Multi-Specialty Medical Practices Essay Assignment
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Multi-Specialty Medical Practices Essay Assignment
Note: your own words ON THIS ASSIGNMNET.!!!!!!!!!
Note: MPH practicum project in mufti specialty private practice ;( pediatric, adolescent, urgent care practice we be held the practicum)
- Multi-specialty medical practices
Make sure your Learning Contract follows these requirements:
Must be typed
- Please answer the questions with specifics and detail.
Vague or generalized responses will not be accepted. Give thoughtful, substantive responses.
* Identify 5 competencies that you will achieve with this practical experience. At least 3 Public Health Competencies must be from the 22 Council on Education for Public Health (CEPH) prescribed Foundational Competencies. A list of competencies is provided on page 7-8 of the Learning Contract document for reference.
o Then include (at least) 2-3 specific activities that you will perform to help you achieve each of the 5 competencies.This section should be completed in a collaborative effort by the student .
.
*****Below are instruction and examples (write private clinic pediatric, adolescent, urgent care practice we be held the practicum)
- You might also provide some education to the patients on various health topics( diabetes, obesity, immunization etc.
- Create wellness programs, conduct research on patient outcomes or needs etc.
I do need you to add the information directly to the Learning Contract. I see that you identified 3 competencies, you’ll notice on the Learning Contract that you need to identify 5 total (3 of these simply need to be from the CEPH list, all 5 can be identified from that list as well) and include 2-3 activities you will be completing as part of the experience.
Remember, this should be more of a project based experience so what project will you be working on? You also want to be sure that this experience is Public Health related,
You could always take an epidemiology approach and create a project related to the causes of various health outcomes in the population that this clinic is supporting, you might also provide some education to the patients on various health topics, create wellness programs, conduct research on patient outcomes or needs etc. Please work with your words. identify the project, competencies and associated tasks then include them in the
The actual competences are those that are listed with a number in from of them (1-22). You should be selecting a competency from the list of 22 and then identifying 2-3 activities that you will be completing during your experience that will allow you to demonstrate use of the competency. Below are some examples that you can see what I am referring to and should help you create your own. You can see the level of detail in the examples, clearly articulating the activities of the project and how they are connected to the competency. This is what needs to be included in your Learning Contract related to your experience.
Example1: CEPH Prescribed Chosen Competency 1: Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming, and software, as appropriate.
- Activity 1: Collect data from state database of all kidney transplants and analyze the demographics of this population. Also divide data of living donation demographics and deceased donor demographics.
- Activity 2: Collect data from Dialysis Units and analyze demographics of this population.
- Activity 3: Compare the transplantation rate via living and deceased donors with recipients.
Example 2 : CEPH Prescribed Chosen Competency 2: Interpret results of data analysis for public health research, policy, or practice.
- Activity 1: Interpret data collected of the candidates on waiting list. Separate by socio-economic status, race, and where they live.
- Activity 2: Interpret the data collected regarding the demographics of candidates at dialysis centers. Are there certain demographics that are more predominate at the Dialysis centers and what is the breakdown of this difference?
- Activity 3: Interpret the rate and demographics of recipients with living donors. Is there a significant difference in transplantations of living vs deceased donors per socioeconomic, race, gender?
Example 3: CEPH Prescribed Chosen Competency 3: Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community, and societal levels.
- Activity 1: Identify the potential social disparities of patients on waiting list. Are there areas with more potential barriers due to race, economic status, or gender?
- Activity 2: For patients on Dialysis, what are the members of the population with more representation and why? Are the populations represented have less access to healthcare in relation to co-morbidities that lead to kidney failure?
- Activity 3: Why do certain demographics of the population have more living donors? Is this a racial or economic issue?
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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