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507 class Amanda Mayher Weiss (2018) discusses the need for the continuance of a

507 class
Amanda Mayher
Weiss (2018) discusses the need for the continuance of and adherence to the scientist-practitioner model within the field of behavior analysis in order to protect and advance the science. The concept of the scientist-practitioner model was initially known as the Boulder Model, which “emphasized the need to develop professionals grounded in science, trained in effective treatment methods, and committed to the identification and evolution of the filed through empirical research” (Weiss, 2018, p. 385). Weiss (2018) suggests that the behaviorist’s worldview guides everything that behaviorists do. A scientist makes logical decisions based upon their empirical findings; similarly, a behavior analyst uses evidence-based support to guide their logical decisions. Codes 1.01, 1.02, 2.09, and 6.02 support this claim. First, Code 1.01 states that behavior analysts rely on professionally derived knowledge that is based upon science and behavior analysis (Behavior Analyst Certification Board, 2014). Next, behavior analysts only provide services, teach, and conduct research within their boundaries of competency including their education, training, and supervision experiences. According to Weiss (2018), this section of the Code emphasizes the need to train the next generation of researchers as well as clinicians. Code 2.09 demonstrates the behavior analyst’s obligations regarding treatment/intervention efficacy. Treatment should be based upon empiricism and be individualized. Last, Code 6.02 states that the behavior analyst should make information available to the public through presentations, discussions, and other media (BACB, 2014). Weiss (2018) suggests that full implementation of dissemination would involve continuous presentation and publication of research efforts.
Behavior analysts may conduct research on interventions that may increase or decrease an individual’s behavior or when doing a Functional Analysis. Scientific evidence is gathered to determine which intervention may be most effective for specific behaviors. Analysts following the scientist-practitioner model will identify and describe how the independent variable (intervention) would impact the target behavior (dependent variable) forming a hypothesis. They would then choose a research design that would best demonstrate experimental control such as withdrawal and reversal designs. The A-B-A-B design allows for experimental control because the intervention can be repeated and withdrawn. Data is collected during both the baseline and intervention phases to determine if the intervention is effective.
References
Bailey, J.S., & Burch, M.R. (2016). Ethics for behavior analysts. (3rd ed.). New York: NY: Routledge.
Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Retrieved from https://www.bacb.com/wp-content/uploads/BACB-Compliance-Code-english_190318.pdf.
Weiss, M. J. (2018). The concept of the scientist practitioner and its extension to behavior analysis. Education and Treatment of Children, 41(3), 385-394.
Gaylene Harvey:
In order to outline the commonalities of the scientist-practitioner model and applied behavior analysis, one must understand what the scientist-practitioner model is and how it works. The understanding of this term or model is simple, it is where one is trained to use the principles of science/scientific investigations, processes, and findings within their given field of practice (Masters, 2013). Just as a scientist would make logical decision based on their research findings with empirical support, so does a behavior analyst. Behavior analysts only use evidence-based (scientific) information to make their logical decisions on which intervention to use for each individual they work with as required by the Behavior Analysts Certification Board (BACB, 2014. Code 1.01).
Although most scientists research is usually conducted separately from practice (working within a particular field), within applied behavior analysis, it is combined together. An intervention is not developed without collecting evidence to support it. For instance, a common form of scientific research design is conducted prior or during a functional assessment/analysis. This research design is usually the A-B-A-B design, which allows for experimental control to be seen and identified. For example, there a several ways people cope with aggressive behavior, but to decrease or put it on extinction, the proper information needs to be collected (research). A way to identify the function of the aggressive behavior is to use a research design such as the A-B-A-B design (as long as it is safe for the individual and others). This design allows for (experimental) manipulation of independent variables such as adding or removing items or other individuals (changing the environment) to identify what may be the function of the aggressive behavior (dependent variable). Again, as long as it is safe to do so, repeat the process and collecting the data from both the base line and the intervention sessions will allow for evidence if the intervention is effective or ineffective, providing scientific evidence/information used for evaluation and the decision-making process. This information provides the evidence that is needed to make a sound and logical decision on which is the best intervention to use to reduce/decrease or to put on extinction the aggressive behavior. This research method also provides clear experimental control of the behavior, not only for the behavior analyst, but for others to see as well. Providing the required evidence needed to help promote the advancement and involvement of research within applied behavior analysis.
Another thing the scientist-practitioner model and applied behavior analysis have in common is the informed consent. Before a research can be conducted, an informed consent must be provided and explained in detail to the participant in a language in which they can understand. In behavior analysis, an informed consent must also be provided and explained, but it is not just provided to the individual prior to services, it is continuously provided periodically. For example, if an intervention needs to be changed in any way (either added to, take an element out, or a totally different intervention altogether). The BACB (2014) requires that an informed consent be obtained in more than one of the ethical codes provided. For instance, Code 3.05 Consent-Client Records and 9.03 Informed Consent (BABC, 2014). Behavior analysts are always conducting research in their practice (or should be) outside of what would/could be classified as a ‘normal research situation/scenario’, so the BACB (2014) requires that the participant and/or guardian(s) are informed in the purpose/nature of the research, their right to participate or withdraw, any significant factors, and questions they may have (BACB, 2014. Code 9.03). With that in mind, both the scientist-practitioner model and applied behavior analysis also debrief the individual/participant at the conclusion of their involvement (BABC, 2014. Code 9.05).
References
Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Retrieved from https://www.bacb.com/wp-content/uploads/BACB-Compl…
Masters K.S. (2013) Scientist-Practitioner. In: Runehov A.L.C., Oviedo L. (eds) Encyclopedia of Sciences and Religions. Springer, D
Class 517
Rose Dubois
According to Mayer, Sulzer-Azaroff & Wallace (2014), the motivating operation (MO), is any antecedent that alters the value of the consequences and by the same way alter the behavior. The motivating operations (MOs) can increase or decrease the values of the consequences. Two terms can describe those setting events that can affect the behavior: the establishing operations and the abolishing operations. Cooper, Heron & Heward (2011), stated that the establishing operation (EO) refers to an increase of the reinforcing effectiveness of some stimulus following the manipulation of the environment. The setting events can decrease the reinforcing effects, and it refers in this case to the abolishing operations (AO).
The challenging behavior that I choose to increase is task refusal behavior maintaining by access to tangible such as videogame. In this situation, we consider two concepts satiation and deprivation. So, the videogame as a reinforcer to modify the target behavior depends on the satiation or the deprivation. In the case of satiation, the effectiveness of the videogame as reinforcer will not decrease the frequency of task refusal because the student was playing his favorite videogame, before starting working, so it creates an AO. In this situation, the frequency of the target behavior which is task refusal, maintaining by access to videogame increased, and the use of reinforcer is evocative of the task refusal; in other words, the videogame abates staying on-task behavior. The deprivation will increase the value of the reinforcers, so the use of the videogame as the reinforcer will reduce the frequency of the task refusal, the student does not access to the videogame before starting working, so in this situation an establishing operation (EO) is created, and the access to the videogame abates the task refusal, or in other words the use of videogame is evocative of staying on-task behavior.
So, in this situation where the goal is to decrease the frequency of task refusal, the best strategy identifies should consider a way to modify the environment to motivate the student to stay on task. As I described above, the establishing operation (MO) is the best in this case, so by creating deprivation, we increase the power of the reinforcers, and the student will follow the direction in order to access to the videogame.
IN this case, we will deliver the reinforcers for each occurrence on staying on task, that means following a FR 1.
Reference
Cooper, J.O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc.
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2014). Behavior analysis for lasting change (3rd ed.). Cornwall-on-Hudson, NJ: Sloan Publishing.
Jessie Otten
According to the authors, a motivating operation is an event that happen before a behavior or activity alter the behavior of the individual or alter the consequence that would have been given. Establishing operations are very similar to the motivating operations. The authors have the establishing operation under the same definition as the motivating operation. The results of these operations can increase or decrease in the punishment or reinforcer of the behavior (Mayer, Sulzer-Azaroff, & Wallace, 2014). An antecedent control is the manipulation of an environment in order to acquire the desired results or response in order to lessen the occurrence of a competing response (Mayer et al., 2014). A challenging behavior that could be altered or changed with the use of an antecedent control would be a young child who throws tantrums in order to gain or obtain something that they want. The motivating operation would be when the young child is at the store with their parents. They see something they that want, the parents tell the young child no. The young child continues to ask, the parents continue to say no and move on. The young child then begins to scream, cry, yell, throw their arms in air hitting items and people, kicking their legs back and forth, or throwing themselves on the ground if they are walking and not riding in the shopping cart. The parents haven given into the child before so they child would stop the tantrum. The parents would be able to lessen or abate this behavior if they talk to the child about what they are going to the store for, social stories, or other reinforcers if the child is able to make it through the store without a tantrum because they haven’t gotten something they wanted. Some ways that the parents can evocate the tantrum behavior would be to have items that the child might ask for while in the store at their disposal. The parents would then inform the child that if they behavior while in the store and not have a tantrum because they want something, then they can have a preferred item when they have left the store. This would allow the child to know what is expected of them in order to obtain the preferred item. This would also abate the tantrum behavior while in the store.
These can be used in an intervention setting by allowing the client to know what is expected of them and what can be a reward if they are able to accomplish everything that is expected of them. This can also be used with someone in order to have them correctly say or identify an item. They will know that once they have correctly identified the item, they will receive a preferred reward. This can be altered to fit the individual. So, every item, every second, third, fourth, and so on. The individual would be able to determine the pattern and try hard enough to accomplish the preferred number to receive the preferred item. If the individual was unable to meet the criteria or expectations, then they would not receive the preferred reinforcer at that time but would be able to start over to attempt to earn the preferred reinforcer once they have been made aware what is expected or needed in order to obtain the preferred reinforcer.
Reference
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2014). Behavior Analysis for Lasting Change (Third ed.).Cornwall-on-Hudson, NY: Sloan Publishing.

What are the risk factors of phobias? What are the common obstacles of phobias?.

What are the risk factors of phobias? What are the common obstacles of phobias?. Physical symptoms of phobias? What are the behaviors or phobias?

507 class Amanda Mayher Weiss (2018) discusses the need for the continuance of a

507 class
Amanda Mayher
Weiss (2018) discusses the need for the continuance of and adherence to the scientist-practitioner model within the field of behavior analysis in order to protect and advance the science. The concept of the scientist-practitioner model was initially known as the Boulder Model, which “emphasized the need to develop professionals grounded in science, trained in effective treatment methods, and committed to the identification and evolution of the filed through empirical research” (Weiss, 2018, p. 385). Weiss (2018) suggests that the behaviorist’s worldview guides everything that behaviorists do. A scientist makes logical decisions based upon their empirical findings; similarly, a behavior analyst uses evidence-based support to guide their logical decisions. Codes 1.01, 1.02, 2.09, and 6.02 support this claim. First, Code 1.01 states that behavior analysts rely on professionally derived knowledge that is based upon science and behavior analysis (Behavior Analyst Certification Board, 2014). Next, behavior analysts only provide services, teach, and conduct research within their boundaries of competency including their education, training, and supervision experiences. According to Weiss (2018), this section of the Code emphasizes the need to train the next generation of researchers as well as clinicians. Code 2.09 demonstrates the behavior analyst’s obligations regarding treatment/intervention efficacy. Treatment should be based upon empiricism and be individualized. Last, Code 6.02 states that the behavior analyst should make information available to the public through presentations, discussions, and other media (BACB, 2014). Weiss (2018) suggests that full implementation of dissemination would involve continuous presentation and publication of research efforts.
Behavior analysts may conduct research on interventions that may increase or decrease an individual’s behavior or when doing a Functional Analysis. Scientific evidence is gathered to determine which intervention may be most effective for specific behaviors. Analysts following the scientist-practitioner model will identify and describe how the independent variable (intervention) would impact the target behavior (dependent variable) forming a hypothesis. They would then choose a research design that would best demonstrate experimental control such as withdrawal and reversal designs. The A-B-A-B design allows for experimental control because the intervention can be repeated and withdrawn. Data is collected during both the baseline and intervention phases to determine if the intervention is effective.
References
Bailey, J.S., & Burch, M.R. (2016). Ethics for behavior analysts. (3rd ed.). New York: NY: Routledge.
Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Retrieved from https://www.bacb.com/wp-content/uploads/BACB-Compliance-Code-english_190318.pdf.
Weiss, M. J. (2018). The concept of the scientist practitioner and its extension to behavior analysis. Education and Treatment of Children, 41(3), 385-394.
Gaylene Harvey:
In order to outline the commonalities of the scientist-practitioner model and applied behavior analysis, one must understand what the scientist-practitioner model is and how it works. The understanding of this term or model is simple, it is where one is trained to use the principles of science/scientific investigations, processes, and findings within their given field of practice (Masters, 2013). Just as a scientist would make logical decision based on their research findings with empirical support, so does a behavior analyst. Behavior analysts only use evidence-based (scientific) information to make their logical decisions on which intervention to use for each individual they work with as required by the Behavior Analysts Certification Board (BACB, 2014. Code 1.01).
Although most scientists research is usually conducted separately from practice (working within a particular field), within applied behavior analysis, it is combined together. An intervention is not developed without collecting evidence to support it. For instance, a common form of scientific research design is conducted prior or during a functional assessment/analysis. This research design is usually the A-B-A-B design, which allows for experimental control to be seen and identified. For example, there a several ways people cope with aggressive behavior, but to decrease or put it on extinction, the proper information needs to be collected (research). A way to identify the function of the aggressive behavior is to use a research design such as the A-B-A-B design (as long as it is safe for the individual and others). This design allows for (experimental) manipulation of independent variables such as adding or removing items or other individuals (changing the environment) to identify what may be the function of the aggressive behavior (dependent variable). Again, as long as it is safe to do so, repeat the process and collecting the data from both the base line and the intervention sessions will allow for evidence if the intervention is effective or ineffective, providing scientific evidence/information used for evaluation and the decision-making process. This information provides the evidence that is needed to make a sound and logical decision on which is the best intervention to use to reduce/decrease or to put on extinction the aggressive behavior. This research method also provides clear experimental control of the behavior, not only for the behavior analyst, but for others to see as well. Providing the required evidence needed to help promote the advancement and involvement of research within applied behavior analysis.
Another thing the scientist-practitioner model and applied behavior analysis have in common is the informed consent. Before a research can be conducted, an informed consent must be provided and explained in detail to the participant in a language in which they can understand. In behavior analysis, an informed consent must also be provided and explained, but it is not just provided to the individual prior to services, it is continuously provided periodically. For example, if an intervention needs to be changed in any way (either added to, take an element out, or a totally different intervention altogether). The BACB (2014) requires that an informed consent be obtained in more than one of the ethical codes provided. For instance, Code 3.05 Consent-Client Records and 9.03 Informed Consent (BABC, 2014). Behavior analysts are always conducting research in their practice (or should be) outside of what would/could be classified as a ‘normal research situation/scenario’, so the BACB (2014) requires that the participant and/or guardian(s) are informed in the purpose/nature of the research, their right to participate or withdraw, any significant factors, and questions they may have (BACB, 2014. Code 9.03). With that in mind, both the scientist-practitioner model and applied behavior analysis also debrief the individual/participant at the conclusion of their involvement (BABC, 2014. Code 9.05).
References
Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Retrieved from https://www.bacb.com/wp-content/uploads/BACB-Compliance-Code-english_190318.pdf
Masters K.S. (2013) Scientist-Practitioner. In: Runehov A.L.C., Oviedo L. (eds) Encyclopedia of Sciences and Religions. Springer, D
Class 517
Rose Dubois
According to Mayer, Sulzer-Azaroff & Wallace (2014), the motivating operation (MO), is any antecedent that alters the value of the consequences and by the same way alter the behavior. The motivating operations (MOs) can increase or decrease the values of the consequences. Two terms can describe those setting events that can affect the behavior: the establishing operations and the abolishing operations. Cooper, Heron & Heward (2011), stated that the establishing operation (EO) refers to an increase of the reinforcing effectiveness of some stimulus following the manipulation of the environment. The setting events can decrease the reinforcing effects, and it refers in this case to the abolishing operations (AO).
The challenging behavior that I choose to increase is task refusal behavior maintaining by access to tangible such as videogame. In this situation, we consider two concepts satiation and deprivation. So, the videogame as a reinforcer to modify the target behavior depends on the satiation or the deprivation. In the case of satiation, the effectiveness of the videogame as reinforcer will not decrease the frequency of task refusal because the student was playing his favorite videogame, before starting working, so it creates an AO. In this situation, the frequency of the target behavior which is task refusal, maintaining by access to videogame increased, and the use of reinforcer is evocative of the task refusal; in other words, the videogame abates staying on-task behavior. The deprivation will increase the value of the reinforcers, so the use of the videogame as the reinforcer will reduce the frequency of the task refusal, the student does not access to the videogame before starting working, so in this situation an establishing operation (EO) is created, and the access to the videogame abates the task refusal, or in other words the use of videogame is evocative of staying on-task behavior.
So, in this situation where the goal is to decrease the frequency of task refusal, the best strategy identifies should consider a way to modify the environment to motivate the student to stay on task. As I described above, the establishing operation (MO) is the best in this case, so by creating deprivation, we increase the power of the reinforcers, and the student will follow the direction in order to access to the videogame.
IN this case, we will deliver the reinforcers for each occurrence on staying on task, that means following a FR 1.
Reference
Cooper, J.O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc.
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2014). Behavior analysis for lasting change (3rd ed.). Cornwall-on-Hudson, NJ: Sloan Publishing.
Jessie Otten
According to the authors, a motivating operation is an event that happen before a behavior or activity alter the behavior of the individual or alter the consequence that would have been given. Establishing operations are very similar to the motivating operations. The authors have the establishing operation under the same definition as the motivating operation. The results of these operations can increase or decrease in the punishment or reinforcer of the behavior (Mayer, Sulzer-Azaroff, & Wallace, 2014). An antecedent control is the manipulation of an environment in order to acquire the desired results or response in order to lessen the occurrence of a competing response (Mayer et al., 2014). A challenging behavior that could be altered or changed with the use of an antecedent control would be a young child who throws tantrums in order to gain or obtain something that they want. The motivating operation would be when the young child is at the store with their parents. They see something they that want, the parents tell the young child no. The young child continues to ask, the parents continue to say no and move on. The young child then begins to scream, cry, yell, throw their arms in air hitting items and people, kicking their legs back and forth, or throwing themselves on the ground if they are walking and not riding in the shopping cart. The parents haven given into the child before so they child would stop the tantrum. The parents would be able to lessen or abate this behavior if they talk to the child about what they are going to the store for, social stories, or other reinforcers if the child is able to make it through the store without a tantrum because they haven’t gotten something they wanted. Some ways that the parents can evocate the tantrum behavior would be to have items that the child might ask for while in the store at their disposal. The parents would then inform the child that if they behavior while in the store and not have a tantrum because they want something, then they can have a preferred item when they have left the store. This would allow the child to know what is expected of them in order to obtain the preferred item. This would also abate the tantrum behavior while in the store.
These can be used in an intervention setting by allowing the client to know what is expected of them and what can be a reward if they are able to accomplish everything that is expected of them. This can also be used with someone in order to have them correctly say or identify an item. They will know that once they have correctly identified the item, they will receive a preferred reward. This can be altered to fit the individual. So, every item, every second, third, fourth, and so on. The individual would be able to determine the pattern and try hard enough to accomplish the preferred number to receive the preferred item. If the individual was unable to meet the criteria or expectations, then they would not receive the preferred reinforcer at that time but would be able to start over to attempt to earn the preferred reinforcer once they have been made aware what is expected or needed in order to obtain the preferred reinforcer.
Reference
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2014). Behavior Analysis for Lasting Change (Third ed.).Cornwall-on-Hudson, NY: Sloan Publishing.

Task summary: Please write the task about Decisions on Health Care Organization

Task summary: Please write the task about Decisions on Health Care Organization Alliances. Distinguish the factors that are most important in carrying out a successful health care organization’s merger or acquisition. The size of the paper will need to be 300 words, SWS formatting style, using at least 2 academic sources from 2018 onwards.
Full order description:
📋 MAIN DETAILS: Use the Internet or Basic Search: Strayer University Online Library to research one recent healthcare organization’s alliance, and compile the factors that led to the alliance. Distinguish the factors that are most important in carrying out a successful healthcare organization’s merger or acquisition. Defend at least one reason why healthcare organization alliances are sometimes necessary. Provide a rationale for your response.

Task 1 Review this list of food assistance programs. Choose one that you would l

Task 1
Review this list of food assistance programs. Choose one that you would like to do more research on.
Task 2
Answer the following questions about the organization:
What is the name of the program? 1 point
Why did you choose this program? 2 points
What is the target population? 2 points
What are the income eligibility requirements (if any)? Do you think that these requirements are too high or too low? Why or why not? 3 points
How does a person apply for benefits? 3 points
How does the program work? In other words, would a person receive food directly from the organization, or would they be given money to purchase food? 3 points
Is there a branch of this program located in San Diego? If yes, where (only include 2 locations)? 3 points
What is your personal opinion regarding food assistance programs? 3 points

Write a 2-3 page paper about the similarities and differences in hospital care f

Write a 2-3 page paper about the similarities and differences in hospital care from the 1800s, 1960s, and today, plus your analysis conclusions. Include a research table in the appendix of your paper.
Izabella is a health care historian. She has been hired by the Philadelphia Medical Society to research and develop a storyboard of hospital care quality from the first hospital to today’s hospitals. The storyboard will cover the evolution of the hospital environment, staff education, level of care, and how hospital services were paid for.
Izabella’s storyboard begins with the fact that hospitals had humble beginnings in the United States. The first hospital in America was founded in Philadelphia in 1751! Its mission was “to care for the sick-poor and insane who were wandering the streets” of Philadelphia (Penn Medicine, n.d., para. 1). Having a historical perspective on health care changes and trends is critical to understanding how to improve health care today and in the future. What kind of medical care might a patient have received in the first 18th-century hospital?
As a health care administrator, you will often do research on a topic to provide background information for decision making, committee work, or creating policies. It is often best practice to use a comparison table to lay out and visualize your research notations.
ReferencePenn Medicine. (n.d.). History of Pennsylvania Hospital. http://www.uphs.upenn.edu/paharc/features/creation…
Imagine you are a patient with a serious illness in a hospital in the 1800s, in the 1960s, and today. Think about the room configurations, the skills of the nurses and other staff, the level and type of care, and how you would pay for the care, both now and in the previous centuries.
Write a 2–3 page paper about the similarities and differences in hospital care from the different time periods (1800s, 1960s, and today), as well as the conclusions you drew from your analysis. Include a research table in the appendix of your paper.
Complete the following:
The textbook is suggested as the most efficient resource for this assessment, or use at least two other resources from those provided for this assessment. You may also use resources you find on your own from the History of Health Care Research tab in the Health Care Administration Undergraduate Library Research Guide to research how the hospital industry has evolved in terms of hospital environment, medical staff education, level of care in hospitals, and payment systems.You will need to reference a total of three scholarly sources in your paper.
Be sure to cite these references within the body of your paper correctly using APA-style citations.
Complete the Comparative Analysis Table: Hospital Care Evolution, located in the appendix of the Comparative Analysis Template [DOCX].Provide two descriptive changes for each time period under each of the headings.
Add bullet points to each cell in the table to document the descriptive changes that you have found for each topic.
Document the source where you found the information for each cell in the table, using APA-style citations.
Write an introduction to the paper using the Comparative Analysis Template [DOCX].Include a brief explanation of the purpose of the paper and main ideas.
Reference significant trends that you noticed as appropriate.
Refer to the Writing Support page on Campus for resources to help you as you write and revise your paper.
Write the body of the paper.Write the Hospital Care Evolution section in the assessment template, using the information from the Comparative Analysis Table you completed.Describe your findings about each topic in the different time periods under each subtopic heading.
Explain the trends in hospital environment, medical staff education, level of care in hospitals, and the payment systems in a short paragraph (3–4 sentences) for each topic, using the subheadings provided in the assessment template.
Cite all references used within the body of your paper using APA-style citations.
Write the Comparative Analysis section (1–2 paragraphs) in the assessment template.Write a brief summary of your comparisons and analysis about the significance of the key changes from the different time periods.
Draw conclusions about how the hospital industry has evolved from the 1800s to the 1960s to today and about the significance of the key milestones from the different time periods.
Give specific examples of the impact on the quality of patient care during these time frames.
Your paper should be 2–3 pages, in addition to the title page, appendix, and reference page.
Double space your paper, and use Times New Roman, 12-point font, as indicated in the assessment template.
Use a minimum of three resources; you may include the textbook.
Complete all parts of the assessment template, using the headings provided in the template.
Support all points with credible evidence, in the form of APA citations. Refer to Evidence and APA in the Capella Writing Center for help with using APA style.
Include a references page in APA format with appropriate citations.
Complete the Comparative Analysis Table: Hospital Care Evolution table in the appendix of the assessment template.
Write a conclusion paragraph where you summarize the main ideas included in the paper.Explain why it is important to study the history of hospital care for your profession.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:Competency 1: Analyze trends in the U.S. health care system from a historical perspective.Compare and contrast the hospital environments of the 1800s, 1960s, and today.
Compare and contrast the level of care provided in hospitals of the 1800s, 1960s, and today.
Compare and contrast the payment systems in the hospitals of the 1800s, 1960s, and today.
Draw conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today.
Competency 3: Analyze the development of medical education in the United States.Compare and contrast the staff education level in hospitals of the 1800s, 1960s, and today.
Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.Appropriately addresses all components of the assessment prompt, using the assessment description to structure text.
Apply APA formatting to in-text citations and references.

Complete the Health Assessment and submit it as a .doc, .docx, .pdf or .pages do

Complete the Health Assessment and submit it as a .doc, .docx, .pdf or .pages document. For each of the 5 dimension you must provide for answers:
a. Strong Characteristic
b. Aspect to Improve
then,
Answer the two questions at the bottom (#6 and #7)
You submission must be clearly formatted so I am able to see that you are provided the two answers for each dimension, and also provided answers to each numbered question at the bottom.
Attachments
Health Assessment.docx

1st peer- IRB approval is a crucial step in the research process, ensuring that

1st peer- IRB approval is a crucial step in the research process, ensuring that studies involving human subjects are conducted ethically and responsibly (Barrow et al., 2022). To determine if a research project requires IRB submission, several key components should be evaluated. The involvement of human subjects is a primary consideration; if the research collects data from or about living individuals, IRB review is typically necessary (Barrow et al., 2022). This includes studies involving surveys, interviews, observations, or any form of direct interaction (Barrow et al., 2022). Projects that present more than minimal risk to participants—whether physical, psychological, social, or legal—require IRB review (Barrow et al., 2022). Minimal risk is defined as harm or discomfort anticipated in the research not greater than what is encountered in daily life or routine examinations. Any research involving interventions, such as medical procedures or behavioral treatments, or interactions with participants requires IRB oversight (Barrow et al., 2022). The informed consent process must also be examined to ensure participants are fully informed about the study’s nature, any potential risks, and their right to withdraw. Confidentiality concerns must be addressed, ensuring that sensitive or private information is handled securely (Barrow et al., 2022).
An example illustrating the need for IRB approval can be found in the review by Rarani and Kramer, which discusses critical strategies for preventing surgical site infections. The review emphasizes evidence-based guidelines, such as patient optimization, antimicrobial prophylaxis, and meticulous wound care, which have significantly reduced SSI rates when consistently applied (Rarani & Kramer, 2023). It also highlights the importance of effective multidisciplinary collaboration, including surgeons, nurses, anesthesiologists, infection prevention specialists, environmental services, and IT professionals, to maintain high compliance with these practices and improve patient outcomes (Rarani & Kramer, 2023). The study further examines continuous quality improvement initiatives like Lean Six Sigma and Plan-Do-Study-Act cycles, which are recognized for their role in reducing SSIs through targeted interventions and data analysis (Rarani & Kramer, 2023).
Given that the research involves collecting and analyzing data from healthcare professionals and potentially patients, IRB approval is necessary to address the ethical considerations related to handling sensitive information and ensuring participant privacy. The study’s focus on the roles of APRNs in infection prevention also underscores the need for clear protocols and advocacy for evidence-based practices. By obtaining IRB approval, the study ensures that ethical standards are upheld, protecting participants’ rights and enhancing the research’s integrity and quality.
2nd peer- The required components one should look for in a project to determine if IRB submission is needed are the following: Involvement of human subjects, generalizability of findings, intervention or interaction, use of private information, vulnerable populations, risk to participants, funding and institutional requirements. (Stark L, 2018) An example of a research study in one of my literature review articles that needed IRB approval wasthe study conducted by Ceccarelli et al. (2024). This study involved human subjects—specifically nursing staff—who were surveyed to assess their knowledge of delirium diagnosis, identification of complications, and management of the condition. IRB approval was necessary for this study because it involved collecting data from participants, which could potentially involve privacy concerns and ethical considerations. Why IRB approval was needed in this instance was because of the human subjects, the confidentiality and privacy, the risk to participants, and the generalizability of findings.
1-2 paragraph providing feedback; 1 credible resource for each peer reply

Chapter 21 Tools for strategic analysis, planning, and management (The Business

Chapter 21 Tools for strategic analysis, planning, and management (The Business of Healthcare)
Regarding a topic covered in the course. The paper must be 2-3 pages, in WORD, typed and double-spaced, co ver page, with sources, cited both in-text and on a reference page (per APA format).