Watch the movie, focusing specifically on the family unit featured in the film. Compare and contrast the movie family’s characteristics and behaviors to the assessment criteria introduced in the class notes and readings from the textbook

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UTA

Movie Family Assessment

Submit by 2359 Saturday of Week 1.

Name:   Date:  

Overview

Choose a movie from the provided list. Watch the movie, focusing specifically on the family unit featured in the film. Compare and contrast the movie family’s characteristics and behaviors to the assessment criteria introduced in the class notes and readings from the textbook. Address each characteristic including specific examples from the movie to validate your analysis. You must use references (textbook, class notes, others), and these must be cited throughout your paper. Submit your analysis in this document, typed using APA format (double-spaced). Limit is five (5) content pages.

Choose one of these movies:

N3352 Legacy of the Family

 

 

Rev. 2/2015 University of Texas at Arlington Page 6 of 6

The Journey of August King

Steel Magnolias

It’s a Wonderful Life

Mrs. Doubtfire

Field of Dreams

Mr. Holland’s Opus

Remember the Titans

The Horse Whisperer

Madea’s Family Reunion

The Sound of Music

Stepmom

 

Run Away Bride I am Sam

The Last Song The Notebook

Objectives

· Explore developmental characteristics of the family as a unit across the lifespan.

· Examine health patterns and practices transmitted across generations.

Rubric

NOTE: All assignments must be submitted on time. Assignments submitted after the deadline will be accepted with a penalty of 5 points of the total possible points for EACH DAY that the assignment is late.

Movie Family Assessment Target

50 points max

 Acceptable

At least 37 points

 Unacceptable

Less than 32 points
Introduction

(5 points)

 Introduction is present and forecasts content of the paper.

(4-5 points)

 Introduction is present and forecasts the content of the paper.

(2-3 points)

 Introduction is present , sketchy, or introduction is missing

(0-1 point)
Movie Setting and Story

(6 points)

 

 Complete description of each major character in the movie family, the setting, and the context of the story

(5-6 points)

 General description of the major characters in the movie family, the setting, and the context of the story

(3-4 points)

 Incomplete description of the major characters in the movie family, the setting, and/or the context of the story

(0-2 point)
Assessment of Movie Family

 

      
Family processes

(20 points)

 Complete description of each of these processes:

· Sociocultural

· Environment

· Communication

· Power/decision making

· Roles

(19-20 points)

 Complete description of 4 of these processes and general description of 1:

· Sociocultural

· Environment

· Communication

· Power/ decision making

· Roles

(11-18 points)

 General description of at least 2 processes and complete description of up to 3:

· Sociocultural

· Environment

· Communication

· Power/decision making

· Roles

(0-10 points)
Values

(6 points)

 Clearly describes the family values as demonstrated in the movie.

(5-6 points)

 Adequately describes the family values as demonstrated in the movie.

(3-4 points)

 Minimally describes the family values as demonstrated in the movie.

(0-2 point)
Socialization and Child Rearing

(6 points)

 Clearly describes the family dynamics of socialization and child rearing.

(5-6 points)

 Describes the family dynamics of socialization and child rearing.

( 3-4 points)

 Minimally describes the family dynamics of socialization and child rearing.

(0-2 point)
Healthcare Beliefs and Practices

(6 points)

 Clearly depicts the healthcare beliefs and practices of the family.

(5-6 points)

 Somewhat depicts the healthcare beliefs and practices of the family.

(3-4 points)

 Inadequately depicts the healthcare beliefs and practices of the family.

(0-2 point)
Adaptation

(6 points)

 Clearly shows the ability of the family to adapt to new situations.

(5-6 points)

 Adequately shows the ability of the family to adapt to new situations.

(3-4 points)

 Inadequately shows the ability of the family to adapt to new situations.

(0-2 point)
Genogram

(10 points)

 

 

 

 Represents a minimum of 2 generations;

Uses correct symbols to demonstrate relationships;

Includes symbol legend

(9-10 points)

 Represents 2 generations;

Uses mostly correct symbols to demonstrate relationships;

Includes symbol legend

(6-8 points)

 Fails to represent 2 generations, and/or

uses incorrect symbols to demonstrate relationships, and/or symbol legend is missing

(0-5 points)
Ecomap

(10 points)

 Identifies family relationships inside the middle circle;

Uses external circles to include representation from multiple formal and informal support systems;

Identifies the nature of relationships between family members and support systems;

Includes legend

(9-10 points)

 Identifies family relationships inside the middle circle;

Uses external circles to include representation from some formal and informal support systems;

Identifies the nature of some of the relationships between family members and support systems;

Includes legend

(6-8 points)

 Somewhat identifies family relationships inside the circle;

Lacks representation from formal and informal support systems;

Does not identify the nature of relationships between family members and support systems;

Lacks legend

(0-5 points)
Comparison to Beavers Systems Model

(10 points)

 Compares the movie family to the Beavers Systems Model addressing each of these components:

· Family structure

· Mythology

· Goal-directed negotiations

· Autonomy

· Family affect

· Global appraisal of the family’s level of development or functional competency (Severely disturbed, Borderline, Mid-range Adequate, or Optimal)

(9-10 points)

 Compares the movie family to the Beavers Systems Model addressing 4-5 of these components:

· Family structure

· Mythology

· Goal-directed negotiations

· Autonomy

· Family affect

· Global appraisal of the family’s level of development or functional competency (Severely disturbed, Borderline, Mid-range Adequate, or Optimal)

(6-8 points)

 Addresses fewer than 4 of these components:

· Family structure

· Mythology

· Goal-directed negotiations

· Autonomy

· Family affect

· Global appraisal of the family’s level of development or functional competency (Severely disturbed, Borderline, Mid-range Adequate, or Optimal)

(0-5 points)
Summary and Conclusion

(5 points)

 Includes summary and conclusions

(4-5 points)

 Includes summary and conclusions

(2-3 points)

 Missing summary and/or conclusions

(0-1 point)
Format and Quality of Writing

(10 points)

 Error-free or almost error-free grammar, spelling, punctuation, APA format, and length is within guidelines

(9-10 points)

 Generally error-free grammar, spelling, punctuation, APA format, and length is within guidelines

(6-8 points)

 Error-filled grammar, spelling, punctuation, and/or APA format, and/or length not within guidelines.

(0-5 points)

 

Instructions

Review the Rubric to guide your work on the Movie Family Assessment, using appropriate subheadings in your work. Write in the text boxes provided, then copy/paste images of your genogram and ecomap on the final two pages. (You may need to scan or photograph your genogram/ecomap and save it to your computer as an image if you did not create it in a Word document.)

Your page count begins on the next page and does NOT include your genogram and ecomap.

Introduction

 

 

 

 

Movie Setting and Story

 

 

 

 

Assessment of Movie Family

 

 

 

 

Comparison to Beavers System Model

 

 

 

 

 

Summary and Conclusion

 

 

 

 

 

 

 

 

 

Here is the reading for assigments

Family Nursing: Research, Theory, and Practice (5th ed.) Chapters 1, 2, 3, 5, 8, 9, 10

Citation: Friedman, M. M., Bowden, V. R., & Jones, E. G. (2003). Family nursing: Research, theory, and practice (5th ed.). Upper Saddle River, NJ: Prentice Hall.

 

Class Notes – Overview

Class notes are provided by your instructor to highlight and extend topics in your textbook readings.

 

Class Notes – Beaver Systems Model

 

Class Notes – Family Sociocultural Assess Ch. 8

 

Class Notes – Family Environmental Data Ch. 9 and Family Communication Ch. 10

 

Class Notes- Family Genogram and Ecomap

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Data can be qualitative or quantitative

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Data can be qualitative or quantitative. Qualitative data is helpful to generate a hypothesis and gather information if little is known about an expected association. Focus groups, key informant interviews, and case studies are types of qualitative data collection methods used to identify common themes from which to build a hypothesis. Quantitative data collection and analysis is used to test a hypothesis and make comparisons to determine the direction and strength of a potential association. The Behavioral Risk Factor Surveillance System (BRFSS) is cross-sectional panel survey used to collect quantitative data on adult behaviors and risk factors. It is one of the largest U.S. health data collection efforts. The data can be used to analyze associations on a state or country level. Follow the steps to obtain a 2×2 contingency table (also known as a “cross tabulation”) crossing binge drinking with depression.

1. Retrieve the “BRFSS Web-Enabled Analysis Tool” resource provided in the Topic Materials.

2. Select “Cross Tabulation.”

3. Select “2015” for the year.

4. Select “Arizona” for the state.

5. Select “Alcohol Consumption: Binge drinkers (males having five or more drinks on one occasion, females having four or more drinks on one occasion)” for Step 2 Select Row.

6. Select “Chronic Health Conditions: Ever diagnosed with a depressive disorder, including depression, major depression, dysthymia, or minor depression” for Step 3 Select Column.

7. Skip Steps 4 and 5.

8. Select “Sample Size” for Step 6 Select Statistics and run the report for the cross tabulation.

Part 1

Using the data from the cross tabulation results, calculate the odds ratio for depression among those exposed to binge drinking. Interpret the odds ratio and discuss if the odds ratio is a good estimate of the relative risk in this situation. Why or why not? Show your 2×2 table and all calculations. Present or describe the formula you used to arrive at your answer.

Part 2

Use the Topic Material, “BRFSS Web-Enabled Analysis Tool,” located on the CDC website, and run a report for two variables of interest to you. Create a 2×2 table and calculate the odds ratio for this association. Interpret the odds ratio and discuss the public health importance of the association. Show your 2×2 table. Present or describe the formula you used to arrive at your answer.

Refer to the “Creating a 2×2 Contingency Table” resource for guidance in creating 2×2 contingency tables.

General Requirements

APA style is not required, but solid academic writing is expected.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Use the “BRFSS Web Enabled Analysis Tool,” located on the Centers for Disease Control and Prevention (CDC) website, to complete the topic assignment.

URL:

https://nccd.cdc.gov/weat/#/

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As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience.

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Week 1 Journal

 

As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment such as a Journal Entry or SOAP Note that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal. To prepare for this course’s Practicum Experience, address the following in your practicum journal:

 

  • Select an aging theory to guide your practice.
  • Develop goals and objectives for the Practicum Experience in this course. Be sure to consider geriatric competencies.
  • Create a timeline of practicum activities based on your practicum requirements.

 

 

 

Week 2 Journal

 

To prepare for this course’s Practicum Experience, reflect on implications of age-related changes in geriatric patients. Explain how you might differentiate between normal behaviors/disorders due to aging and abnormal behavior/disorders that are not age related. Include how functional assessments might help distinguish “normal” from “abnormal.”

 

Week 4 Journal

 

Reflect on medication adherence issues you have encountered with geriatric patients in your practicum setting. Explain implications of these issues on patient health, as well as strategies to improve medication adherence for geriatric patients. If you did not have an opportunity to evaluate a patient with this background during the last 4 weeks, you can select a related case study or reflect on previous clinical experiences.

 

*Please use APA format. Cite references within the paper along with a reference list at the end.

 

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Apply diagnostic and procedure codes according to current guidelines using common classification systems, taxonomies, nomenclatures and terminologies

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Unit 10 Assignment:

 

Unit outcomes addressed in this Assignment:

 

· Apply diagnostic and procedure codes according to current guidelines using common classification systems, taxonomies, nomenclatures and terminologies

· Identify the documentation needs that relate to quality coding practices

· Discuss the role of coding with the key features of an electronic health record (EHR) system and clinical document standards.

· Discuss the importance and relevance of Computer-Assisted Coding along with coding problems that may arise.

Course outcome(s) practiced in this unit:

HI253-5:  Appraise a health record for deficiencies needed for quality coding (Bloom’s Level 4)

 

AHIMA’s Professional Coding Approved Program (PCAP) Mapping:

Domain I. Data Content, Structure & Standards (Information Governance)

· Subdomain I.A Classification Systems

· 1. Apply diagnosis/procedure codes according to current guidelines (Bloom’s Level 3)

· Classification Systems

· ICD (ICD-9-CM, ICD-10, ICD-10-CM/PCS)

· Taxonomies

· Clinical Care Classification (CCC)

· Nomenclatures

· CPT, DSM, RxNorm

· Terminologies

· LOINC, SNOMED CT

 

 

 

Instructions:

 

Part 1: Coding Scenario Worksheet (coding practice): Complete the coding scenarios worksheet indicated in Part 1 below by indicating the appropriate codes.

 

Part 2: Nuance Quantim Physician Query Activity: Please access the AHIMA’s Virtual Laboratories (VLabs) at http://academy.ahima.org/ website. Within the Virtual Lab (My Learning), go to the Virtual Lab applications and open the Nuance Quantim Encoder application and complete the Nuance Quantim #6 Activity on Physician Query activity with a passing score of 100% and appropriately identify the documentation needs that relate to quality coding practices. Answer the provided questions and submit a screen shot of your completed Physician Query activity in the Part 2 section of the Assignment Worksheet.

Part 3: Electronic Health Record and Coding Systems:

 

A. VistA Simulation: Please access the AHIMA’s Virtual Laboratories (VLabs) at http://academy.ahima.org/ and follow the instructions under Part 3. Once completed, take a screen shot of the completion page and attach to the appropriate Part 3 section of the Assignment Worksheet. Remember to review the VLab instructional sheet in Doc Sharing if you trouble navigating.

B. EHR and Coding Resources Comparison Table: Answer the question indicated and support your answer by providing a table to include where the resource would be located and how best to access.

Part 4: Computer-Assisted Coding: Refer to the information from your Unit 10 Discussion Board and provide your answers/discussion in the Part 4 section of the Assignment Worksheet.

 

 

Requirements:

· Your assignment worksheet may contain citations and references, and if used, should utilize APA style, with no more than 10% quoting. Please use paraphrasing, in-text citation, and referencing.

· Correct spelling and grammar should be utilized throughout and if required, the answers provided in complete sentences.

· The word count should reflect the following:

· Part 1 = Short answer 1-6 words; or applicable code.

· Part 2 = Short answer 1-6 words and VLabs screenshot.

· Part 3 = VLab screenshot; short answer 1-6 words and then 75-100 words for the entire table.

· Part 4 = 75-100 words

· Total = about 225-300 words with VLabs screenshot and completed coding worksheet.

 

 

ASSIGNMENT WORKSHEET

 

Part 1: Coding Scenarios Worksheet

 

Provide the correct code or short answer for the following questions and case scenarios :

 

1. A patient has a bundle of his recording and intra-atrial pacing done by Dr. Henry on 07/01/YY.  When using CPT to code these procedures, the coder should: code each procedure separately
2. Mary Joseph is a patient at a local hospital. She underwent surgery and had severe postoperative complications that included respiratory arrest and acute blood loss. She received critical care services for 85 minutes. CPT codes 99291 and 99292 are reported. Code 99292 is considered a(n) Neonatal intensive care______________________code
3. Wyatt presents to Dr. Franks’ office complaining of swollen neck glands. Dr. Frank does not find any other physical findings but orders laboratory tests. His impression is localized cervical lymphadenopathy.

a. What is the main term utilized to code this case?

 

b. Assign the ICD-10-CM code:
4. Kelly presents with urinary frequency and nocturia. The doctor does not detect any abnormal findings but orders an IVP.

a. What are the patient’s signs and symptoms?

b. Assign the ICD-10-CM code:
5. Mary Jane had her tonsils taken out 2 days ago. She now presents with postoperative hemorrhage status post tonsillectomy. She requires control of her bleeding and was given Demerol 95 mg IM for pain.

 

What is the HCPCS code for Demerol? J2175
6. Joseph is a chemotherapy patient suffering from anemia secondary to treatment. He presents to his oncologist’s office for his routine B12 injection for vitamin B12 deficiency anemia due to the chemotherapy. Sytobex 1000 mg IM was provided.

 

What is the HCPCS code for the Sytobex? J3420
7. Anesthesia services are organized by what process in the CPT Coding Book? Body site
8. A patient on vacation out of state fractures her leg and sees a doctor who sets the fracture.

 

The out-of-state physician will report which modifier to the code?
9. Identify the main term from this statement used for CPT coding: “Sinus endoscopy with concha bullosa resection: concha bullosa
10. How many possible values are there for each character in an ICD-10-PCS code?
11. Which of the following is an invalid code? “06H033T” or “06H14DZ”?

Explain your answer:
12. Which of the following codes is an invalid code “3E0F37Z” or “3E0F03D”?

 

Explain your answer:

 

 

 

 

 

Part 2: Nuance Quantim Physician Query Activity and Documentation Practices

 

A. Provide brief answers to the following:

 

1. Provide the definition of principal diagnosis:
2. List the criteria that must be met in order to report a diagnosis or condition as secondary:
3. Explain the circumstances in which the present on admission (POA) indicator would be listed as “N”:
4. Which portion of the medical record contains documentation of the postoperative diagnosis?
5. Terms such as “hospital course” and “final diagnosis” are located in which inpatient report in the medical record?
6. When coding an inpatient medical record, the coder should review which document(s) to determine the reason a test was ordered?
7. The patient’s reason for the visit is often referred to as the chief complaint. What is the other term used to describe the chief complaint?

 

 

 

 

B. Nuance Quantim Physician Query #6 Activity: Submit screen shot of the completion page and attach here:

 

 

Part 3: Electronic Health Records and Coding Systems

 

A. VistA Simulation: Please access the AHIMA’s Virtual Laboratories (VLabs) at http://academy.ahima.org/. Click on My Learning; Click on VLab Academy; Scroll to VistA; Click on the VistA Simulations. This is a PDF with links to the software simulations.

Click on “Coding an Office Visit”. Complete the simulation and take a screen shot of the completion page and attach it here:

B. EHR and Coding Resources Comparison Table: Answer the question indicated and support your answer by providing a table to include where the resource would be located and how best to access. Your information can be based on the three systems you have reviewed in Unit 9 and Unit 10 (Nuance Quantim, 3M Encloder, VistA) or other systems you have worked with or reviewed:

QUESTION: You are the coding supervisor at a major acute care hospital. What resources would you recommend to ensure that the most current ICD-10-CM/PCS codes are in use in your healthcare facility? Remember to address issues such as coding resources and computer systems.

 

Create a table outlining the features of health information systems and their advantages in coding. Support your information with examples. See example table below:

 

System Name Attribute (Name)      
         
         
         

 

 

Part 4: Computer-Assisted Coding

 

Refer to the information from your Unit 10 Discussion Board and provide your answers/discussion here:

 

Can computer assisted coding (CAC) be helpful to outpatient coders? CAC is a supporting technology that has reached an exciting stage of development. It holds a great deal of promise for assisting in further automation of the coding process. Although the technology holds great promise, it also faces a huge challenge because of the complexity and variability of human speech. However, promising new CAC products are beginning to emerge in certain medical arenas, such as emergency medicine and radiology.

Do you believe that systems such as the CAC system will reduce the need for coders? Why or why not? What problems might result from CAC?

 

 

Submitting your work:

 

Submit your Assignment to the appropriate Dropbox. For instructions on submitting your work, view the Dropbox Guide located under Academic Tools at the top of your unit page.

 

To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it. Make sure that you save a copy of your submitted work.

Unit 10 Assignment Grading Rubric = 170 points

Assignment Requirements Points possible Points earned by student
Part 1: Students successfully applies diagnostic and procedural codes according to current guidelines and quality practices and identifies the appropriate clinical documentation deficiencies. 0–34  
Part 2: Student successfully identifies the documentation needs that relate to quality coding practices and has appraised various health records for documentation deficiencies. 0–51  
Part 3: Student successfully discusses the role of coding and the key features of an electronic health record (EHR) and clinical documentation standards. 0–51  
Part 4: Student successfully discusses the importance and relevance of Computer-Assisted Coding along with coding problems that may arise. 0–34

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