250-350 Words- APA Style Format
Description
To Prepare for This Discussion:
Conduct an online search to find a legal case, journal article, or detailed news article that describes a recent criminal case involving the kind of health care facility in which you are interested in working. The case you select may involve fraud or abuse (such as defrauding the Medicare or Medicaid programs, the Stark self-referral law, anti-kickback statute, or price-fixing) or other criminal act, such as patient abuse, murder, or theft. Evaluate the laws that are involved in your case, and consider the ramifications of this criminal action on the individuals and organizations involved.
A good source for cases is the Medicaid Fraud Control Unit. Consider looking through one or two state websites, which can be accessed at: http://www.namfcu.net/states.
As you analyze your case and prepare for the Discussion, consider possible motivations behind this criminal act. What could an administrator do to prevent this from happening or to address it effectively once it is detected? Would a compliance program (see Compliance 101 in this weeks Learning Resources) be of value in preventing or detecting and then correcting this criminal issue?https://oig.hhs.gov/compliance/compliance-resource…
Briefly describe the case you selected. Evaluate the state and/or federal laws that are involved in your case. (If you are an international student, evaluate the regional laws that are involved in your case.) Then explain the ramifications of this criminal action for the individuals and organizations involved (for example, states work with the federal government in capturing fraud).
| Discussion Posting Content |
Points: Points Range: 22 (55%) – 24 (60%) Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail (including multiple relevant examples); evidence from the readings and other scholarly sources; and discerning ideas. Feedback: |
Points: Points Range: 19 (47.5%) – 21 (52.5%) Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example); evidence from the readings and other scholarly sources; and discerning ideas. Feedback: |
Points: Points Range: 17 (42.5%) – 18 (45%) Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Feedback: |
Points: Points Range: 0 (0%) – 16 (40%) Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings. Feedback: |
|---|---|---|---|---|
| Peer Feedback and Interaction |
Points: Points Range: 8 (20%) – 8 (20%) The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes. Feedback: |
Points: Points Range: 7 (17.5%) – 7 (17.5%) The feedback postings and responses to questions are good but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes. Feedback: |
Points: Points Range: 6 (15%) – 6 (15%) The feedback postings and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources. Feedback: |
Points: Points Range: 0 (0%) – 5 (12.5%) Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources. Feedback: |
| Writing |
Points: Points Range: 8 (20%) – 8 (20%) Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate-level writing style. Feedback: |
Points: Points Range: 7 (17.5%) – 7 (17.5%) Postings are mostly consistent with graduate-level writing style. Postings may have some small organization, scholarly tone, writing, or APA style issues, and/or may contain a few writing and spelling errors. Feedback: |
Points: Points Range: 6 (15%) – 6 (15%) Postings are somewhat below graduate-level writing style. Postings may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or show moderate reliance on quoting vs. original writing and paraphrasing. Feedback: |
Points: Points Range: 0 (0%) – 5 (12.5%) Postings are well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or show heavy reliance on quoting. Feedback: |
Discussion Posting Content—
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Peer Feedback and Interaction—
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Writing—
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| Total Points: 40 |
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References:
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Living Guideline
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Evidence-based practice
BMJ Best Practice
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JBI: Best practice information sheet
Bellman, S. (2022). Experiences of living with juvenile idiopathic arthritis [Best practice information sheet]. JBI EBP Database, 24(1), 1-4.
Cochrane Database of Systematic Reviews
Srijithesh, P. R., Aghoram, R., Goel, A., & Dhanya, J. (2019). Positional therapy for obstructive sleep apnoea. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD010990.pub2
Drug Information
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Colorado State University. (2011). Why assign WID tasks? http://wac.colostate.edu/intro/com6a1.cfm
Dartmouth Writing Program. (2005). Writing in the social sciences. http://www.dartmouth.edu/~writing/materials/student/soc_sciences/write.shtml
Rutherford, M. (2008). Standardized nursing language: What does it mean for nursing practice? [Abstract]. Online Journal of Issues in Nursing, 13(1). http://ojin.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Health-IT/StandardizedNursingLanguage.html
Wagner, D. (n.d.). Why writing matters in nursing. https://www.svsu.edu/nursing/programs/bsn/programrequirements/whywritingmatters/
Writing in nursing: Examples. (n.d.). http://www.technorhetoric.net/7.2/sectionone/inman/examples.html
Perth Children’s Hospital. (2022, April). Appendicitis [Emergency Department Guidelines]. Child and Adolescent Health Service. https://www.pch.health.wa.gov.au/For-health-professionals/Emergency-Department-Guidelines/Appendicitis
Department of Health. (n.d.). Who is being active in Western Australia? https://ww2.health.wa.gov.au/Articles/U_Z/Who-is-being-active-in-Western-Australia
Donaldson, L. (Ed.). (2017, May 1). Healthier, fairer, safer: The global health journey 2007-2017. World Health Organisation. https://www.who.int/publications/i/item/9789241512367
NCBI Bookshelf
Rodriguez Ziccardi, M., Goyal, G., & Maani, C. V. (2020, August 10). Atrial flutter. In Statpearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK540985/
Royal Perth Hospital. (2016). Procedural management: Pre and post (24-48 hours) NPS. Canvas. https://courses.ecu.edu.au
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