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  • [Solved] jkjkj

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  • [Solved] HIT 2100 MOD 1 ASSN

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    INFO ATTACHED – ## hit2100pass.docx – ## HIT2100MOD1ASSNINFO2025.docx – ## HIT2100MOD1Query-BasicOrientationINFO2025.docx – HIT2100MOD1Query-AdvancedOrientationINFO2025.docx **## hit2100pass.docx** Has your last name changed or have you mispelled your name? Click [here](https://web21.ehrgo.com/help/…

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    INFO ATTACHED

    – ## hit2100pass.docx

    – ## HIT2100MOD1ASSNINFO2025.docx

    – ## HIT2100MOD1Query-BasicOrientationINFO2025.docx

    – HIT2100MOD1Query-AdvancedOrientationINFO2025.docx

    **## hit2100pass.docx**

    Has your last name changed or have you mispelled your name? Click
    [here](https://web21.ehrgo.com/help/form) to request an update to the name on your account.

    | | |
    | — | — |
    | **Email:** | KHemphill01@indianatech.net |
    | **Username:** | KHemphill01 |

    Password- 1$Torm87

    **## HIT2100MOD1ASSNINFO2025.docx**

    · HIT 2100 EOL 21

    For this assignment, you will complete two activities in EHR Go. Specifically, this week's assignment will include:

    · Query – Basic Orientation

    · Query – Advanced Orientation

    Please follow the instructions below, and reach out to your professor if you have any questions.

    1. Click on the
    [Query – Basic Orientation Links to an external site.](https://web21.ehrgo.com/rd/?courseActivityId=23488) and enter your EHR Go credentials to begin.

    1.
    _If you have not yet set up your EHR Go account, you will need to do so before you can begin. Please follow the instructions below._

    2. Download the Query – Basic Orientation activity from the "Overview & Resources" tab of the assignment link.

    3. Click on the 2nd tab "Review EHR" to review the chart and begin the assignment.

    4. Use the activity sheet to work through the assignment and formulate your answers

    5. Submit your Progress report as an attachment to this assignment link

    2. Click on the
    [Query – Advanced OrientationLinks to an external site.](https://web21.ehrgo.com/rd/?courseActivityId=23482) and enter your EHR Go credentials to begin.

    1. Download the Query – Advanced Orientation activity from the "Overview & Resources" tab of the assignment link.

    2. Click on the 2nd tab "Review EHR" to review the chart and begin the assignment.

    3. Use the activity sheet to work through the assignment and formulate your answers

    4. Submit your Progress report as an attachment to this assignment link

    **## HIT2100MOD1Query-BasicOrientationINFO2025.docx**

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    ## Skills Activity: Query – Basic Orientation (Associate)

    ### Prerequisites

    It is highly recommended this activity be completed prior to any additional query activities.

    ### Student instructions

    1. If you have questions about this activity, please contact your instructor for assistance.

    2. You will use the EHR Go queries tool to complete this activity. Your instructor has provided you with a link to the
    **Query – Basic Orientation (AS)** activity. Click on
    **2: Launch EHR** to launch the queries tool and begin this activity.

    3. You’ve been granted access to certain data in the EHR to complete this activity. The approved data has already been linked to the queries tool in the EHR.

    4. You will generate queries in EHR Go as instructed below. When you complete this activity, you will download your Progress Report in EHR Go under
    **3: Download Work**, save the Progress Report to your device, and then upload the Progress Report to your Learning Management System (LMS).

    ### Introduction

    Electronic heath records (EHRs) are generating enormous amounts of healthcare data. Analyzing and bringing meaning to this data is a rapidly growing aspect of the Big Data field. Big Data aims to find patterns and trends, draw conclusions, and even predict outcomes from the aggregated data that’s obtained from the individual patient records. Every aspect of healthcare is impacted by Big Data – from facilities, financials, operations, treatment, education, populations, performance, quality, efficiency, and more – with the goal to improve patient care and to save lives.

    One way to analyze the data is to use queries. Queries filter the data based on rules and logic in order to answer questions. An example of a question that could be answered through a query is, “how many Cesarean births happened in the current year at the Shoreline Clinic?”

    In EHR Go, the querying tool enables sample data sets from the EHR to be analyzed similarly to what is done in a hospital, clinic, or healthcare system. It is based on Structured Query Language (SQL) to create the queries. This activity introduces you to the query tool and the concepts needed to answer questions around a birth outcome dataset. The following terms will be used throughout this activity and the additional EHR Go query activities.

    **Query:** A combination of one of more rules used to filter a database, often in order to answer a question.

    **Field:** A single unit of data that has been stored. It can be used as part of the filter criteria when developing a query as well as in determining how the data is displayed. For example, Date of Birth (DOB) is a commonly stored field associated with health records.

    **Record:** A single entry in a database consisting of populated fields, similar to a single row in a spreadsheet. An electronic health record contains a compilation of fields for a patient.

    **Rule:** Also known as a condition. A string consisting of a field, operator, and matching value. For example, “type of birth equals Cesarean”. Type of birth = field; operator = ‘equal’; and matching value = Cesarean.

    **Logical operator:** AND or OR function used to join two or more rules. For example, “type of birth equals Cesarean AND birth year equals current year.” AND is the logical operator used to combine the two rules meaning both rules must be true for a record to be included in the results. The logical operator OR is used when only one of the rules needs to be true.

    Note:
    _Groups_ will be explored in the next activity,
    _Query – Advanced Orientation_.

    ### The activity

    Recently, the Shoreline Birth Center was called out in the local paper as having a high rate of Cesarean births. The report seems unfair to Shoreline’s management team, as they have been trying to decrease their Cesarean rates for the past five years. They would like to know, 1) if their efforts have helped, and 2) if their current rates Cesarean births are lower than the national average of 32.1%. You’ve been tasked with running queries to gather the data needed.

    Access the EHR queries tool and corresponding dataset under
    **2: Launch EHR.** Click the
    **New Session** button to launch the EHR.

    On the Queries tab, select
    **New** to initiate a new query.

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    1. Name the query ‘

    2. Then enter the following query rule:

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    3. Select
    **Query** to run the query. The Total record(s) field will populate, and the data will appear under the Query Results.

    4. Select
    **Close** to return to the Queries tab. Your query will be displayed as a row on the summary view. (Note the Total Record(s) amount has been removed from the image below.)

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    5. Select
    **New** to begin another query.

    6. Name the query ‘

    7. Then enter the following query rule:

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    8. Select
    **Add rule** to add another rule and select
    **AND** as the logic (default).

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    9. Enter the following second rule:

    **Query rule(s):**‘Type Of Birth’ equal ‘Cesarean’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    10. Select
    **Query** then
    **Close** to return to the summary view. Both queries should now be listed.

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    Next, you will generate the same queries for the current year to determine the current rate of Cesarean births.

    12. Name the query ‘
    **Total Births – Current year**’.

    13. Then enter the following query rule:

    **Query rule(s):**‘Birth year’ equal ‘Current year’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    14. Select
    **Query** to run the query. The Total record(s) field will populate, and the data will appear under the Query Results.

    15. Select
    **Close** to return to the Queries tab. Your query will be displayed as a row on the summary view.

    16. Select
    **New** to begin another query.

    17. Name the query ‘
    **Cesarean births – Current year’**

    18. Then enter the following query rule:

    **Query rule(s):**‘Birth year’ equal ‘Current year’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    19. Select
    **Add rule** to add another rule and select
    **AND** as the logic (default).

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    20. Enter the following second rule:

    **Query rule(s):**‘Type Of Birth’ equal ‘Cesarean’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    21. Select
    **Query** then
    **Close** to return to the summary view. All 4 queries should now be listed.

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    22. The rate of Cesarean births from the current year could be determined by dividing the number of Cesarean births by the Total births for the current year.

    23. Select
    **Close Session** and submit your progress report as described in the next section. Note: you do not need to turn in the calculated Cesarean rates, only the progress report.

    **Submit your work**

    You will complete the query in EHR Go as instructed. Remember to save your work. When finished, click on the
    **Close Session** button at the top right of the screen. Download your Progress Report in EHR Go under
    **3: Download Work**, save the Progress Report to your device, and then upload the Progress Report to your Learning Management System (LMS). If you have any questions about submitting your work to your LMS, please contact your instructor.

    **Learning objectives**
    1. Apply health informatics concepts to the management of health information (3)

    2. Utilize technologies for health information management (3)

    3. Manage data within a database system (5)

    EHR Go Skills Activity: Query – Basic Orientation (Associate) HAS1033.2

    Archetype Innovations LLC ©2024

    2

    **image3.png**

    **image4.png**

    **image5.png**

    **image6.png**

    **image7.png**

    **image8.png**

    **image9.png**

    **image10.png**

    **image11.png**

    **image1.png**

    **image2.png**

    **image12.jpg**

    **HIT2100MOD1Query-AdvancedOrientationINFO2025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hit2100mod1query-advancedorientationinfo2025-docx)

    **HIT2100MOD1Query-AdvancedOrientationINFO2025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hit2100mod1query-advancedorientationinfo2025-docx)

    **## hit2100pass.docx**

    Has your last name changed or have you mispelled your name? Click
    [here](https://web21.ehrgo.com/help/form) to request an update to the name on your account.

    | | |
    | — | — |
    | **Email:** | KHemphill01@indianatech.net |
    | **Username:** | KHemphill01 |

    Password- 1$Torm87

    **## HIT2100MOD1ASSNINFO2025.docx**

    · HIT 2100 EOL 21

    For this assignment, you will complete two activities in EHR Go. Specifically, this week's assignment will include:

    · Query – Basic Orientation

    · Query – Advanced Orientation

    Please follow the instructions below, and reach out to your professor if you have any questions.

    1. Click on the
    [Query – Basic Orientation Links to an external site.](https://web21.ehrgo.com/rd/?courseActivityId=23488) and enter your EHR Go credentials to begin.

    1.
    _If you have not yet set up your EHR Go account, you will need to do so before you can begin. Please follow the instructions below._

    2. Download the Query – Basic Orientation activity from the "Overview & Resources" tab of the assignment link.

    3. Click on the 2nd tab "Review EHR" to review the chart and begin the assignment.

    4. Use the activity sheet to work through the assignment and formulate your answers

    5. Submit your Progress report as an attachment to this assignment link

    2. Click on the
    [Query – Advanced OrientationLinks to an external site.](https://web21.ehrgo.com/rd/?courseActivityId=23482) and enter your EHR Go credentials to begin.

    1. Download the Query – Advanced Orientation activity from the "Overview & Resources" tab of the assignment link.

    2. Click on the 2nd tab "Review EHR" to review the chart and begin the assignment.

    3. Use the activity sheet to work through the assignment and formulate your answers

    4. Submit your Progress report as an attachment to this assignment link

    **## HIT2100MOD1Query-BasicOrientationINFO2025.docx**

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    ## Skills Activity: Query – Basic Orientation (Associate)

    ### Prerequisites

    It is highly recommended this activity be completed prior to any additional query activities.

    ### Student instructions

    1. If you have questions about this activity, please contact your instructor for assistance.

    2. You will use the EHR Go queries tool to complete this activity. Your instructor has provided you with a link to the
    **Query – Basic Orientation (AS)** activity. Click on
    **2: Launch EHR** to launch the queries tool and begin this activity.

    3. You’ve been granted access to certain data in the EHR to complete this activity. The approved data has already been linked to the queries tool in the EHR.

    4. You will generate queries in EHR Go as instructed below. When you complete this activity, you will download your Progress Report in EHR Go under
    **3: Download Work**, save the Progress Report to your device, and then upload the Progress Report to your Learning Management System (LMS).

    ### Introduction

    Electronic heath records (EHRs) are generating enormous amounts of healthcare data. Analyzing and bringing meaning to this data is a rapidly growing aspect of the Big Data field. Big Data aims to find patterns and trends, draw conclusions, and even predict outcomes from the aggregated data that’s obtained from the individual patient records. Every aspect of healthcare is impacted by Big Data – from facilities, financials, operations, treatment, education, populations, performance, quality, efficiency, and more – with the goal to improve patient care and to save lives.

    One way to analyze the data is to use queries. Queries filter the data based on rules and logic in order to answer questions. An example of a question that could be answered through a query is, “how many Cesarean births happened in the current year at the Shoreline Clinic?”

    In EHR Go, the querying tool enables sample data sets from the EHR to be analyzed similarly to what is done in a hospital, clinic, or healthcare system. It is based on Structured Query Language (SQL) to create the queries. This activity introduces you to the query tool and the concepts needed to answer questions around a birth outcome dataset. The following terms will be used throughout this activity and the additional EHR Go query activities.

    **Query:** A combination of one of more rules used to filter a database, often in order to answer a question.

    **Field:** A single unit of data that has been stored. It can be used as part of the filter criteria when developing a query as well as in determining how the data is displayed. For example, Date of Birth (DOB) is a commonly stored field associated with health records.

    **Record:** A single entry in a database consisting of populated fields, similar to a single row in a spreadsheet. An electronic health record contains a compilation of fields for a patient.

    **Rule:** Also known as a condition. A string consisting of a field, operator, and matching value. For example, “type of birth equals Cesarean”. Type of birth = field; operator = ‘equal’; and matching value = Cesarean.

    **Logical operator:** AND or OR function used to join two or more rules. For example, “type of birth equals Cesarean AND birth year equals current year.” AND is the logical operator used to combine the two rules meaning both rules must be true for a record to be included in the results. The logical operator OR is used when only one of the rules needs to be true.

    Note:
    _Groups_ will be explored in the next activity,
    _Query – Advanced Orientation_.

    ### The activity

    Recently, the Shoreline Birth Center was called out in the local paper as having a high rate of Cesarean births. The report seems unfair to Shoreline’s management team, as they have been trying to decrease their Cesarean rates for the past five years. They would like to know, 1) if their efforts have helped, and 2) if their current rates Cesarean births are lower than the national average of 32.1%. You’ve been tasked with running queries to gather the data needed.

    Access the EHR queries tool and corresponding dataset under
    **2: Launch EHR.** Click the
    **New Session** button to launch the EHR.

    On the Queries tab, select
    **New** to initiate a new query.

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    1. Name the query ‘

    2. Then enter the following query rule:

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    3. Select
    **Query** to run the query. The Total record(s) field will populate, and the data will appear under the Query Results.

    4. Select
    **Close** to return to the Queries tab. Your query will be displayed as a row on the summary view. (Note the Total Record(s) amount has been removed from the image below.)

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    5. Select
    **New** to begin another query.

    6. Name the query ‘

    7. Then enter the following query rule:

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    8. Select
    **Add rule** to add another rule and select
    **AND** as the logic (default).

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    9. Enter the following second rule:

    **Query rule(s):**‘Type Of Birth’ equal ‘Cesarean’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    10. Select
    **Query** then
    **Close** to return to the summary view. Both queries should now be listed.

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    Next, you will generate the same queries for the current year to determine the current rate of Cesarean births.

    12. Name the query ‘
    **Total Births – Current year**’.

    13. Then enter the following query rule:

    **Query rule(s):**‘Birth year’ equal ‘Current year’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    14. Select
    **Query** to run the query. The Total record(s) field will populate, and the data will appear under the Query Results.

    15. Select
    **Close** to return to the Queries tab. Your query will be displayed as a row on the summary view.

    16. Select
    **New** to begin another query.

    17. Name the query ‘
    **Cesarean births – Current year’**

    18. Then enter the following query rule:

    **Query rule(s):**‘Birth year’ equal ‘Current year’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    19. Select
    **Add rule** to add another rule and select
    **AND** as the logic (default).

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    20. Enter the following second rule:

    **Query rule(s):**‘Type Of Birth’ equal ‘Cesarean’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    21. Select
    **Query** then
    **Close** to return to the summary view. All 4 queries should now be listed.

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    22. The rate of Cesarean births from the current year could be determined by dividing the number of Cesarean births by the Total births for the current year.

    23. Select
    **Close Session** and submit your progress report as described in the next section. Note: you do not need to turn in the calculated Cesarean rates, only the progress report.

    **Submit your work**

    You will complete the query in EHR Go as instructed. Remember to save your work. When finished, click on the
    **Close Session** button at the top right of the screen. Download your Progress Report in EHR Go under
    **3: Download Work**, save the Progress Report to your device, and then upload the Progress Report to your Learning Management System (LMS). If you have any questions about submitting your work to your LMS, please contact your instructor.

    **Learning objectives**
    1. Apply health informatics concepts to the management of health information (3)

    2. Utilize technologies for health information management (3)

    3. Manage data within a database system (5)

    EHR Go Skills Activity: Query – Basic Orientation (Associate) HAS1033.2

    Archetype Innovations LLC ©2024

    2

    **image3.png**

    **image4.png**

    **image5.png**

    **image6.png**

    **image7.png**

    **image8.png**

    **image9.png**

    **image10.png**

    **image11.png**

    **image1.png**

    **image2.png**

    **image12.jpg**

    **HIT2100MOD1Query-AdvancedOrientationINFO2025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hit2100mod1query-advancedorientationinfo2025-docx)

    **## hit2100pass.docx**

    Has your last name changed or have you mispelled your name? Click
    [here](https://web21.ehrgo.com/help/form) to request an update to the name on your account.

    | | |
    | — | — |
    | **Email:** | KHemphill01@indianatech.net |
    | **Username:** | KHemphill01 |

    Password- 1$Torm87

    **## HIT2100MOD1ASSNINFO2025.docx**

    · HIT 2100 EOL 21

    For this assignment, you will complete two activities in EHR Go. Specifically, this week's assignment will include:

    · Query – Basic Orientation

    · Query – Advanced Orientation

    Please follow the instructions below, and reach out to your professor if you have any questions.

    1. Click on the
    [Query – Basic Orientation Links to an external site.](https://web21.ehrgo.com/rd/?courseActivityId=23488) and enter your EHR Go credentials to begin.

    1.
    _If you have not yet set up your EHR Go account, you will need to do so before you can begin. Please follow the instructions below._

    2. Download the Query – Basic Orientation activity from the "Overview & Resources" tab of the assignment link.

    3. Click on the 2nd tab "Review EHR" to review the chart and begin the assignment.

    4. Use the activity sheet to work through the assignment and formulate your answers

    5. Submit your Progress report as an attachment to this assignment link

    2. Click on the
    [Query – Advanced OrientationLinks to an external site.](https://web21.ehrgo.com/rd/?courseActivityId=23482) and enter your EHR Go credentials to begin.

    1. Download the Query – Advanced Orientation activity from the "Overview & Resources" tab of the assignment link.

    2. Click on the 2nd tab "Review EHR" to review the chart and begin the assignment.

    3. Use the activity sheet to work through the assignment and formulate your answers

    4. Submit your Progress report as an attachment to this assignment link

    **## HIT2100MOD1Query-BasicOrientationINFO2025.docx**

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    ## Skills Activity: Query – Basic Orientation (Associate)

    ### Prerequisites

    It is highly recommended this activity be completed prior to any additional query activities.

    ### Student instructions

    1. If you have questions about this activity, please contact your instructor for assistance.

    2. You will use the EHR Go queries tool to complete this activity. Your instructor has provided you with a link to the
    **Query – Basic Orientation (AS)** activity. Click on
    **2: Launch EHR** to launch the queries tool and begin this activity.

    3. You’ve been granted access to certain data in the EHR to complete this activity. The approved data has already been linked to the queries tool in the EHR.

    4. You will generate queries in EHR Go as instructed below. When you complete this activity, you will download your Progress Report in EHR Go under
    **3: Download Work**, save the Progress Report to your device, and then upload the Progress Report to your Learning Management System (LMS).

    ### Introduction

    Electronic heath records (EHRs) are generating enormous amounts of healthcare data. Analyzing and bringing meaning to this data is a rapidly growing aspect of the Big Data field. Big Data aims to find patterns and trends, draw conclusions, and even predict outcomes from the aggregated data that’s obtained from the individual patient records. Every aspect of healthcare is impacted by Big Data – from facilities, financials, operations, treatment, education, populations, performance, quality, efficiency, and more – with the goal to improve patient care and to save lives.

    One way to analyze the data is to use queries. Queries filter the data based on rules and logic in order to answer questions. An example of a question that could be answered through a query is, “how many Cesarean births happened in the current year at the Shoreline Clinic?”

    In EHR Go, the querying tool enables sample data sets from the EHR to be analyzed similarly to what is done in a hospital, clinic, or healthcare system. It is based on Structured Query Language (SQL) to create the queries. This activity introduces you to the query tool and the concepts needed to answer questions around a birth outcome dataset. The following terms will be used throughout this activity and the additional EHR Go query activities.

    **Query:** A combination of one of more rules used to filter a database, often in order to answer a question.

    **Field:** A single unit of data that has been stored. It can be used as part of the filter criteria when developing a query as well as in determining how the data is displayed. For example, Date of Birth (DOB) is a commonly stored field associated with health records.

    **Record:** A single entry in a database consisting of populated fields, similar to a single row in a spreadsheet. An electronic health record contains a compilation of fields for a patient.

    **Rule:** Also known as a condition. A string consisting of a field, operator, and matching value. For example, “type of birth equals Cesarean”. Type of birth = field; operator = ‘equal’; and matching value = Cesarean.

    **Logical operator:** AND or OR function used to join two or more rules. For example, “type of birth equals Cesarean AND birth year equals current year.” AND is the logical operator used to combine the two rules meaning both rules must be true for a record to be included in the results. The logical operator OR is used when only one of the rules needs to be true.

    Note:
    _Groups_ will be explored in the next activity,
    _Query – Advanced Orientation_.

    ### The activity

    Recently, the Shoreline Birth Center was called out in the local paper as having a high rate of Cesarean births. The report seems unfair to Shoreline’s management team, as they have been trying to decrease their Cesarean rates for the past five years. They would like to know, 1) if their efforts have helped, and 2) if their current rates Cesarean births are lower than the national average of 32.1%. You’ve been tasked with running queries to gather the data needed.

    Access the EHR queries tool and corresponding dataset under
    **2: Launch EHR.** Click the
    **New Session** button to launch the EHR.

    On the Queries tab, select
    **New** to initiate a new query.

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    1. Name the query ‘

    2. Then enter the following query rule:

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    3. Select
    **Query** to run the query. The Total record(s) field will populate, and the data will appear under the Query Results.

    4. Select
    **Close** to return to the Queries tab. Your query will be displayed as a row on the summary view. (Note the Total Record(s) amount has been removed from the image below.)

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    5. Select
    **New** to begin another query.

    6. Name the query ‘

    7. Then enter the following query rule:

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    8. Select
    **Add rule** to add another rule and select
    **AND** as the logic (default).

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    9. Enter the following second rule:

    **Query rule(s):**‘Type Of Birth’ equal ‘Cesarean’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    10. Select
    **Query** then
    **Close** to return to the summary view. Both queries should now be listed.

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    Next, you will generate the same queries for the current year to determine the current rate of Cesarean births.

    12. Name the query ‘
    **Total Births – Current year**’.

    13. Then enter the following query rule:

    **Query rule(s):**‘Birth year’ equal ‘Current year’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    14. Select
    **Query** to run the query. The Total record(s) field will populate, and the data will appear under the Query Results.

    15. Select
    **Close** to return to the Queries tab. Your query will be displayed as a row on the summary view.

    16. Select
    **New** to begin another query.

    17. Name the query ‘
    **Cesarean births – Current year’**

    18. Then enter the following query rule:

    **Query rule(s):**‘Birth year’ equal ‘Current year’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    19. Select
    **Add rule** to add another rule and select
    **AND** as the logic (default).

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    20. Enter the following second rule:

    **Query rule(s):**‘Type Of Birth’ equal ‘Cesarean’

    ![](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    21. Select
    **Query** then
    **Close** to return to the summary view. All 4 queries should now be listed.

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/hit-2100-mod-1-assn)

    22. The rate of Cesarean births from the current year could be determined by dividing the number of Cesarean births by the Total births for the current year.

    23. Select
    **Close Session** and submit your progress report as described in the next section. Note: you do not need to turn in the calculated Cesarean rates, only the progress report.

    **Submit your work**

    You will complete the query in EHR Go as instructed. Remember to save your work. When finished, click on the
    **Close Session** button at the top right of the screen. Download your Progress Report in EHR Go under
    **3: Download Work**, save the Progress Report to your device, and then upload the Progress Report to your Learning Management System (LMS). If you have any questions about submitting your work to your LMS, please contact your instructor.

    **Learning objectives**
    1. Apply health informatics concepts to the management of health information (3)

    2. Utilize technologies for health information management (3)

    3. Manage data within a database system (5)

    EHR Go Skills Activity: Query – Basic Orientation (Associate) HAS1033.2

    Archetype Innovations LLC ©2024

    2

    **image3.png**

    **image4.png**

    **image5.png**

    **image6.png**

    **image7.png**

    **image8.png**

    **image9.png**

    **image10.png**

    **image11.png**

    **image1.png**

    **image2.png**

    **image12.jpg**

    **HIT2100MOD1Query-AdvancedOrientationINFO2025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hit2100mod1query-advancedorientationinfo2025-docx)

    – 1
    – 2
    – 3
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  • [Solved] Case Study

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    Executive Solution Overview

    A 57-year-old man presents to his primary care physician with concerns about a dark lesion on his upper right arm. He reports that he has always had many freckles, including this one, but thinks there have been changes in size. He denies pain, fever, rash, and shortness of breath. The biopsy shows a…

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    Assignment Prompt & Instructions

    A 57-year-old man presents to his primary care physician with concerns about a dark
    lesion on his upper right arm. He reports that he has always had many freckles, including
    this one, but thinks there have been changes in size. He denies pain, fever, rash, and
    shortness of breath.
    The biopsy shows atypical cells present in the basal layer of the epidermis and invading the
    dermis in sheets and nests. The cells have irregular nuclei and prominent nucleoli. The
    cells are immunoreactive for Mart-1, confirming they are melanocytes.
    1. Develop a 1- to 2-page case study analysis, examining the patient signs and
    symptoms presented in the case study; discussing the primary cellular
    pathophysiological processes, and the significance for symptom development and
    diagnosis.
    2. What role do genetic mutations play in the development of the disease?
    3. What is the impact of the disease on the immune system? How do treatment
    strategies target the pathophysiological mechanisms of the disease?

  • [Solved] SOAP 1

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    TOPIC: CHRONIC OBSTRUCTIVE PULMONARY DISEASE 60 YEARS OLD FEMALE PATIENT – HISPANIC PLEASE SEE ATTACHED RUBRIC FOR GRADING SEE ATTACHED TEMPLATE, MUST BE COMPLETED IN FULL SENTENCE EACH SECTION THERE WITH ORIGINAL DATA THIS SOAP WILL BE SUBMITTED VIA TURNIN IN , MUST BE COMPLETED IN THE APPROPRIATE …

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    Assignment Prompt & Instructions

    TOPIC: CHRONIC OBSTRUCTIVE PULMONARY DISEASE
    60 YEARS OLD FEMALE PATIENT – HISPANIC
    PLEASE SEE ATTACHED RUBRIC FOR GRADING
    SEE ATTACHED TEMPLATE, MUST BE COMPLETED IN FULL SENTENCE EACH SECTION THERE WITH ORIGINAL DATA
    THIS SOAP WILL BE SUBMITTED VIA TURNIN IN , MUST BE COMPLETED IN THE APPROPRIATE TEMPLATE PROVIDED
    CITATION CANT BE OLDER THAN TH PAST 5 YEARS, ALL MUST BE IN APA 7TH EDITION FORMAT
    DUE DATE SEPT 5, 2025 NO LATER
    NO MORE THAN 10% PLAGIARISM IS ALLOWED
    PLEASE DO YOUR BEST AND WORK APPROPRIATELY AS RUBRIC AND INSTRUCTION REQUESTED
    \
    SOAPNoteTemplate-1-1.docx](https://www.sweetstudy.com/files/soapnotetemplate-1-1-docx-10390211 "SOAPNoteTemplate-1-1.docx")
    \
    SOAPNoteRubric-1.pdf](https://www.sweetstudy.com/files/soapnoterubric-1-pdf-10390213 "SOAPNoteRubric-1.pdf")

  • [Solved] case study

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    SCENARIO 1 What are the errors in the following prescriptions (1 per prescription)? Rewrite each prescription correctly. What is each medication classification? What is the mechanism of action (MOA)? · metaprolol succinate ER 50 mg PO daily #30 1 RF · amiodarone 75 mg PO daily #30 1 RF · amlodipine/…

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    Assignment Prompt & Instructions

    SCENARIO 1
    What are the errors in the following prescriptions (1 per prescription)? Rewrite each prescription correctly. What is each medication classification? What is the mechanism of action (MOA)?
    · metaprolol succinate ER 50 mg PO daily #30 1 RF
    · amiodarone 75 mg PO daily #30 1 RF
    · amlodipine/hydrochlorothiazide (Lotrel) 5 mg/12.5 mg PO daily #30 3RF
    · hydralazine/isosorbide mononitrate (BiDil) 37.5 mg/20 mg PO every 8 hours #90 1 RF
    · clonidine patch (Catapres-TTS-1) 0.1 mg/day apply one patch to skin and replace every 3 days #10 patches 0 RF
    SCENARIO 2
    Does verapamil have a high or low first pass effect? Please discuss why this is important to know and how it relates to bioavailability. Define these two terms. What route has 100% bioavailability? In addition to parenterally, how can verapamil be given to counter the first pass effect? Write a sample prescription for this medication.
    SCENARIO 3
    Where are the majority of cytochrome P450 (CYP) enzymes located? Using the Medscape pill identifier, enter the following characteristics to identify the medication AND strength. What CYP enzyme metabolizes this medication? How can this information be applied to medication therapy management? Write a sample prescription for the identified medication and strength. What are goal cholesterol levels and (Coronary Artery Disease) CAD risk factors?
    Imprint (ATO 40) Shape (Oval) Color (White) Form (Tablet) Scoring (None)
    SCENARIO 4
    **Note on Assignment Attempts**
    Students are expected to review their work and submissions of work carefully prior to due dates. Unless otherwise approved by the faculty, students are allowed one submission of graded work per assignment. While the classroom allows for multiple submissions, once an assignment is graded, submissions will no longer be accepted unless approved by the faculty. If an assignment is submitted **prior** to the assignment deadline and has not yet been graded, then students may submit a revised assignment prior to the assignment deadline. Once the deadline has passed, resubmission is **not** permitted.

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## Prompt Complete the communication plan for the stakeholders of the organization in the course scenario. Refer to the [Exemplar Communication Grid](https://learn.snhu.edu/content/enforced/2012197-MBA-645-10311.202587-1/Course%20Documents/MBA%20645%20Exemplar%20Communication%20Grid.pdf?ou=2012197) …

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    Assignment Prompt & Instructions

    ## Prompt
    Complete the communication plan for the stakeholders of the organization in the course scenario. Refer to the [Exemplar Communication Grid](https://learn.snhu.edu/content/enforced/2012197-MBA-645-10311.202587-1/Course%20Documents/MBA%20645%20Exemplar%20Communication%20Grid.pdf?ou=2012197) for an example of how the template can be used.
    Specifically, you must address the following rubric criteria:
    1. Identify the **three key stakeholders (a minimum of one internal and two external groups)** in the reopening of the park and describe each stakeholder’s interest in the organization.
    – Internal Stakeholders
    – Employees
    – Departments
    – Management
    – External Stakeholders
    – Customers
    – Suppliers
    – Lenders
    – Communities
    – Use the [Communication Grid Template](https://learn.snhu.edu/content/enforced/2012197-MBA-645-10311.202587-1/Course%20Documents/MBA%20645%20Communication%20Grid%20Template.docx?isCourseFile=true&ou=2012197) to complete this step.
    2. Identify and analyze the information about each stakeholder group and their need for communication. Use the Communication Grid Template to complete this step. Consider the following points:
    – Assessment of the **impact on stakeholder** (low, medium, or high) and explain why.
    – **Information needs and communication methods** of the stakeholder
    3. Identify two **crisis communication methods** for communicating with stakeholders.
    – What forms of communication can be used to quickly communicate with internal stakeholder groups?
    – What forms of communication can be used to communicate with external stakeholder groups?
    ## What to Submit
    Submit a 1- to 2-page Word document, which includes your responses and the completed Communication Grid Template, using double spacing, 12-point Times New Roman font, and one-inch margins. Your completed Communication Grid Template should be included within your paper, following the Introduction. Consult the [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on style.
    \
    MBA645CommunicationGridTemplate.docx](https://www.sweetstudy.com/files/mba645communicationgridtemplate-docx-10390297 "MBA645CommunicationGridTemplate.docx")
    \
    MBA645CommunicationGridTemplate1.docx](https://www.sweetstudy.com/files/mba645communicationgridtemplate1-docx-10390299 "MBA645CommunicationGridTemplate1.docx")

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## Prompt Complete the communication plan for the stakeholders of the organization in the course scenario. Refer to the [Exemplar Communication Grid](https://learn.snhu.edu/content/enforced/2012197-MBA-645-10311.202587-1/Course%20Documents/MBA%20645%20Exemplar%20Communication%20Grid.pdf?ou=2012197) …

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    Assignment Prompt & Instructions

    ## Prompt
    Complete the communication plan for the stakeholders of the organization in the course scenario. Refer to the [Exemplar Communication Grid](https://learn.snhu.edu/content/enforced/2012197-MBA-645-10311.202587-1/Course%20Documents/MBA%20645%20Exemplar%20Communication%20Grid.pdf?ou=2012197) for an example of how the template can be used.
    Specifically, you must address the following rubric criteria:
    1. Identify the **three key stakeholders (a minimum of one internal and two external groups)** in the reopening of the park and describe each stakeholder’s interest in the organization.
    – Internal Stakeholders
    – Employees
    – Departments
    – Management
    – External Stakeholders
    – Customers
    – Suppliers
    – Lenders
    – Communities
    – Use the [Communication Grid Template](https://learn.snhu.edu/content/enforced/2012197-MBA-645-10311.202587-1/Course%20Documents/MBA%20645%20Communication%20Grid%20Template.docx?isCourseFile=true&ou=2012197) to complete this step.
    2. Identify and analyze the information about each stakeholder group and their need for communication. Use the Communication Grid Template to complete this step. Consider the following points:
    – Assessment of the **impact on stakeholder** (low, medium, or high) and explain why.
    – **Information needs and communication methods** of the stakeholder
    3. Identify two **crisis communication methods** for communicating with stakeholders.
    – What forms of communication can be used to quickly communicate with internal stakeholder groups?
    – What forms of communication can be used to communicate with external stakeholder groups?
    ## What to Submit
    Submit a 1- to 2-page Word document, which includes your responses and the completed Communication Grid Template, using double spacing, 12-point Times New Roman font, and one-inch margins. Your completed Communication Grid Template should be included within your paper, following the Introduction. Consult the [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on style.

  • [Solved] Analysis Regarding a Behavioral Disorder

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Help with Craft an Analysis Regarding a Behavioral Disorder. – ## Lesson8Resources.docx – ## Lesson8instructions.docx **## Lesson8Resources.docx** **Lesson 8 Required Resources** · [**Predictors of Child and Adolescent Mental Health Treatment Outcome**](https://search.ebscohost.com/login.aspx?direct…

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    Assignment Prompt & Instructions

    Help with Craft an Analysis Regarding a Behavioral Disorder.

    – ## Lesson8Resources.docx

    – ## Lesson8instructions.docx

    **## Lesson8Resources.docx**

    **Lesson 8 Required Resources**

    ·
    [**Predictors of Child and Adolescent Mental Health Treatment Outcome**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=35361193&site=eds-live&scope=site&custid=natuniv)

    Edbrooke-Childs, J., Rashid, A., Ritchie, B., & Deighton, J. (2022). Predictors of child and adolescent mental health treatment outcome.
    _BMC Psychiatry, 22_(1), 229.

    ·
    [**Geographic Disparities in the Availability of Mental Health Services in U.S. Public Schools**](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9772127/)

    Graves, J. M., Abshire, D. A., Mackelprang, J. L., Dilley, J. A., Amiri, S., Chacon, C. M., & Mason, A. (2023). Geographic disparities in the availability of mental health services in US Public schools.
    _American Journal of Preventive Medicine, 64_(1), 1–8.

    ·
    [**A Multidimensional Examination of the Measurement of Treatment Engagement: Implications for Children’s Mental Health Services and Research**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F15374416.2021.1941057)

    Lakind, D., Bradley, W. J., Patel, A., Chorpita, B. F., & Becker, K. D. (2022). A multidimensional examination of the measurement of treatment engagement: Implications for children’s mental health services and research.
    _Journal of Clinical Child and Adolescent Psychology, 51_(4), 453–468.

    ·
    [**Factors Influencing Implementation of Evidence-Based Mental Health Interventions for Infants and Young Children**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.847B8D2E&site=eds-live&scope=site&custid=natuniv)

    Skale, G., Perez, H., & Williams, M. E. (2020). Factors Influencing Implementation of Evidence-Based Mental Health Interventions for Infants and Young Children.
    _The Journal of Behavioral Health Services & Research: Official Publication of the National Council for Behavioral Health, 47_(4), 493–508.

    **Lesson 8 Optional Resources**

    ·
    [**Evidence-based practices in child and family services**](https://www.rand.org/content/dam/rand/pubs/research_reports/RR700/RR797/RAND_RR797.pdf)

    Mattox, T. & Kilburn, R. (2014).
    _Evidence-based practices in child and family services._

    **Signature Assignment Resource**

    ·
    [**Ulrichs Web Database**](http://www.ulrichsweb.serialssolutions.com.eu1.proxy.openathens.net/)

    Ulrichs Web Database. (2023). Ulrich's Web Global Serials Directory.

    **## Lesson8instructions.docx**

    **Signature Analysis: Craft an Analysis Regarding a Behavioral Disorder**

    In this module, you will begin to put the pieces together regarding diagnosis and treatment for behavior disorders that emerge in childhood and adolescence. Best practices for services and treatments are those that are evidence-based. Evidence-based practice (EBP) assumes the presence of a coherent body of scientific knowledge relevant to a broad range of services that optimizes the effectiveness of interventions, treatments, or services. Effectively implemented EBP requires a contextual base, collaborative, and create a partnership among families, practitioners, and researchers. Children and adolescents should receive the best available evidence-based mental health care based on scientific knowledge and integrated with clinical expertise in the context of patient characteristics, culture, and preferences.

    Coordinated care in the children’s mental health system has often been fraught with fragmented services (juvenile justice, mental health, substance use), which more often work in a closed system. However, researchers and practitioners are now realizing that services and treatments must reach across these silos to work collaboratively.

    **Reference**

    American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., Text Revision). Washington, DC: American Psychiatric Association.

    **Learning Objectives**

    Examine the role of evidence-based interventions in child and adolescent psychopathology. (CLO 3)

    Analyze a childhood or adolescent diagnostic category in-depth. (CLO 1, 2, 3, 4)

    Evaluate the role of the family and sociobiocultural influences in the classifications of an abnormal child and adolescent development. (CLO 1, 2, 4)

    **Evidence-based Interventions**

    You have learned that childhood and adolescence can be problematic developmental periods. Many children and adolescents (and their families) often cannot work through the behavior disorders that have been described alone – they need professional help and support. Fortunately, researchers have developed several clinical modalities that have been found to be effective and well-researched regarding promising practices in working with children and adolescents. These practices are referred to as evidence-based practices. The hallmark of a good clinician is to work from an evidence-based treatment modality and perspective. Without these practices, clinicians can find themselves working without a net. Evidence-based practices involve the best available research evidence regarding whether and why a treatment works, clinical expertise to quickly identify a patient's unique health state and diagnosis, their individual risks and benefits of potential interventions, and client preferences and values.

    Some very effective programs include Cognitive Behavioral Therapy for Adolescent Depression, Motivational Interviewing, Seven Challenges Substance Abuse Interventions, and Trauma Focused Cognitive Behavioral Therapy.

    Be sure to review this week's resources carefully.  You are expected to apply the information from these resources when you prepare your assignments.

    Reference

    Mattox, T. & Kilburn, R. (2014). Evidence-based practices in child and family services.

    **Background**

    Your signature assignment is to craft an analysis regarding a disorder that spans both childhood and adolescence. In your analysis, please choose one disorder that you have studied in this course.

    Identify the disorder and its diagnostic criteria; discuss the progression of the behavioral disorder. Identify possible risk factors and possible family characteristics that may contribute to the disorder. Discuss treatment options for this disorder based on Evidence-Based Practices that are based on theories and research. Discuss and identify ways to engage family members in treatment interventions. Lastly, provide your own ‘take-away’ about the disorder, and how you, as a clinician, would reach out to a child or adolescent with this behavioral disorder.

    **Instructions**

    For this project, please include the following in your analysis:

    · Provide an overview of the behavioral disorder selected; this must be a disorder that spans both childhood and adolescence. Identify the disorder’s diagnostic criteria and discuss the progression of the behavioral disorder.

    · Review the theories that help us understand this disorder across childhood and adolescence. Include information about possible risk factors and possible family characteristics that may contribute to the disorder.

    · Explain how the disorder impacts the three domains of development (physical, cognitive, and psychosocial).

    · Discuss evidence-based treatment options that you believe will work best in addressing the symptoms for the behavioral disorder treatment. Discuss and identify ways to engage family members in treatment interventions.

    · Lastly, provide your own ‘take-away’ about the disorder, and how a clinician would reach out to a child or adolescent with this behavioral disorder.

    **Length:** 10 – 12 pages, not including title and reference pages

    **References:** Include a minimum of nine scholarly resources, at least six of which are recent (published within the last 5-7 years).

    Your proposal should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    **## Lesson8instructions.docx**

    **Signature Analysis: Craft an Analysis Regarding a Behavioral Disorder**

    In this module, you will begin to put the pieces together regarding diagnosis and treatment for behavior disorders that emerge in childhood and adolescence. Best practices for services and treatments are those that are evidence-based. Evidence-based practice (EBP) assumes the presence of a coherent body of scientific knowledge relevant to a broad range of services that optimizes the effectiveness of interventions, treatments, or services. Effectively implemented EBP requires a contextual base, collaborative, and create a partnership among families, practitioners, and researchers. Children and adolescents should receive the best available evidence-based mental health care based on scientific knowledge and integrated with clinical expertise in the context of patient characteristics, culture, and preferences.

    Coordinated care in the children’s mental health system has often been fraught with fragmented services (juvenile justice, mental health, substance use), which more often work in a closed system. However, researchers and practitioners are now realizing that services and treatments must reach across these silos to work collaboratively.

    **Reference**

    American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., Text Revision). Washington, DC: American Psychiatric Association.

    **Learning Objectives**

    Examine the role of evidence-based interventions in child and adolescent psychopathology. (CLO 3)

    Analyze a childhood or adolescent diagnostic category in-depth. (CLO 1, 2, 3, 4)

    Evaluate the role of the family and sociobiocultural influences in the classifications of an abnormal child and adolescent development. (CLO 1, 2, 4)

    **Evidence-based Interventions**

    You have learned that childhood and adolescence can be problematic developmental periods. Many children and adolescents (and their families) often cannot work through the behavior disorders that have been described alone – they need professional help and support. Fortunately, researchers have developed several clinical modalities that have been found to be effective and well-researched regarding promising practices in working with children and adolescents. These practices are referred to as evidence-based practices. The hallmark of a good clinician is to work from an evidence-based treatment modality and perspective. Without these practices, clinicians can find themselves working without a net. Evidence-based practices involve the best available research evidence regarding whether and why a treatment works, clinical expertise to quickly identify a patient's unique health state and diagnosis, their individual risks and benefits of potential interventions, and client preferences and values.

    Some very effective programs include Cognitive Behavioral Therapy for Adolescent Depression, Motivational Interviewing, Seven Challenges Substance Abuse Interventions, and Trauma Focused Cognitive Behavioral Therapy.

    Be sure to review this week's resources carefully.  You are expected to apply the information from these resources when you prepare your assignments.

    Reference

    Mattox, T. & Kilburn, R. (2014). Evidence-based practices in child and family services.

    **Background**

    Your signature assignment is to craft an analysis regarding a disorder that spans both childhood and adolescence. In your analysis, please choose one disorder that you have studied in this course.

    Identify the disorder and its diagnostic criteria; discuss the progression of the behavioral disorder. Identify possible risk factors and possible family characteristics that may contribute to the disorder. Discuss treatment options for this disorder based on Evidence-Based Practices that are based on theories and research. Discuss and identify ways to engage family members in treatment interventions. Lastly, provide your own ‘take-away’ about the disorder, and how you, as a clinician, would reach out to a child or adolescent with this behavioral disorder.

    **Instructions**

    For this project, please include the following in your analysis:

    · Provide an overview of the behavioral disorder selected; this must be a disorder that spans both childhood and adolescence. Identify the disorder’s diagnostic criteria and discuss the progression of the behavioral disorder.

    · Review the theories that help us understand this disorder across childhood and adolescence. Include information about possible risk factors and possible family characteristics that may contribute to the disorder.

    · Explain how the disorder impacts the three domains of development (physical, cognitive, and psychosocial).

    · Discuss evidence-based treatment options that you believe will work best in addressing the symptoms for the behavioral disorder treatment. Discuss and identify ways to engage family members in treatment interventions.

    · Lastly, provide your own ‘take-away’ about the disorder, and how a clinician would reach out to a child or adolescent with this behavioral disorder.

    **Length:** 10 – 12 pages, not including title and reference pages

    **References:** Include a minimum of nine scholarly resources, at least six of which are recent (published within the last 5-7 years).

    Your proposal should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    **## Lesson8Resources.docx**

    **Lesson 8 Required Resources**

    ·
    [**Predictors of Child and Adolescent Mental Health Treatment Outcome**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=35361193&site=eds-live&scope=site&custid=natuniv)

    Edbrooke-Childs, J., Rashid, A., Ritchie, B., & Deighton, J. (2022). Predictors of child and adolescent mental health treatment outcome.
    _BMC Psychiatry, 22_(1), 229.

    ·
    [**Geographic Disparities in the Availability of Mental Health Services in U.S. Public Schools**](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9772127/)

    Graves, J. M., Abshire, D. A., Mackelprang, J. L., Dilley, J. A., Amiri, S., Chacon, C. M., & Mason, A. (2023). Geographic disparities in the availability of mental health services in US Public schools.
    _American Journal of Preventive Medicine, 64_(1), 1–8.

    ·
    [**A Multidimensional Examination of the Measurement of Treatment Engagement: Implications for Children’s Mental Health Services and Research**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F15374416.2021.1941057)

    Lakind, D., Bradley, W. J., Patel, A., Chorpita, B. F., & Becker, K. D. (2022). A multidimensional examination of the measurement of treatment engagement: Implications for children’s mental health services and research.
    _Journal of Clinical Child and Adolescent Psychology, 51_(4), 453–468.

    ·
    [**Factors Influencing Implementation of Evidence-Based Mental Health Interventions for Infants and Young Children**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.847B8D2E&site=eds-live&scope=site&custid=natuniv)

    Skale, G., Perez, H., & Williams, M. E. (2020). Factors Influencing Implementation of Evidence-Based Mental Health Interventions for Infants and Young Children.
    _The Journal of Behavioral Health Services & Research: Official Publication of the National Council for Behavioral Health, 47_(4), 493–508.

    **Lesson 8 Optional Resources**

    ·
    [**Evidence-based practices in child and family services**](https://www.rand.org/content/dam/rand/pubs/research_reports/RR700/RR797/RAND_RR797.pdf)

    Mattox, T. & Kilburn, R. (2014).
    _Evidence-based practices in child and family services._

    **Signature Assignment Resource**

    ·
    [**Ulrichs Web Database**](http://www.ulrichsweb.serialssolutions.com.eu1.proxy.openathens.net/)

    Ulrichs Web Database. (2023). Ulrich's Web Global Serials Directory.

    **## Lesson8instructions.docx**

    **Signature Analysis: Craft an Analysis Regarding a Behavioral Disorder**

    In this module, you will begin to put the pieces together regarding diagnosis and treatment for behavior disorders that emerge in childhood and adolescence. Best practices for services and treatments are those that are evidence-based. Evidence-based practice (EBP) assumes the presence of a coherent body of scientific knowledge relevant to a broad range of services that optimizes the effectiveness of interventions, treatments, or services. Effectively implemented EBP requires a contextual base, collaborative, and create a partnership among families, practitioners, and researchers. Children and adolescents should receive the best available evidence-based mental health care based on scientific knowledge and integrated with clinical expertise in the context of patient characteristics, culture, and preferences.

    Coordinated care in the children’s mental health system has often been fraught with fragmented services (juvenile justice, mental health, substance use), which more often work in a closed system. However, researchers and practitioners are now realizing that services and treatments must reach across these silos to work collaboratively.

    **Reference**

    American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., Text Revision). Washington, DC: American Psychiatric Association.

    **Learning Objectives**

    Examine the role of evidence-based interventions in child and adolescent psychopathology. (CLO 3)

    Analyze a childhood or adolescent diagnostic category in-depth. (CLO 1, 2, 3, 4)

    Evaluate the role of the family and sociobiocultural influences in the classifications of an abnormal child and adolescent development. (CLO 1, 2, 4)

    **Evidence-based Interventions**

    You have learned that childhood and adolescence can be problematic developmental periods. Many children and adolescents (and their families) often cannot work through the behavior disorders that have been described alone – they need professional help and support. Fortunately, researchers have developed several clinical modalities that have been found to be effective and well-researched regarding promising practices in working with children and adolescents. These practices are referred to as evidence-based practices. The hallmark of a good clinician is to work from an evidence-based treatment modality and perspective. Without these practices, clinicians can find themselves working without a net. Evidence-based practices involve the best available research evidence regarding whether and why a treatment works, clinical expertise to quickly identify a patient's unique health state and diagnosis, their individual risks and benefits of potential interventions, and client preferences and values.

    Some very effective programs include Cognitive Behavioral Therapy for Adolescent Depression, Motivational Interviewing, Seven Challenges Substance Abuse Interventions, and Trauma Focused Cognitive Behavioral Therapy.

    Be sure to review this week's resources carefully.  You are expected to apply the information from these resources when you prepare your assignments.

    Reference

    Mattox, T. & Kilburn, R. (2014). Evidence-based practices in child and family services.

    **Background**

    Your signature assignment is to craft an analysis regarding a disorder that spans both childhood and adolescence. In your analysis, please choose one disorder that you have studied in this course.

    Identify the disorder and its diagnostic criteria; discuss the progression of the behavioral disorder. Identify possible risk factors and possible family characteristics that may contribute to the disorder. Discuss treatment options for this disorder based on Evidence-Based Practices that are based on theories and research. Discuss and identify ways to engage family members in treatment interventions. Lastly, provide your own ‘take-away’ about the disorder, and how you, as a clinician, would reach out to a child or adolescent with this behavioral disorder.

    **Instructions**

    For this project, please include the following in your analysis:

    · Provide an overview of the behavioral disorder selected; this must be a disorder that spans both childhood and adolescence. Identify the disorder’s diagnostic criteria and discuss the progression of the behavioral disorder.

    · Review the theories that help us understand this disorder across childhood and adolescence. Include information about possible risk factors and possible family characteristics that may contribute to the disorder.

    · Explain how the disorder impacts the three domains of development (physical, cognitive, and psychosocial).

    · Discuss evidence-based treatment options that you believe will work best in addressing the symptoms for the behavioral disorder treatment. Discuss and identify ways to engage family members in treatment interventions.

    · Lastly, provide your own ‘take-away’ about the disorder, and how a clinician would reach out to a child or adolescent with this behavioral disorder.

    **Length:** 10 – 12 pages, not including title and reference pages

    **References:** Include a minimum of nine scholarly resources, at least six of which are recent (published within the last 5-7 years).

    Your proposal should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    **## Lesson8Resources.docx**

    **Lesson 8 Required Resources**

    ·
    [**Predictors of Child and Adolescent Mental Health Treatment Outcome**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=mdc&AN=35361193&site=eds-live&scope=site&custid=natuniv)

    Edbrooke-Childs, J., Rashid, A., Ritchie, B., & Deighton, J. (2022). Predictors of child and adolescent mental health treatment outcome.
    _BMC Psychiatry, 22_(1), 229.

    ·
    [**Geographic Disparities in the Availability of Mental Health Services in U.S. Public Schools**](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9772127/)

    Graves, J. M., Abshire, D. A., Mackelprang, J. L., Dilley, J. A., Amiri, S., Chacon, C. M., & Mason, A. (2023). Geographic disparities in the availability of mental health services in US Public schools.
    _American Journal of Preventive Medicine, 64_(1), 1–8.

    ·
    [**A Multidimensional Examination of the Measurement of Treatment Engagement: Implications for Children’s Mental Health Services and Research**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F15374416.2021.1941057)

    Lakind, D., Bradley, W. J., Patel, A., Chorpita, B. F., & Becker, K. D. (2022). A multidimensional examination of the measurement of treatment engagement: Implications for children’s mental health services and research.
    _Journal of Clinical Child and Adolescent Psychology, 51_(4), 453–468.

    ·
    [**Factors Influencing Implementation of Evidence-Based Mental Health Interventions for Infants and Young Children**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.847B8D2E&site=eds-live&scope=site&custid=natuniv)

    Skale, G., Perez, H., & Williams, M. E. (2020). Factors Influencing Implementation of Evidence-Based Mental Health Interventions for Infants and Young Children.
    _The Journal of Behavioral Health Services & Research: Official Publication of the National Council for Behavioral Health, 47_(4), 493–508.

    **Lesson 8 Optional Resources**

    ·
    [**Evidence-based practices in child and family services**](https://www.rand.org/content/dam/rand/pubs/research_reports/RR700/RR797/RAND_RR797.pdf)

    Mattox, T. & Kilburn, R. (2014).
    _Evidence-based practices in child and family services._

    **Signature Assignment Resource**

    ·
    [**Ulrichs Web Database**](http://www.ulrichsweb.serialssolutions.com.eu1.proxy.openathens.net/)

    Ulrichs Web Database. (2023). Ulrich's Web Global Serials Directory.

    **## Lesson8instructions.docx**

    **Signature Analysis: Craft an Analysis Regarding a Behavioral Disorder**

    In this module, you will begin to put the pieces together regarding diagnosis and treatment for behavior disorders that emerge in childhood and adolescence. Best practices for services and treatments are those that are evidence-based. Evidence-based practice (EBP) assumes the presence of a coherent body of scientific knowledge relevant to a broad range of services that optimizes the effectiveness of interventions, treatments, or services. Effectively implemented EBP requires a contextual base, collaborative, and create a partnership among families, practitioners, and researchers. Children and adolescents should receive the best available evidence-based mental health care based on scientific knowledge and integrated with clinical expertise in the context of patient characteristics, culture, and preferences.

    Coordinated care in the children’s mental health system has often been fraught with fragmented services (juvenile justice, mental health, substance use), which more often work in a closed system. However, researchers and practitioners are now realizing that services and treatments must reach across these silos to work collaboratively.

    **Reference**

    American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., Text Revision). Washington, DC: American Psychiatric Association.

    **Learning Objectives**

    Examine the role of evidence-based interventions in child and adolescent psychopathology. (CLO 3)

    Analyze a childhood or adolescent diagnostic category in-depth. (CLO 1, 2, 3, 4)

    Evaluate the role of the family and sociobiocultural influences in the classifications of an abnormal child and adolescent development. (CLO 1, 2, 4)

    **Evidence-based Interventions**

    You have learned that childhood and adolescence can be problematic developmental periods. Many children and adolescents (and their families) often cannot work through the behavior disorders that have been described alone – they need professional help and support. Fortunately, researchers have developed several clinical modalities that have been found to be effective and well-researched regarding promising practices in working with children and adolescents. These practices are referred to as evidence-based practices. The hallmark of a good clinician is to work from an evidence-based treatment modality and perspective. Without these practices, clinicians can find themselves working without a net. Evidence-based practices involve the best available research evidence regarding whether and why a treatment works, clinical expertise to quickly identify a patient's unique health state and diagnosis, their individual risks and benefits of potential interventions, and client preferences and values.

    Some very effective programs include Cognitive Behavioral Therapy for Adolescent Depression, Motivational Interviewing, Seven Challenges Substance Abuse Interventions, and Trauma Focused Cognitive Behavioral Therapy.

    Be sure to review this week's resources carefully.  You are expected to apply the information from these resources when you prepare your assignments.

    Reference

    Mattox, T. & Kilburn, R. (2014). Evidence-based practices in child and family services.

    **Background**

    Your signature assignment is to craft an analysis regarding a disorder that spans both childhood and adolescence. In your analysis, please choose one disorder that you have studied in this course.

    Identify the disorder and its diagnostic criteria; discuss the progression of the behavioral disorder. Identify possible risk factors and possible family characteristics that may contribute to the disorder. Discuss treatment options for this disorder based on Evidence-Based Practices that are based on theories and research. Discuss and identify ways to engage family members in treatment interventions. Lastly, provide your own ‘take-away’ about the disorder, and how you, as a clinician, would reach out to a child or adolescent with this behavioral disorder.

    **Instructions**

    For this project, please include the following in your analysis:

    · Provide an overview of the behavioral disorder selected; this must be a disorder that spans both childhood and adolescence. Identify the disorder’s diagnostic criteria and discuss the progression of the behavioral disorder.

    · Review the theories that help us understand this disorder across childhood and adolescence. Include information about possible risk factors and possible family characteristics that may contribute to the disorder.

    · Explain how the disorder impacts the three domains of development (physical, cognitive, and psychosocial).

    · Discuss evidence-based treatment options that you believe will work best in addressing the symptoms for the behavioral disorder treatment. Discuss and identify ways to engage family members in treatment interventions.

    · Lastly, provide your own ‘take-away’ about the disorder, and how a clinician would reach out to a child or adolescent with this behavioral disorder.

    **Length:** 10 – 12 pages, not including title and reference pages

    **References:** Include a minimum of nine scholarly resources, at least six of which are recent (published within the last 5-7 years).

    Your proposal should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    – 1
    – 2

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