE) softwareQuestion 5 1 / 1 pointAccording to the Five Forces Model developed by Harvard Business professor Michael Porter, all of the following are major factors that determine a company’s standing in an industry, except for which one?A) Threat of entry of new competitorsB) Political and/or economic factorsC) Bargaining power of suppliersD) Threat of substitute products/servicesQuestion 6 1 / 1 pointWhich of the following systems gathers data from multiple sources and assists in providing structure to the data?a) Transaction Processing System (TPS)b) Management Information System (MIS)c) Decision Support System (DSS)d) Department Management System (DMS)Question 7 1 / 1 pointTrue or false: Early research could not draw any connections between IT and profitability, but later research has shown that the impact can be positive.TrueFalseQuestion 8 0 / 1 pointAdmission-Discharge-Transfer (ADT) systems are an example of which type of information system?Decision support systemManagement information system.Transaction processing system.Electronic document management system.Question 9 1 / 1 pointWeb 2.0 is exemplified by which of the following? (select all that apply)A) bloggingB) online purchasingC) social networkingD) interactive commentsQuestion 10 1 / 1 pointWhich of the following is defined as a series of activities undertaken by the company to produce a product or service?business processesvalue chainstrategic directioncompetitive advantageQuestion 11 1 / 1 pointTrue or False: Health informaticians almost always work in research.TrueFalseQuestion 12 1 / 1 pointWhich of the following statements are true of Decision Support Systems (DSS)? (select all that apply)A) A decision support system (DSS) is an information system built to help an organization make a specific decision or set of decisions.B) DSSs are used only at the executive level and are used to make all strategic decisions.C) DSSs are designed to take inputs regarding a known (or partially-known) decision-making process and provide the information necessary to make a decision.D) DSSs can exist at different levels of decision-making with the organization, from the CEO to the first-level managers.Question 13 1 / 1 pointWhich of the following groups of variables are all direct variables?A) customers, suppliers, government regulations, technologyB) suppliers, time, politics, owners.C) supplier, customers, employees, locationD) employees, location, technology, organizational componentsQuestion 14 1 / 1 pointHealth informaticians work in laboratory, research and public health settings, but are not involved in the clinical environment.TrueFalseQuestion 15 1 / 1 pointTrue or False: Highly qualified vendors, consultants, and IT departments are the most important elements for the successful implementation of enterprise technologies.TrueFalseQuestion 16 0.5 / 1 pointWhich of the following is true about health informatics? (select all that apply)a) It includes management and use of data and information in health careb) Standards are requiredc) It is the science of information applied to health cared) It involves information technologyQuestion 17 1 / 1 pointWhich of the following is exemplified by customers finding a different way to get the product or service?A) customer disloyaltyB) threat of substitute product or servicesC) rivalry among competitorsD) barriers to entryQuestion 18 1 / 1 pointA strategic information system is one that attempts to do one or more of the following: (select all that apply)A) help an organization focus on a specific market segmentB) deliver a product or a service at a lower costC) enable innovationD) deliver a product or service that is differentiatedQuestion 19 1 / 1 pointTrue or False: The data show that IT has reduced the differences among companies.TrueFalseQuestion 20 1 / 1 pointWhich of the following is an electronic record of health-related information on an individual that is shared across more than one health care organization?a) Electronic Health Recordb) Electronic Medical Recordc) Health Information Exchanged) Personal Health Record

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now

A-PLUS WRITER

Using Minitab

This week, you learned about the statistical software applications used to analyze data for research analysis. For this week’s discussion, you will use Minitab to run descriptive statistics, create graphs and respond to the following:

  • How could you use Minitab descriptive statistics for data analysis research?
  • What are your plans for learning more about Minitab and how will the information you learned about this software be of benefit in your future analysis of research data?

Refer to this week’s readings and video tutorials before starting this two part discussion question assignment. You will also have access to the Assignment Resources Step-by-Step Guide, accessed through the Assignment Resources Icon located to the right of the grading criteria above.

Step 1: Entering Data

Open Minitab

You will now use Minitab to enter a sample dataset by following the steps below and referring to the examples in the Assignment Step-by-Step guide. Begin by opening Minitab. Once open, you will see two windows. The Session Window is in the top half of the screen and the Worksheet is below. Only one window is active at a time.

Dataset Options

In many cases, researchers may have the data from their study in another software package like Microsoft Excel. However, if the data is not available in a software spreadsheet you can manually enter the data. You may now choose to populate your Minitab worksheet using the provided Excel worksheet in Option 1 or try Manual Data Entry by following the instructions in Option 2.

Option 1: Using Excel to populate Minitab

To access the Excel worksheet populated with data, go to the Data Set Icon located to the right of the grading criteria above. You can copy and paste the data set directly from Excel into Minitab.

Or

Option 2: Manual Data Entry

In the Worksheet window, type “Age” in C1. Enter the numbers as shown in the dataset below. Enter the remaining data as shown below (set up your column labels i.e., variable). The measure reflects math anxiety and the study variables (cringe, uneasy, afraid, worried, understand) the math anxiety range is from 1–5 with low being the least and 5 the highest.

Step 2: Run Descriptive Statistics

Now that your data is in Minitab, you will look at the descriptive statistics for this dataset. Select the Ribbon at the top titled “Statistics,” and then select “Descriptive Statistics”. Under the “Data tab” select a variable, under the “Statistics tab” check all the boxes, then click “OK”.

Discussion Question Part 1

How could you use Minitab descriptive statistics for data analysis research? Write about your experience running descriptive statistics. Use the results in the Session Window to support your response. Then add to your discussion with the information you learn when completing Step 3.

Step 3: Minitab and Graphs

You will now look at graphing. Select the Ribbon at the top titled “Graph,” then select “Histogram,” and then select “Simple.” Choose one of the variables and select “Ok”. You can create other Histogram graphs by choosing different variables. You can also choose from the other ten graph choices shown on the Graph ribbon. Remember you can use the left navigation column to access your work.

Discussion Question Part 2

What are your plans for learning more about Minitab and how will the information you learned about this software be of benefit in your future analysis of research data? Copy and paste your graph(s) in a Word document and attach to your discussion response.

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now

Peer response needed for this discussion post 100-150 with a reference.

Peer response needed for this discussion post 100-150 with a reference. EXAMPLE Hello Elena,

Great post and very informative. To add to your posting, postpartum maternal health care is a neglected aspect of women’s health care. There are many missed opportunities for enhancing the health care of postpartum women occur in the scope of routine postpartum care. Therefore, collecting national data on postpartum maternal morbidity, reforming postpartum care policies, providing holistic and flexible maternal health care, encouraging family support and involvement in support groups, and initiating educational programs are recommended. Once again, great topic especially since it’s not a common topic of research.

  • Albers L. L. Health problems after childbirth. Journal of Midwifery & Women’s Health. 2000;45:55â57.

uit

Experimental Research

Decisions made by households regarding antenatal and postnatal care affect health outcomes in pregnant women and nursing mothers. The SMART Initiatives Program in Egypt strives to promote efficient household decision-making encouraging healthy behaviors during community activities, home visits, and group sessions with women and their families. The study of Brasington, Abdelmegeid, Dwivedi, Kols, Kim, Khadka, and Gibson (2016) evaluated the program by comparing womenâs knowledge and behaviors related to prenatal and postnatal care before and after exposure to SMART interventions and in the comparison group. The researchers suggest that there is a significant dose-response correlation between exposure to SMART interventions and behavioral indicators in Egypt. The findings of the study demonstrate the ability community organizations to promote knowledge and healthy behaviors among women.

The program evaluation employed a quantitative correlational quasi-experimental nonequivalent group design. Households surveys have been carried out before and after the intervention to test both intervention and comparison areas. Six Egyptâs governorates in Upper and Lower Egypt demonstrating poor health indicators were selected to implement the SMART intervention. In each governorate, similar in demographic characteristics districts were assigned to intervention or comparison group.

The researchers used a multi-stage cluster sampling methods to select survey respondents. Thirty clusters (villages) were selected within four interventional and comparison strata. Fifty-three households were identified withing each cluster with a mother who had a child under age of two. The intervention of the study, a SMART program, included a set of health activities implemented through local health services. Intervention activities (independent variables) covered health promotion among women through home visits and group counseling, enabling of the supportive home environment, and reinforcement of program message by local healthcare providers.

The researchers, using the 2008 Egypt Demographic and Health Survey (EDHS) questionnaire, collected data in a few categories. Knowledge questions included danger signs during pregnancy and post-delivery and side effects of contraception. Behavior questions incorporated the antenatal care visits, delivery settings, and skilled birth assistance. Mothers were also asked about frequency of SMART home visits, participation in group sessions, and involvement of their husband in SMART activities. Women health knowledge and behaviors in this study presented dependent variables. The authors analyzed a dose-response relationship between the intensity of the program and changes in health practices and knowledge for described interventions. Whereas only a half of the behavioral interventions demonstrated gain in the interventional group, gains in knowledge in the interventional areas were up to three times larger that in the comparison group.

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now

Nursing response Db_sr

200 words 1 nursing journal reference within 5 yrs. response to peer

Roy’s Adaptation Model

      Roy’s Adaptation Model was developed in 1976 by Sister Callista Roy and consists of four main concepts: person, health, environment, and nursing (Nursing Theory, 2016).  According to this model, individuals are in continuous interaction with their changing environments and different types of mechanisms are used to adapt to these changing situations (Nursing Theory, 2016).  The goal of this model is to promote adaptation in all of the four main concepts, which contributes to health, quality of life, and dying with dignity (Nursing Theory, 2016).  This type of model can be used for patients recently diagnosed with a chronic illness and functions as a tool to carry out medical procedures (Sayed, 2015).

Article

     Type II diabetes is a growing concern nationwide, and half the battle to controlling the negative long term effects is the modification of lifestyle behaviors.  In order for an individual to make these behavior modifications, one must adapt to their type II diabetes diagnosis.  The chosen research article focuses on evaluating the effects of  Roy’s adaptation model on the quality of life  among diabetic patients (Sayed, 2015).  A quasi-experimental study was performed using 60  randomly divided diabetic patients, they were placed in either an experimental or control group.  The study used a pretest/posttest method to collect their data.  Once the initial data was collected, five 2-hour educational classes were given over a month time period.  Some of the material discussed during these classes include: nature of diabetes, causes, risk factors, symptoms, treatment, early and late complications of diabetes, effects of exercise on diabetes, stress and anxiety, nutrition, and self-esteem.  A posttest was given and it was found that using Roy’s adaptation model did positively affect some aspects of the quality of life of these diabetics.  The areas positively affected include: diabetes control, social support, energy and mobility. Adaptation to any situation is crucial to one’s quality of life and happiness, nurses can aid in this process with the use of this adaption model.

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now

Which of the following statements is true of Hipaa rules regarding the release of PHI by covered entities to business associates?

Which of the following statements is true of Hipaa rules regarding the release of PHI by covered entities to business associates?

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now

Discussion: Discussing End-of-Life Care

Discussion: Discussing End-of-Life Care

There is a human tendency to postpone uncomfortable or unpleasant tasks.

—Nancy Kummer, geriatric patient

This human tendency to avoid the unpleasant makes end-of-life care and hospice decisions difficult for many patients to discuss with their families. Kummer is a former social worker who used to counsel patients with terminal illnesses, yet she avoided discussing her own end-of-life wishes with her children. While many Americans, like Kummer, agree that these discussions need to take place, few have actually had these conversations with their families (Lazar, 2012). Although initiating conversations about end-of-life care and hospice might be difficult for patients, as an advanced practice nurse, facilitating these conversations is an integral part of your geriatric nursing practice. For this Discussion, consider how you would facilitate care conversations with the patients and families in the following case studies:

Case Study 1

Mrs. Sloan, a 69-year-old widow, is about to enter the hospital for an elective cholecystectomy; she is being medically cleared by her primary care provider. During the discussion, she requests to be placed on a no code status during her hospitalization. Mrs. Sloan claims that besides her gallbladder problem, her general health status is good. She wishes to have the surgery to avoid any further attacks, which have been very painful. She states, however, that if during surgery or her postoperative period, she undergoes a cardiac arrest, she would prefer not to be resuscitated. She has read about the chances of successful resuscitation, and has determined that the risk of brain damage is too high. For this reason, she is requesting a no code status.

Case Study 2

Ms. Stearns is an 83-year-old nursing home resident with hypertension, coronary artery disease, arthritis, renal insufficiency, hearing impairment, and a previous history of stroke. She also has a foot deformity from childhood polio. She is disoriented at times. She has lived in the nursing home for 10 years and rarely leaves the chair beside her bed. She has recently developed urinary incontinence, but has refused a bladder catheterization to determine postvoid residual urine or possible bladder infection. She does not have a diagnosis of dementia; however, current testing reveals that she performs poorly on a standardized mental status examination. She can, however, identify all the staff in the nursing home, and she can describe each patient who has been in the bed next to hers over the past 10 years. When asked to explain why she does not want bladder catheterization, she gives several reasons. She states that the incontinence does not bother her, and that she has always been a very private person. She particularly dislikes and objects to any examination of her pelvic organs; in fact, she has never had a pelvic examination nor has she ever had sexual intercourse. She realizes that she has a number of medical problems and that any one of them could worsen at any time. She states she is not willing to undergo any treatment for any of her current problems should they become worse.

Case Study 3

Mr. Marley, age 91, is admitted to the intensive care unit following a stroke. The stroke progressed from mild hemiparesis and difficulty speaking to complete unresponsiveness and an inability to swallow. His daughter feels certain, based on prior explicit conversations with her father, that he would not want to have any treatment that would prolong his life and leave him in a severely disabled state. Mr. Marley’s oldest son disagrees with his sister’s assessment of their father. The son claims that their father still has a strong desire to live, and that he has been very active in his church until this stroke. Because Mr. Marley cannot swallow, he cannot be fed. The family is asked about insertion of a feeding tube. It is explained to the family that without food and fluids, their father will die fairly quickly. There are no existing advance directives or a designated health care decision maker noted for Mr. Marley.

To prepare:

  • Review Chapter 14 of the Holroyd-Leduc and Reddy text.
  • Reflect on the role of the advanced practice nurse in facilitating the discussion of end-of-life care with patients and their families.
  • Think about how you, as an advanced practice nurse, would approach a family who wants “everything” done for a patient with only a limited time to live.
  • Consider when it is appropriate to involve hospice and how to approach patients and/or families who refuse hospice services.
  • Select one of the three provided case studies related to the end-of-life care of the frail elderly. Reflect on potential patient outcomes and how you would facilitate the discussion of care with this patient’s family.

By Day 3

Post an explanation of the role of the advanced practice nurse in facilitating the discussion of end-of-life care with patients and their families. Explain how you would approach a family who wants “everything” done for a patient with only a limited time to live. Then, explain when it is appropriate to involve hospice and how to approach patients and/or families who refuse hospice services. Finally, explain potential outcomes of the patient in the case study you selected and how you would facilitate the discussion of end-of-life care with this patient’s family.

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now

Which step in the decision making process involves looking at the pros and cons of an option? A.Identifying exactly what decision you’re making B.Evaluating an option after trying it C.Listing the

Which step in the decision making process involves looking at the pros and cons of an option?

A.Identifying exactly what decision you’re making

B.Evaluating an option after trying it

C.Listing the consequences of each option

D.Selecting one of the option and trying it

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now

NURSING CASE STUDY NEEDED BY SUNDAY (6/25/207) 10AM

Due Date: Jul 02, 2017 23:59:59       Max Points: 200Details:

Write a 1,200-1,500 word analysis of “Case Study: Healing and Autonomy.” In light of the readings, be sure to address the following questions:

  1. Under the Christian narrative and Christian vision, what sorts of issues are most pressing in this case study?
  2. Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James?
  3. According to the Christian narrative and the discussion of the issues of treatment refusal, patient autonomy, and organ donation in the topic readings, how might one analyze this case?
  4. According to the topic readings and lecture, how ought the Christian think about sickness and health? What should Mike as a Christian do? How should he reason about trusting God and treating James?

Prepare this assignment according to the guidelines found in the APA Style Guide, An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

BE SURE TO PROOF READ

Case Study: Healing and Autonomy

Mike and Joanne are the parents of James and Samuel, identical twins born eight years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’ condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own, or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.

The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.

Two days later the family returned, and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James kidneys had deteriorated such that his dialysis was now not a temporary matter, and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.

James’ nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’ brother Samuel.

Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney, or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? “This time around, it is a matter of life and death, what could require greater faith than that?” Mike reasons.

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now

Project Control

Project Control

The actual implementation of a project occurs within the execution phase. During this phase, it is not uncommon for project managers to determine that projects have deviated from the original scope, time, or cost (the “triple constraint”), often due to unforeseen issues. When one element of this “triple constraint” changes, project managers must adjust the remaining two elements in order to satisfy project requirements. Maintaining this balance is one of the greatest challenges a project manager faces.

In this Discussion, you examine scenarios featuring issues that arise during the execution phase of a project. You analyze how you would modify the project in terms of scope, time, and cost in order to resolve the issues and fulfill project requirements. You also explain how you would communicate these modifications to key stakeholders.

Consider the following scenario

  1. You are the lead project manager tasked with implementing a hospital’s new patient identification and tracking system. The currently planned system is designed to function using only barcodes, but many key stakeholders have called for the system to also include the use of radio-frequency identification (RFID) features. In order to meet the demands of the stakeholders, your project scope expands to include RFID technology. How will you modify your budget and schedule to accommodate this increased scope?
  1. You are managing the development of a computerized physician order entry (CPOE) system in a hospital that caters to the suburban population of a major city. A much larger hospital that accommodates most of the city’s downtown residents has recently been severely damaged in a storm. As a result, the inner-city hospital is operating at a low level of capacity and diverts much of its patient flow to other hospitals. In order to help alleviate the strain caused by this new influx of patients, your hospital’s executives are requiring you to implement the CPOE system 2 weeks early. Your project team is currently composed of just enough individuals to complete the project on time using the original timeline. The planned CPOE system has many non-essential features that usually take two phases to implement. However, these features are currently planned to be incorporated during your single-phase CPOE implementation. How do you adjust the project’s scope and cost to meet the new schedule demands?
  1. You are managing the implementation of an electronic medical record system in a small physician’s office. Due to much lower-than-expected profits in the fourth quarter, you have had a substantial cut in the amount of funding available for your project. The scope of the medical record system is more extensive than the bare minimum required for a practice of this size. In addition, the implementation schedule is as condensed as possible to reduce downtime in the office. This condensed schedule requires the use of expensive, high-quality resources. How can you adjust your plan to compensate for the project’s reduced budget?

To prepare:

  • By Day 1 of this week, your Instructor will assign you to a specific scenario (scenario 1). Review this week’s Learning Resources on controlling the elements of the “triple constraint,” and consider how they apply to the scenario to which you were assigned.
  • Determine how you could modify the project in your assigned scenario in terms of scope, time, or cost in order to fulfill the project requirements.
  • Consider how you would communicate the modifications you identified to key stakeholders.

Post by tomorrow 10/18/2016 a minimum of 550 words in APA format with 3 references from the list below. Apply the level one headings as numbered below:

1) Post the number of your assigned scenario and a description of where and how you would adjust the plan in terms of budget, scope, and timeline.

2) Explain how you would communicate modifications to key stakeholders. Provide rationale for your response.

Required Readings

Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology. New York, NY: McGraw-Hill.

  • Chapter 3, “Project Management”
    • “Scope Control” (pp. 58)
    • “Control Schedule” (pp. 64–67)
    • “Control Costs” (pp. 71–75)

 These three areas of Chapter 3 focus on controlling scope, time, and cost, also referred to as the triple constraints.

Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.

  • Chapter 3, “Project Management Processes for a Project”
    • 3.5, “Executing Process Group” (pp. 56)
    • 3.6, “Monitoring and Controlling Process Group” (pp. 57)

 These sections of Chapter 3 explore how to coordinate people and resources in accordance with the project management plan. These sections also cover the processes used to track, review, and regulate a project’s performance.

  • Chapter 5, “Project Scope Management”
    • 5.6, “Control Scope” (pp. 136–140)

 This section of Chapter 5 explains the process of monitoring a project’s status and scope. The text also describes how to manage changes to the scope baseline.

  • Chapter 6, “Project Time Management”
    • 6.7, “Control Schedule” (pp. 185–192)

 In these pages of Chapter 6, the authors explain the process of monitoring a project’s status to update project progress and manage changes in a schedule baseline.

  • Chapter 7, “Project Cost Management”
    • 7.4, “Control Costs” (pp. 215–223)

 This section of Chapter 7 reviews the processes used to update a project budget and manage changes to the cost baseline.

Cortelyou-Ward, K., & Yniguez, R. (2011). Using monitoring and controlling in an electronic health record module upgrade: A case study. The Health Care Manager, 30(3), 236–241.

Retrieved from the Walden Library databases.

 This article examines the application of monitoring and controlling to an electronic health record module upgrade. The article makes recommendations related to flexibility, tracking changes, teams, milestones, and testing.

Noblin, A. M., Cortelyou-Ward, K., & Ton, S. (2011). Electronic health record implementations: Applying the principles of monitoring and controlling to achieve success. The Health Care Manager, 30(1), 45–50. 

Retrieved from the Walden Library databases.

 This article explores the principles of monitoring and controlling in the context of an electronic health record implementation. The article also examines issues such as project costs, project progress, schedule controls, quality management, and controlling risks.

Yin G.-L. (2010). Project time and budget monitor and control. Management Science and Engineering, 4(1), 56–61. 

Retrieved from the Walden Library databases.

The author of this article describes how time and budget can be successfully controlled during a project’s implementation. The author presents techniques for accomplishing this, as well as describing potential pitfalls.

Document: Project Management Tools Available for Apple/Mac Computers (PDF)

 This document contains a list of project management tools that are compatible with Apple/Mac computers.

Required Media

Laureate Education (Producer). (2013b). Executing, monitoring, and controlling [Video file]. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 8 minutes.

 In this presentation, roundtable participants Dr. Mimi Hassett, Dr. Judy Murphy, and Dr. Susan Newbold discuss the science of executing a project and the art that is involved in the continued monitoring and controlling of it. They talk about the triple constraint of cost, scope, and time and suggest some automated tools and skills that can help in tracking shifting components of a project.

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now

DISCUSSION

A 35-year-old woman comes to your office to discuss her “bad headaches,” which started after having her first child 2 years ago. The headaches sometimes awaken her from sleep and at times can be disabling and occasionally require her to take Tylenol and rest in a dark room. Sometimes she vomits during an attack. Over the past 6 months, her headaches have become more severe and frequent, prompting her visit today.

  • What additional questions would you ask to learn more about her headaches?
  • How do you classify headaches?
  • How can you determine if this is an old headache or a new headache/s? Is this a chronic or episodic condition?
  • Can you make a definite diagnosis through an open-ended history followed by focused questions?
  • How can you use the patient history to distinguish between benign headaches and serious ones that require urgent attention?
  • What diagnostic tests do you want to include to help you with your diagnosis?
  • Create a differential diagnosis flow sheet for this patient for this patient and include the diagnostics related to the differentials.

INCLUDE 3 REFERENCES IN APA FORMART

"Get 15% discount on your first 3 orders with us"
Use the following coupon
FIRST15

Order Now