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  • [Solved] Science Investigation

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    Put the items below together in a Powerpoint slide show to explain your investigation or experiment. 01. Cover Slide: Picture of an introduction to your experiment (1 slide) 02. Title: catchy, but reveals what the investigation was about (1 slide) 03. Photographs of: materials, set up, investigation…

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    Assignment Prompt & Instructions

    Put the items below together in a Powerpoint slide show to explain your investigation or experiment.
    01. Cover Slide: Picture of an introduction to your experiment (1 slide)
    02. Title: catchy, but reveals what the investigation was about (1 slide)
    03. Photographs of: materials, set up, investigation sequence (? Slides)
    04. Hypothesis Question: clearly stated (1 slide)
    05. Materials: listed clearly (1-2 slide(s))
    06. Procedures: clearly stated and based on ability to replicate study (1-2 slide(s))
    07. Data Gathering: how you collected your data clearly explained (1-2 slide(s))
    08. Data Analysis: how you interpreted your data clearly explained (1-2 slide(s))
    09. Findings/Results: based on analysis and logically presented (1-2 slide(s))
    10. Conclusions: presented based on evidence and results (1 slide)

  • [Solved] WK5 ASSIGNMENT HP-214

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    COMPLETE WITH ALL INFO PROVIDED – ## WK5LECTURE2HP-214.docx – ## WK5ASSIGNMENTHP-214.docx – ## WK5LECTUREHP-214.docx – NUCCManualWK5INFOHP-214.pdf **## WK5LECTURE2HP-214.docx** Reimbursement Methodologies – Week 5 Lecture 2 Clean vs. Dirty CMS1500/UB04 Claims A clean claim is a submitted claim witho…

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    Assignment Prompt & Instructions

    COMPLETE WITH ALL INFO PROVIDED

    – ## WK5LECTURE2HP-214.docx

    – ## WK5ASSIGNMENTHP-214.docx

    – ## WK5LECTUREHP-214.docx

    – NUCCManualWK5INFOHP-214.pdf

    **## WK5LECTURE2HP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 2

    Clean vs. Dirty CMS1500/UB04 Claims

    A clean claim is a submitted claim without any errors or other issues, including incomplete documentation that delays timely payment.

    There are several required elements for a clean claim, and medical bills are denied if elements are incomplete, illegible, or inaccurate. A clean claim meets all the following requirements:

    ·       Identifies the health professional, health facility, home health care provider or durable medical equipment provider who provided service sufficiently to verify, if necessary, affiliation status and includes any identifying numbers.

    ·       Sufficiently identifies the patient and health plan subscriber.

    ·       Lists the date and place of service.

    ·       Is a claim for covered services for an eligible individual?

    ·       If necessary, substantiates the medical necessity and appropriateness of the service provided.

    ·       If prior authorization is required for certain patient services, contains information sufficient to establish that prior authorization was obtained.

    ·       Identifies the service rendered using a generally accepted system of procedure or service coding.

    ·       Includes additional documentation based upon services rendered as reasonably required by the health plan.

    A dirty claim is a claim submitted with errors or one that requires manual processing to resolve problems or is rejected for payment.

    **## WK5ASSIGNMENTHP-214.docx**

    WK5 ASSIGNMENT HP-214

    Health Insurance Calculations – Medicare Participating Provider

    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Use the attached assignment document to complete and submit for grading.

    **Health Insurance Calculations – Medicare Participating Provider**
    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Specific tips are:

    · Participating provider receives the full amount listed on the Medicare Physician’s Fee Schedule (MPFS or PFS).

    · The copay may be paid by the patient or supplemental insurance.

    **Analyze** a scenario to determine monetary responsibility for a visit.

    Calculate the figures for each category under both scenarios.
    **Scenario 1A**
    **Calculate the following amounts for a participating provider who bills Medicare and has no deductible left.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Coinsurance amount (20% paid by)                                     $

    Medicare payment (80 percent of the PFS)                         $

    Provider write-off                                                                  $
    **Scenario 1B**
    **Calculate the following amounts for a participating provider who bills Medicare and the remaining annual deductible for the patient.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Patient pays $100 remaining on their deductible                  $

    Remaining amount for Insurance and patient to pay            $

    (PFS – $100)

    Coinsurance amount (20% of remaining amount)                $

    Total paid by patient (deductible & 20% of remaining)         $

    Medicare payment (80 percent of the remaining amount)   $

    Provider write-off

    **## WK5LECTUREHP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 1

    Medicare and Accurate Completion of the CMS-1500

    This is the last week that we will be discussing Medicare and the completion of the CMS-1500 claim form in specific terms. Medicare is a federal health insurance program that provides benefits to seniors and those with disabilities and certain illnesses. Medicare has four parts. Part A covers hospitals, nursing facilities, and home health services. Part B covers outpatient services like doctor visits, diagnostic tests, and medical equipment. Part D covers prescription drugs, and Part C, also known as Medicare Advantage, is contracted to private insurance carriers and may offer a variety of additional benefits. While Part A is typically free, Parts B, C, and D come with premiums and deductibles. General Medicare eligibility rules include individuals, or their spouses, who have worked at least 10 years in Medicare-covered employment, who are minimum of 65 years old, and are citizens or permanent residents of the United States. Individuals also qualify for coverage if they are younger than 65 and have a disability or end-stage renal disease (ESRD). The cost for beneficiaries continues to rise slightly in 2020. The standard monthly premium for Medicare Part B enrollees will be $144.60 for 2020 and has a deductible of $198. The Medicare Part A inpatient hospital deductible that beneficiaries will pay when admitted to the hospital will be $1,408 in 2020. The Part A inpatient hospital deductible covers beneficiaries’ share of costs for the first 60 days of Medicare-covered inpatient hospital care in a benefit period.

    The forms that we use to bill health insurance carriers were developed by the National Uniform Claim Committee (NUCC) which is led by the American Medical Association (AMA) with assistance from CMS. The CMS-1500, formerly known as the HCFA-1500, was for many years the universal health claim, meaning that it was accepted by most payers. HIPAA now requires electronic transmission of claims except from very small practices and those that never send any kind of electronic health care transactions. Only these providers can still mail or fax paper claims. Electronic transmission of the HIPAA claim is mandated for all other physician practices. The most current version of these forms is the 02/12 form which has been required since October 1, 2014.

    The HIPAA-mandated electronic transaction for claims form, or the 837P claim, is based on the CMS-1500 claim, which is a paper claim form. The “P” in 837P stands for professional and because this is the form required for outpatient provider services. There is also an 837I, which is used for Institutions, such as hospitals. The paper counterpart for the 837I form is the UB-04.  The information on the paper claim and on the electronic transaction is essentially the same with a few exceptions. The HIPAA claim contains data elements that are structured in the five major sections of the HIPAA 837 transaction. These five major sections include: provider information; subscriber information; payer information; claim information; and service line information. This claim contains 33 item numbers (INs), or information boxes. Item numbers 1-13 refer to the patient and the patient's insurance coverage. This information is entered based on the patient information form and the patient insurance card. Item numbers 14-33 contain information about the provider and the patient's condition, including diagnoses, procedures, and charges.

    Do not be overwhelmed by the idea that there are 33 separate instructions for each of the 33 boxes on these forms. For the most part the instructions have similar guidelines about punctuation and formatting. First, always write everything in CAPITAL letters. Insurance carriers typically use optical character recognition (OCR) to process paper CMS-1500 claim forms. This means that claims will be processed more rapidly, without excessive denials, when the forms are typewritten using black ink and in a font such as Pica 10 or 12-point typeface. Use an ink jet or laser printer rather than a dot matrix, which is more difficult for OCR systems to read. For all claims, both paper and electronic, do not use special characters, (dollar signs, decimals, dashes, asterisk, or backslashes) unless otherwise specified. All identification numbers (social security, NPI, etc.) should be written without spaces or punctuation. As difficult as it may be, because it feels lacking in specificity, do not put decimals in the ICD-10 codes. Also, it is required that the patient’s date of birth (DOB) is written using 8 digits, mm dd yyyy, with a space between month, day, and year. It is also required that the rest of the dates are consistently written as either 6 or 8-digit, but not a mix of the two. It simplifies instructions if you just choose to always use the 8-digit formatting throughout the claim form. The rest of the instructions are straightforward with the exception of how to handle claims where the provider is not a physician.

    Non-physician providers (NPP), such as Physician’s Assistants (PAs) and Nurse Practitioners (NPs), can bill under their own names and NPI and receive 85 percent of the Medicare physician fee schedule (MPFS) rate. But physicians often work with NPPs on an incident-to basis. That permits the practice to bill for services provided by an NPP and supervised by a physician at the full MPFS rate, as if the physician personally performed the service. Effectively using incident-to rules can allow a practice to enhance revenues by ensuring that much of the NPP's time rendering services is billed at a higher rate and is increasing the range of services the practice offers. To qualify for incident-to designation, the services must meet certain requirements. Some requirements include:

    ·       Must relate to a service initially performed by the physician.

    ·       Must be performed under direct supervision – when the physician is in the office suite/building.

    ·       Cannot be billed when more than 50 percent of the visit is for counseling or care coordination.

    These specific requirements only apply to Medicare, but some private insurance plans allow incident-to billing using similar rules. When billing an incident-to scenario, the supervising physician will be listed in box 17 with the NPP listed in box 24J.

    It is highly recommended that you print out and use the NUCC instruction booklet (included under assigned reading). There are high-lighted areas within the booklet. You can add extra notes for Medicare and additional insurance types when we cover them in weeks 6-8.

    The following information is designed to help you to understand and complete the assignment scenarios found this week through the end of the course. We talked about the insurance terms that are most important when billing. There was an emphasis on a provider who was in “network”, or a “participating provider.” If a provider participates with an insurance carrier, they have a written contract agreeing that they will accept the allowed amount, as determined by the insurance carrier. We are now going to add to that concept by addressing non-participating providers who may, or may not, agree to accept assignment. Essentially, “assignment” means that a provider, or supplier, agrees to accept an insurance-approved amount as full payment for covered services.

    If a provider does not have a contractual agreement and does not wish to accept what the insurance carrier allows, they are a “non-participating provider” who does not “accept assignment”. It is important to note that a provider who does not participate can still opt to accept assignment on just a particular claim or for specific services. This later provider is called a “non-participating provider” who “accepts assignment”. These terms become very important when determining the financial responsibilities for the patient, insurance carrier and the provider.

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    **## WK5LECTURE2HP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 2

    Clean vs. Dirty CMS1500/UB04 Claims

    A clean claim is a submitted claim without any errors or other issues, including incomplete documentation that delays timely payment.

    There are several required elements for a clean claim, and medical bills are denied if elements are incomplete, illegible, or inaccurate. A clean claim meets all the following requirements:

    ·       Identifies the health professional, health facility, home health care provider or durable medical equipment provider who provided service sufficiently to verify, if necessary, affiliation status and includes any identifying numbers.

    ·       Sufficiently identifies the patient and health plan subscriber.

    ·       Lists the date and place of service.

    ·       Is a claim for covered services for an eligible individual?

    ·       If necessary, substantiates the medical necessity and appropriateness of the service provided.

    ·       If prior authorization is required for certain patient services, contains information sufficient to establish that prior authorization was obtained.

    ·       Identifies the service rendered using a generally accepted system of procedure or service coding.

    ·       Includes additional documentation based upon services rendered as reasonably required by the health plan.

    A dirty claim is a claim submitted with errors or one that requires manual processing to resolve problems or is rejected for payment.

    **## WK5ASSIGNMENTHP-214.docx**

    WK5 ASSIGNMENT HP-214

    Health Insurance Calculations – Medicare Participating Provider

    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Use the attached assignment document to complete and submit for grading.

    **Health Insurance Calculations – Medicare Participating Provider**
    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Specific tips are:

    · Participating provider receives the full amount listed on the Medicare Physician’s Fee Schedule (MPFS or PFS).

    · The copay may be paid by the patient or supplemental insurance.

    **Analyze** a scenario to determine monetary responsibility for a visit.

    Calculate the figures for each category under both scenarios.
    **Scenario 1A**
    **Calculate the following amounts for a participating provider who bills Medicare and has no deductible left.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Coinsurance amount (20% paid by)                                     $

    Medicare payment (80 percent of the PFS)                         $

    Provider write-off                                                                  $
    **Scenario 1B**
    **Calculate the following amounts for a participating provider who bills Medicare and the remaining annual deductible for the patient.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Patient pays $100 remaining on their deductible                  $

    Remaining amount for Insurance and patient to pay            $

    (PFS – $100)

    Coinsurance amount (20% of remaining amount)                $

    Total paid by patient (deductible & 20% of remaining)         $

    Medicare payment (80 percent of the remaining amount)   $

    Provider write-off

    **## WK5LECTUREHP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 1

    Medicare and Accurate Completion of the CMS-1500

    This is the last week that we will be discussing Medicare and the completion of the CMS-1500 claim form in specific terms. Medicare is a federal health insurance program that provides benefits to seniors and those with disabilities and certain illnesses. Medicare has four parts. Part A covers hospitals, nursing facilities, and home health services. Part B covers outpatient services like doctor visits, diagnostic tests, and medical equipment. Part D covers prescription drugs, and Part C, also known as Medicare Advantage, is contracted to private insurance carriers and may offer a variety of additional benefits. While Part A is typically free, Parts B, C, and D come with premiums and deductibles. General Medicare eligibility rules include individuals, or their spouses, who have worked at least 10 years in Medicare-covered employment, who are minimum of 65 years old, and are citizens or permanent residents of the United States. Individuals also qualify for coverage if they are younger than 65 and have a disability or end-stage renal disease (ESRD). The cost for beneficiaries continues to rise slightly in 2020. The standard monthly premium for Medicare Part B enrollees will be $144.60 for 2020 and has a deductible of $198. The Medicare Part A inpatient hospital deductible that beneficiaries will pay when admitted to the hospital will be $1,408 in 2020. The Part A inpatient hospital deductible covers beneficiaries’ share of costs for the first 60 days of Medicare-covered inpatient hospital care in a benefit period.

    The forms that we use to bill health insurance carriers were developed by the National Uniform Claim Committee (NUCC) which is led by the American Medical Association (AMA) with assistance from CMS. The CMS-1500, formerly known as the HCFA-1500, was for many years the universal health claim, meaning that it was accepted by most payers. HIPAA now requires electronic transmission of claims except from very small practices and those that never send any kind of electronic health care transactions. Only these providers can still mail or fax paper claims. Electronic transmission of the HIPAA claim is mandated for all other physician practices. The most current version of these forms is the 02/12 form which has been required since October 1, 2014.

    The HIPAA-mandated electronic transaction for claims form, or the 837P claim, is based on the CMS-1500 claim, which is a paper claim form. The “P” in 837P stands for professional and because this is the form required for outpatient provider services. There is also an 837I, which is used for Institutions, such as hospitals. The paper counterpart for the 837I form is the UB-04.  The information on the paper claim and on the electronic transaction is essentially the same with a few exceptions. The HIPAA claim contains data elements that are structured in the five major sections of the HIPAA 837 transaction. These five major sections include: provider information; subscriber information; payer information; claim information; and service line information. This claim contains 33 item numbers (INs), or information boxes. Item numbers 1-13 refer to the patient and the patient's insurance coverage. This information is entered based on the patient information form and the patient insurance card. Item numbers 14-33 contain information about the provider and the patient's condition, including diagnoses, procedures, and charges.

    Do not be overwhelmed by the idea that there are 33 separate instructions for each of the 33 boxes on these forms. For the most part the instructions have similar guidelines about punctuation and formatting. First, always write everything in CAPITAL letters. Insurance carriers typically use optical character recognition (OCR) to process paper CMS-1500 claim forms. This means that claims will be processed more rapidly, without excessive denials, when the forms are typewritten using black ink and in a font such as Pica 10 or 12-point typeface. Use an ink jet or laser printer rather than a dot matrix, which is more difficult for OCR systems to read. For all claims, both paper and electronic, do not use special characters, (dollar signs, decimals, dashes, asterisk, or backslashes) unless otherwise specified. All identification numbers (social security, NPI, etc.) should be written without spaces or punctuation. As difficult as it may be, because it feels lacking in specificity, do not put decimals in the ICD-10 codes. Also, it is required that the patient’s date of birth (DOB) is written using 8 digits, mm dd yyyy, with a space between month, day, and year. It is also required that the rest of the dates are consistently written as either 6 or 8-digit, but not a mix of the two. It simplifies instructions if you just choose to always use the 8-digit formatting throughout the claim form. The rest of the instructions are straightforward with the exception of how to handle claims where the provider is not a physician.

    Non-physician providers (NPP), such as Physician’s Assistants (PAs) and Nurse Practitioners (NPs), can bill under their own names and NPI and receive 85 percent of the Medicare physician fee schedule (MPFS) rate. But physicians often work with NPPs on an incident-to basis. That permits the practice to bill for services provided by an NPP and supervised by a physician at the full MPFS rate, as if the physician personally performed the service. Effectively using incident-to rules can allow a practice to enhance revenues by ensuring that much of the NPP's time rendering services is billed at a higher rate and is increasing the range of services the practice offers. To qualify for incident-to designation, the services must meet certain requirements. Some requirements include:

    ·       Must relate to a service initially performed by the physician.

    ·       Must be performed under direct supervision – when the physician is in the office suite/building.

    ·       Cannot be billed when more than 50 percent of the visit is for counseling or care coordination.

    These specific requirements only apply to Medicare, but some private insurance plans allow incident-to billing using similar rules. When billing an incident-to scenario, the supervising physician will be listed in box 17 with the NPP listed in box 24J.

    It is highly recommended that you print out and use the NUCC instruction booklet (included under assigned reading). There are high-lighted areas within the booklet. You can add extra notes for Medicare and additional insurance types when we cover them in weeks 6-8.

    The following information is designed to help you to understand and complete the assignment scenarios found this week through the end of the course. We talked about the insurance terms that are most important when billing. There was an emphasis on a provider who was in “network”, or a “participating provider.” If a provider participates with an insurance carrier, they have a written contract agreeing that they will accept the allowed amount, as determined by the insurance carrier. We are now going to add to that concept by addressing non-participating providers who may, or may not, agree to accept assignment. Essentially, “assignment” means that a provider, or supplier, agrees to accept an insurance-approved amount as full payment for covered services.

    If a provider does not have a contractual agreement and does not wish to accept what the insurance carrier allows, they are a “non-participating provider” who does not “accept assignment”. It is important to note that a provider who does not participate can still opt to accept assignment on just a particular claim or for specific services. This later provider is called a “non-participating provider” who “accepts assignment”. These terms become very important when determining the financial responsibilities for the patient, insurance carrier and the provider.

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    **## WK5LECTURE2HP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 2

    Clean vs. Dirty CMS1500/UB04 Claims

    A clean claim is a submitted claim without any errors or other issues, including incomplete documentation that delays timely payment.

    There are several required elements for a clean claim, and medical bills are denied if elements are incomplete, illegible, or inaccurate. A clean claim meets all the following requirements:

    ·       Identifies the health professional, health facility, home health care provider or durable medical equipment provider who provided service sufficiently to verify, if necessary, affiliation status and includes any identifying numbers.

    ·       Sufficiently identifies the patient and health plan subscriber.

    ·       Lists the date and place of service.

    ·       Is a claim for covered services for an eligible individual?

    ·       If necessary, substantiates the medical necessity and appropriateness of the service provided.

    ·       If prior authorization is required for certain patient services, contains information sufficient to establish that prior authorization was obtained.

    ·       Identifies the service rendered using a generally accepted system of procedure or service coding.

    ·       Includes additional documentation based upon services rendered as reasonably required by the health plan.

    A dirty claim is a claim submitted with errors or one that requires manual processing to resolve problems or is rejected for payment.

    **## WK5ASSIGNMENTHP-214.docx**

    WK5 ASSIGNMENT HP-214

    Health Insurance Calculations – Medicare Participating Provider

    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Use the attached assignment document to complete and submit for grading.

    **Health Insurance Calculations – Medicare Participating Provider**
    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Specific tips are:

    · Participating provider receives the full amount listed on the Medicare Physician’s Fee Schedule (MPFS or PFS).

    · The copay may be paid by the patient or supplemental insurance.

    **Analyze** a scenario to determine monetary responsibility for a visit.

    Calculate the figures for each category under both scenarios.
    **Scenario 1A**
    **Calculate the following amounts for a participating provider who bills Medicare and has no deductible left.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Coinsurance amount (20% paid by)                                     $

    Medicare payment (80 percent of the PFS)                         $

    Provider write-off                                                                  $
    **Scenario 1B**
    **Calculate the following amounts for a participating provider who bills Medicare and the remaining annual deductible for the patient.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Patient pays $100 remaining on their deductible                  $

    Remaining amount for Insurance and patient to pay            $

    (PFS – $100)

    Coinsurance amount (20% of remaining amount)                $

    Total paid by patient (deductible & 20% of remaining)         $

    Medicare payment (80 percent of the remaining amount)   $

    Provider write-off

    **## WK5LECTUREHP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 1

    Medicare and Accurate Completion of the CMS-1500

    This is the last week that we will be discussing Medicare and the completion of the CMS-1500 claim form in specific terms. Medicare is a federal health insurance program that provides benefits to seniors and those with disabilities and certain illnesses. Medicare has four parts. Part A covers hospitals, nursing facilities, and home health services. Part B covers outpatient services like doctor visits, diagnostic tests, and medical equipment. Part D covers prescription drugs, and Part C, also known as Medicare Advantage, is contracted to private insurance carriers and may offer a variety of additional benefits. While Part A is typically free, Parts B, C, and D come with premiums and deductibles. General Medicare eligibility rules include individuals, or their spouses, who have worked at least 10 years in Medicare-covered employment, who are minimum of 65 years old, and are citizens or permanent residents of the United States. Individuals also qualify for coverage if they are younger than 65 and have a disability or end-stage renal disease (ESRD). The cost for beneficiaries continues to rise slightly in 2020. The standard monthly premium for Medicare Part B enrollees will be $144.60 for 2020 and has a deductible of $198. The Medicare Part A inpatient hospital deductible that beneficiaries will pay when admitted to the hospital will be $1,408 in 2020. The Part A inpatient hospital deductible covers beneficiaries’ share of costs for the first 60 days of Medicare-covered inpatient hospital care in a benefit period.

    The forms that we use to bill health insurance carriers were developed by the National Uniform Claim Committee (NUCC) which is led by the American Medical Association (AMA) with assistance from CMS. The CMS-1500, formerly known as the HCFA-1500, was for many years the universal health claim, meaning that it was accepted by most payers. HIPAA now requires electronic transmission of claims except from very small practices and those that never send any kind of electronic health care transactions. Only these providers can still mail or fax paper claims. Electronic transmission of the HIPAA claim is mandated for all other physician practices. The most current version of these forms is the 02/12 form which has been required since October 1, 2014.

    The HIPAA-mandated electronic transaction for claims form, or the 837P claim, is based on the CMS-1500 claim, which is a paper claim form. The “P” in 837P stands for professional and because this is the form required for outpatient provider services. There is also an 837I, which is used for Institutions, such as hospitals. The paper counterpart for the 837I form is the UB-04.  The information on the paper claim and on the electronic transaction is essentially the same with a few exceptions. The HIPAA claim contains data elements that are structured in the five major sections of the HIPAA 837 transaction. These five major sections include: provider information; subscriber information; payer information; claim information; and service line information. This claim contains 33 item numbers (INs), or information boxes. Item numbers 1-13 refer to the patient and the patient's insurance coverage. This information is entered based on the patient information form and the patient insurance card. Item numbers 14-33 contain information about the provider and the patient's condition, including diagnoses, procedures, and charges.

    Do not be overwhelmed by the idea that there are 33 separate instructions for each of the 33 boxes on these forms. For the most part the instructions have similar guidelines about punctuation and formatting. First, always write everything in CAPITAL letters. Insurance carriers typically use optical character recognition (OCR) to process paper CMS-1500 claim forms. This means that claims will be processed more rapidly, without excessive denials, when the forms are typewritten using black ink and in a font such as Pica 10 or 12-point typeface. Use an ink jet or laser printer rather than a dot matrix, which is more difficult for OCR systems to read. For all claims, both paper and electronic, do not use special characters, (dollar signs, decimals, dashes, asterisk, or backslashes) unless otherwise specified. All identification numbers (social security, NPI, etc.) should be written without spaces or punctuation. As difficult as it may be, because it feels lacking in specificity, do not put decimals in the ICD-10 codes. Also, it is required that the patient’s date of birth (DOB) is written using 8 digits, mm dd yyyy, with a space between month, day, and year. It is also required that the rest of the dates are consistently written as either 6 or 8-digit, but not a mix of the two. It simplifies instructions if you just choose to always use the 8-digit formatting throughout the claim form. The rest of the instructions are straightforward with the exception of how to handle claims where the provider is not a physician.

    Non-physician providers (NPP), such as Physician’s Assistants (PAs) and Nurse Practitioners (NPs), can bill under their own names and NPI and receive 85 percent of the Medicare physician fee schedule (MPFS) rate. But physicians often work with NPPs on an incident-to basis. That permits the practice to bill for services provided by an NPP and supervised by a physician at the full MPFS rate, as if the physician personally performed the service. Effectively using incident-to rules can allow a practice to enhance revenues by ensuring that much of the NPP's time rendering services is billed at a higher rate and is increasing the range of services the practice offers. To qualify for incident-to designation, the services must meet certain requirements. Some requirements include:

    ·       Must relate to a service initially performed by the physician.

    ·       Must be performed under direct supervision – when the physician is in the office suite/building.

    ·       Cannot be billed when more than 50 percent of the visit is for counseling or care coordination.

    These specific requirements only apply to Medicare, but some private insurance plans allow incident-to billing using similar rules. When billing an incident-to scenario, the supervising physician will be listed in box 17 with the NPP listed in box 24J.

    It is highly recommended that you print out and use the NUCC instruction booklet (included under assigned reading). There are high-lighted areas within the booklet. You can add extra notes for Medicare and additional insurance types when we cover them in weeks 6-8.

    The following information is designed to help you to understand and complete the assignment scenarios found this week through the end of the course. We talked about the insurance terms that are most important when billing. There was an emphasis on a provider who was in “network”, or a “participating provider.” If a provider participates with an insurance carrier, they have a written contract agreeing that they will accept the allowed amount, as determined by the insurance carrier. We are now going to add to that concept by addressing non-participating providers who may, or may not, agree to accept assignment. Essentially, “assignment” means that a provider, or supplier, agrees to accept an insurance-approved amount as full payment for covered services.

    If a provider does not have a contractual agreement and does not wish to accept what the insurance carrier allows, they are a “non-participating provider” who does not “accept assignment”. It is important to note that a provider who does not participate can still opt to accept assignment on just a particular claim or for specific services. This later provider is called a “non-participating provider” who “accepts assignment”. These terms become very important when determining the financial responsibilities for the patient, insurance carrier and the provider.

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    – 1
    – 2
    – 3
    – 4

  • [Solved] WK5 DISCUSSION2 HP-214

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    COMPLKETE WITH 250 WORDS – ## WK5DISCUSSION2HP-214.docx **## WK5DISCUSSION2HP-214.docx** WK5 DISCUSSION2 HP-214 Medicare We have talked a lot about Medicare during this course because not only is it the largest single health care program in the U.S., but it often sets the standard of practice for ot…

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    WK5 DISCUSSION2 HP-214

    Medicare

    We have talked a lot about Medicare during this course because not only is it the largest single health care program in the U.S., but it often sets the standard of practice for other insurance groups. Using this video, review some of the features of Medicare and how Medicare has influenced health care in general.

    Articulate the main features of the Medicare plan.

    Include the following aspects in the discussion:

    · Name and describe the four parts of Medicare

    · Indicate the characteristics of people who qualify for Medicare

    · Discuss what you think are the most influential processes that Medicare

    ·
    has established

    250 WORDS

    **## WK5DISCUSSION2HP-214.docx**

    WK5 DISCUSSION2 HP-214

    Medicare

    We have talked a lot about Medicare during this course because not only is it the largest single health care program in the U.S., but it often sets the standard of practice for other insurance groups. Using this video, review some of the features of Medicare and how Medicare has influenced health care in general.

    Articulate the main features of the Medicare plan.

    Include the following aspects in the discussion:

    · Name and describe the four parts of Medicare

    · Indicate the characteristics of people who qualify for Medicare

    · Discuss what you think are the most influential processes that Medicare

    ·
    has established

    250 WORDS

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    I need your help – ## JWI_522_W10_Lecture_1192.pdf – Week10552Discussion.jpeg – Scorecard.jpeg – PWC_Workforce-of-the-Future.pdf **## JWI_522_W10_Lecture_1192.pdf** © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information …

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    – ## JWI_522_W10_Lecture_1192.pdf

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    – Scorecard.jpeg
    – PWC_Workforce-of-the-Future.pdf

    **## JWI_522_W10_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 1 of 5

    JWI 522
    Strategic Partnering with the C-Suite

    Week Ten Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 2 of 5

    THE ROAD AHEAD: STRENGTHENING THE PARTNERSHIP

    What It Means

    Earning a seat at the table is not a "one and done" undertaking. HR leaders must continuously
    develop themselves and their partnership with business unit leaders in ways that add value to
    keep the company competitive.

    Why It Matters

    • Because whatever has happened over the last ten years to shape your industry and your
    profession is unlikely to be the same as what happens over the next ten years.

    • Creating a learning organization focused on finding a better way every day is the only
    path to building a sustainable competitive advantage.

    • The best leaders are never satisfied with good enough.

    ”If you’re going to win, and keep on winning, you have to recognize
    that change is continuous and is never done.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 3 of 5

    FIND A BETTER WAY … EVERY DAY

    Building a powerful workforce of smart, talented and engaged people is a never-ending journey. You
    don’t get to sit back (at least not for long) and bask in the glory of what you have done.

    Two of Jack’s most important guiding principles are to find a better way every day and to get every brain
    in the game. We often talk about these in terms of addressing operational challenges, but what does it
    mean for talent development? How should HR leaders leverage these principles to build a stronger
    organization? The answer, we suggest, comes in two parts:

    • The first part is to recognize that, with every improvement in products or processes, there is a
    potential impact on the hiring, retention and development of employees. Are tasks becoming
    more technical or less technical and more automated? What kinds of skillsets and compensation
    models do you need to be focused on developing? You can’t allow your workforce development
    practices to fall behind the changes that are coming.

    • The second part has to do with how talent management is handled in your organization. What’s
    new in best practices? What’s coming down the road? What organizational structures make the
    most sense? Should L&D be part of HR? Should the administrative tasks be separated from the
    talent strategy function? What could be changed to improve the efficiency and effectiveness of
    the HR team and its impact on the organization?

    Improvement is a never-ending pursuit and, if you don't do it first, your advantage is going to be eroded
    by a competitor who does it better, faster or cheaper than you do.

    ONGOING HR INNOVATION

    We remind you of one of our foundational themes, that innovation and agility – like most things that are
    critical in elevating the role of HR – are not solo activities. They just don’t work when only a few people
    do them, and they don’t work by creating a “department of innovation." They have to be built into the
    fabric of the organization, and they have to be talked about constantly.

    “The job of communicating is never done. It’s not an annual or quarterly or even monthly or
    weekly function. A steady stream of communication is the lifeblood of competitive
    advantage.”

    Powerful, P. 29

    As an HR leader, you and your team have a critical role to play in developing this culture. You can work
    with business-unit leaders to help them set up Work-Out sessions to find better ways to get things done.
    You can work with Finance departments to find better ways to reward people who deliver cost saving and
    revenue increasing wins. You can help other leaders improve their communication skills. You can help
    all managers and leaders deliver more effective performance feedback and talent development to their
    teams.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 4 of 5

    THE ROAD AHEAD FOR HR

    Just as the CEO must predict where things are going over the long term, so too must the CHRO. If talent
    development is going to be a strategic driver of the organization’s success, it has to be looking far ahead
    of what’s unfolding today – probably 5 to 10 years down the road.

    We began the course by addressing the concern that HR has become an “order taker”. We are only
    going to change that if we continue to be the eyes and ears of the organization in looking ahead at talent
    development trends and demographic shifts, and, as Conaty and Charan advocate, if we can build a
    learning organization by “Turning leaders into teachers.” (The Talent Masters, P.280)

    There will always be things we can’t foresee with 100% certainty. We can’t know exactly where our
    competitors will be or what every latest trend will be over the next decade. Depending on our industry,
    some of these can be highly volatile. But we have to be looking ahead.

    For HR to earn and retain a seat at the table, you must:

    • Work hard to build a culture that isn’t afraid of change
    • Keep up with your education and professional network and your reading
    • Partner with colleges and universities to develop programs to prepare the workforce of the future
    • Create incentives within your organization for people to develop new skills
    • Be realistic about what sorts of retention numbers are right for your organization
    • Stay involved with Society for Human Resource Management (SHRM) and other professional

    associations
    • Look for new ideas and best practices everywhere

    Whether employees stay with your organization for decades or only a couple of years, you have an
    opportunity and a responsibility to make a lasting difference. We close with some great advice from Patty
    McCord:

    “The single best way in which companies can ensure that people who leave are able to find great
    opportunities elsewhere is to make the company one that is known to be intensely driven to hire
    top talent.”

    Powerful, P. 93

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 5 of 5

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Discuss the importance of continuous improvement in building a winning organization

    Change is never done. The surest way to become obsolete is to dwell in the glow of past glory.
    The competitive landscape is constantly evolving, and the team with the best players is the one
    that is going to win. Getting those best players is not just about hiring raw talent, it is about what
    you do with that talent to develop and deploy it to the best possible end.

    • Identify ways to promote a culture of HR innovation in your organization

    If HR innovation is only coming from the HR department, then you are missing out on all the great
    ideas from brilliant people around you. Talent development is everyone’s responsibility. HR has
    a special role to play in this, but it is not a solo performance. Real change only takes place when
    the culture is changed. When everyone gets it and wants to be a part of continuous innovation.
    What can you do? Host brainstorming sessions. Share ideas. Make finding a better way every
    day a value that gets promoted, assessed and rewarded.

    • Predict trends impacting HR leadership and talent development over the next 5 to 10 years

    CEOs are expected to be visionaries. They must be able to look far out at the horizon and create
    a vision of the future. Then they need to be able to mobilize the forces required to bring that
    vision to life. HR leaders need to have those same skills. There are all sorts of smart people
    writing about what’s coming. Some of these will be HR people, but many of them won’t. They
    will be economists, futurists, business leaders, political leaders. Some will get it right. Many will
    get it wrong. But you have to stay on top of what’s happening in the world. Not only for your own
    career, but to bring new ideas to your fellow leaders and the CEO. Keep the discussion going.
    Don’t get blindsided. Be someone who is seen as a thinker and as a doer.

    **Week10552Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week10552discussion-jpeg)

    **Scorecard.jpeg**

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

    **PWC_Workforce-of-the-Future.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pwc-workforce-of-the-future-pdf)

    **PWC_Workforce-of-the-Future.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pwc-workforce-of-the-future-pdf)

    **## JWI_522_W10_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 1 of 5

    JWI 522
    Strategic Partnering with the C-Suite

    Week Ten Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 2 of 5

    THE ROAD AHEAD: STRENGTHENING THE PARTNERSHIP

    What It Means

    Earning a seat at the table is not a "one and done" undertaking. HR leaders must continuously
    develop themselves and their partnership with business unit leaders in ways that add value to
    keep the company competitive.

    Why It Matters

    • Because whatever has happened over the last ten years to shape your industry and your
    profession is unlikely to be the same as what happens over the next ten years.

    • Creating a learning organization focused on finding a better way every day is the only
    path to building a sustainable competitive advantage.

    • The best leaders are never satisfied with good enough.

    ”If you’re going to win, and keep on winning, you have to recognize
    that change is continuous and is never done.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 3 of 5

    FIND A BETTER WAY … EVERY DAY

    Building a powerful workforce of smart, talented and engaged people is a never-ending journey. You
    don’t get to sit back (at least not for long) and bask in the glory of what you have done.

    Two of Jack’s most important guiding principles are to find a better way every day and to get every brain
    in the game. We often talk about these in terms of addressing operational challenges, but what does it
    mean for talent development? How should HR leaders leverage these principles to build a stronger
    organization? The answer, we suggest, comes in two parts:

    • The first part is to recognize that, with every improvement in products or processes, there is a
    potential impact on the hiring, retention and development of employees. Are tasks becoming
    more technical or less technical and more automated? What kinds of skillsets and compensation
    models do you need to be focused on developing? You can’t allow your workforce development
    practices to fall behind the changes that are coming.

    • The second part has to do with how talent management is handled in your organization. What’s
    new in best practices? What’s coming down the road? What organizational structures make the
    most sense? Should L&D be part of HR? Should the administrative tasks be separated from the
    talent strategy function? What could be changed to improve the efficiency and effectiveness of
    the HR team and its impact on the organization?

    Improvement is a never-ending pursuit and, if you don't do it first, your advantage is going to be eroded
    by a competitor who does it better, faster or cheaper than you do.

    ONGOING HR INNOVATION

    We remind you of one of our foundational themes, that innovation and agility – like most things that are
    critical in elevating the role of HR – are not solo activities. They just don’t work when only a few people
    do them, and they don’t work by creating a “department of innovation." They have to be built into the
    fabric of the organization, and they have to be talked about constantly.

    “The job of communicating is never done. It’s not an annual or quarterly or even monthly or
    weekly function. A steady stream of communication is the lifeblood of competitive
    advantage.”

    Powerful, P. 29

    As an HR leader, you and your team have a critical role to play in developing this culture. You can work
    with business-unit leaders to help them set up Work-Out sessions to find better ways to get things done.
    You can work with Finance departments to find better ways to reward people who deliver cost saving and
    revenue increasing wins. You can help other leaders improve their communication skills. You can help
    all managers and leaders deliver more effective performance feedback and talent development to their
    teams.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 4 of 5

    THE ROAD AHEAD FOR HR

    Just as the CEO must predict where things are going over the long term, so too must the CHRO. If talent
    development is going to be a strategic driver of the organization’s success, it has to be looking far ahead
    of what’s unfolding today – probably 5 to 10 years down the road.

    We began the course by addressing the concern that HR has become an “order taker”. We are only
    going to change that if we continue to be the eyes and ears of the organization in looking ahead at talent
    development trends and demographic shifts, and, as Conaty and Charan advocate, if we can build a
    learning organization by “Turning leaders into teachers.” (The Talent Masters, P.280)

    There will always be things we can’t foresee with 100% certainty. We can’t know exactly where our
    competitors will be or what every latest trend will be over the next decade. Depending on our industry,
    some of these can be highly volatile. But we have to be looking ahead.

    For HR to earn and retain a seat at the table, you must:

    • Work hard to build a culture that isn’t afraid of change
    • Keep up with your education and professional network and your reading
    • Partner with colleges and universities to develop programs to prepare the workforce of the future
    • Create incentives within your organization for people to develop new skills
    • Be realistic about what sorts of retention numbers are right for your organization
    • Stay involved with Society for Human Resource Management (SHRM) and other professional

    associations
    • Look for new ideas and best practices everywhere

    Whether employees stay with your organization for decades or only a couple of years, you have an
    opportunity and a responsibility to make a lasting difference. We close with some great advice from Patty
    McCord:

    “The single best way in which companies can ensure that people who leave are able to find great
    opportunities elsewhere is to make the company one that is known to be intensely driven to hire
    top talent.”

    Powerful, P. 93

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 5 of 5

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Discuss the importance of continuous improvement in building a winning organization

    Change is never done. The surest way to become obsolete is to dwell in the glow of past glory.
    The competitive landscape is constantly evolving, and the team with the best players is the one
    that is going to win. Getting those best players is not just about hiring raw talent, it is about what
    you do with that talent to develop and deploy it to the best possible end.

    • Identify ways to promote a culture of HR innovation in your organization

    If HR innovation is only coming from the HR department, then you are missing out on all the great
    ideas from brilliant people around you. Talent development is everyone’s responsibility. HR has
    a special role to play in this, but it is not a solo performance. Real change only takes place when
    the culture is changed. When everyone gets it and wants to be a part of continuous innovation.
    What can you do? Host brainstorming sessions. Share ideas. Make finding a better way every
    day a value that gets promoted, assessed and rewarded.

    • Predict trends impacting HR leadership and talent development over the next 5 to 10 years

    CEOs are expected to be visionaries. They must be able to look far out at the horizon and create
    a vision of the future. Then they need to be able to mobilize the forces required to bring that
    vision to life. HR leaders need to have those same skills. There are all sorts of smart people
    writing about what’s coming. Some of these will be HR people, but many of them won’t. They
    will be economists, futurists, business leaders, political leaders. Some will get it right. Many will
    get it wrong. But you have to stay on top of what’s happening in the world. Not only for your own
    career, but to bring new ideas to your fellow leaders and the CEO. Keep the discussion going.
    Don’t get blindsided. Be someone who is seen as a thinker and as a doer.

    **Week10552Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week10552discussion-jpeg)

    **Scorecard.jpeg**

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

    **PWC_Workforce-of-the-Future.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pwc-workforce-of-the-future-pdf)

    **## JWI_522_W10_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 1 of 5

    JWI 522
    Strategic Partnering with the C-Suite

    Week Ten Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 2 of 5

    THE ROAD AHEAD: STRENGTHENING THE PARTNERSHIP

    What It Means

    Earning a seat at the table is not a "one and done" undertaking. HR leaders must continuously
    develop themselves and their partnership with business unit leaders in ways that add value to
    keep the company competitive.

    Why It Matters

    • Because whatever has happened over the last ten years to shape your industry and your
    profession is unlikely to be the same as what happens over the next ten years.

    • Creating a learning organization focused on finding a better way every day is the only
    path to building a sustainable competitive advantage.

    • The best leaders are never satisfied with good enough.

    ”If you’re going to win, and keep on winning, you have to recognize
    that change is continuous and is never done.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 3 of 5

    FIND A BETTER WAY … EVERY DAY

    Building a powerful workforce of smart, talented and engaged people is a never-ending journey. You
    don’t get to sit back (at least not for long) and bask in the glory of what you have done.

    Two of Jack’s most important guiding principles are to find a better way every day and to get every brain
    in the game. We often talk about these in terms of addressing operational challenges, but what does it
    mean for talent development? How should HR leaders leverage these principles to build a stronger
    organization? The answer, we suggest, comes in two parts:

    • The first part is to recognize that, with every improvement in products or processes, there is a
    potential impact on the hiring, retention and development of employees. Are tasks becoming
    more technical or less technical and more automated? What kinds of skillsets and compensation
    models do you need to be focused on developing? You can’t allow your workforce development
    practices to fall behind the changes that are coming.

    • The second part has to do with how talent management is handled in your organization. What’s
    new in best practices? What’s coming down the road? What organizational structures make the
    most sense? Should L&D be part of HR? Should the administrative tasks be separated from the
    talent strategy function? What could be changed to improve the efficiency and effectiveness of
    the HR team and its impact on the organization?

    Improvement is a never-ending pursuit and, if you don't do it first, your advantage is going to be eroded
    by a competitor who does it better, faster or cheaper than you do.

    ONGOING HR INNOVATION

    We remind you of one of our foundational themes, that innovation and agility – like most things that are
    critical in elevating the role of HR – are not solo activities. They just don’t work when only a few people
    do them, and they don’t work by creating a “department of innovation." They have to be built into the
    fabric of the organization, and they have to be talked about constantly.

    “The job of communicating is never done. It’s not an annual or quarterly or even monthly or
    weekly function. A steady stream of communication is the lifeblood of competitive
    advantage.”

    Powerful, P. 29

    As an HR leader, you and your team have a critical role to play in developing this culture. You can work
    with business-unit leaders to help them set up Work-Out sessions to find better ways to get things done.
    You can work with Finance departments to find better ways to reward people who deliver cost saving and
    revenue increasing wins. You can help other leaders improve their communication skills. You can help
    all managers and leaders deliver more effective performance feedback and talent development to their
    teams.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 4 of 5

    THE ROAD AHEAD FOR HR

    Just as the CEO must predict where things are going over the long term, so too must the CHRO. If talent
    development is going to be a strategic driver of the organization’s success, it has to be looking far ahead
    of what’s unfolding today – probably 5 to 10 years down the road.

    We began the course by addressing the concern that HR has become an “order taker”. We are only
    going to change that if we continue to be the eyes and ears of the organization in looking ahead at talent
    development trends and demographic shifts, and, as Conaty and Charan advocate, if we can build a
    learning organization by “Turning leaders into teachers.” (The Talent Masters, P.280)

    There will always be things we can’t foresee with 100% certainty. We can’t know exactly where our
    competitors will be or what every latest trend will be over the next decade. Depending on our industry,
    some of these can be highly volatile. But we have to be looking ahead.

    For HR to earn and retain a seat at the table, you must:

    • Work hard to build a culture that isn’t afraid of change
    • Keep up with your education and professional network and your reading
    • Partner with colleges and universities to develop programs to prepare the workforce of the future
    • Create incentives within your organization for people to develop new skills
    • Be realistic about what sorts of retention numbers are right for your organization
    • Stay involved with Society for Human Resource Management (SHRM) and other professional

    associations
    • Look for new ideas and best practices everywhere

    Whether employees stay with your organization for decades or only a couple of years, you have an
    opportunity and a responsibility to make a lasting difference. We close with some great advice from Patty
    McCord:

    “The single best way in which companies can ensure that people who leave are able to find great
    opportunities elsewhere is to make the company one that is known to be intensely driven to hire
    top talent.”

    Powerful, P. 93

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 5 of 5

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Discuss the importance of continuous improvement in building a winning organization

    Change is never done. The surest way to become obsolete is to dwell in the glow of past glory.
    The competitive landscape is constantly evolving, and the team with the best players is the one
    that is going to win. Getting those best players is not just about hiring raw talent, it is about what
    you do with that talent to develop and deploy it to the best possible end.

    • Identify ways to promote a culture of HR innovation in your organization

    If HR innovation is only coming from the HR department, then you are missing out on all the great
    ideas from brilliant people around you. Talent development is everyone’s responsibility. HR has
    a special role to play in this, but it is not a solo performance. Real change only takes place when
    the culture is changed. When everyone gets it and wants to be a part of continuous innovation.
    What can you do? Host brainstorming sessions. Share ideas. Make finding a better way every
    day a value that gets promoted, assessed and rewarded.

    • Predict trends impacting HR leadership and talent development over the next 5 to 10 years

    CEOs are expected to be visionaries. They must be able to look far out at the horizon and create
    a vision of the future. Then they need to be able to mobilize the forces required to bring that
    vision to life. HR leaders need to have those same skills. There are all sorts of smart people
    writing about what’s coming. Some of these will be HR people, but many of them won’t. They
    will be economists, futurists, business leaders, political leaders. Some will get it right. Many will
    get it wrong. But you have to stay on top of what’s happening in the world. Not only for your own
    career, but to bring new ideas to your fellow leaders and the CEO. Keep the discussion going.
    Don’t get blindsided. Be someone who is seen as a thinker and as a doer.

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    **PWC_Workforce-of-the-Future.pdf**

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    – ## DevelopingCategoriesfortheLiteratureReview.docx – ## CriticalAnnotatedBibliography12.docx **## DevelopingCategoriesfortheLiteratureReview.docx** 2 In this discussion topic, we will explore some resources that are designed to help students understand the concept of a _literature review_. Please …

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    – ## DevelopingCategoriesfortheLiteratureReview.docx

    – ## CriticalAnnotatedBibliography12.docx

    **## DevelopingCategoriesfortheLiteratureReview.docx**

    2

    In this discussion topic, we will explore some resources that are designed to help students understand the concept of a
    _literature review_. Please browse these resources and then complete the discussion post below.

    · the article by Debora F.B. Leite, Maria Auxiliadora Soares Padilha, Jose G. Cecatti, "Approaching Literature Review for Academic Purposes: The Literature Review Checklist." Please use this
    [pdf version](https://learn.umgc.edu/content/enforced/633182-003683-01-2222-OL3-7360/approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf?_&d2lSessionVal=36PUA1Nj7axqXseSn0QtaHgUX).

    · the tutorial from The University of North Carolina on writing literature reviews.  You can find this link in Content/Learning Resources for this week.

    Task:

    After reviewing the material on writing the Literature Review posted above, please return to your annotated bibliography, or your last assignment, and begin developing "categories" to help you to organize your sources. For the literature review, you will want to collect your sources into themes, or categories. There are many ways to develop categories–thematic, schools of thought, major authors, or chronological.

    **Example:** Say that my topic was on
    _women and humor_ and I wanted to develop thematic categories for my literature review. I would gather current sources from authors researching on many aspects of the topic. However, as I read them over, I might discover that several of them discuss what women's humor consists of, while others might talk about the difference between men's humor and women's humor, and still others might discuss the history of women's humor. So, I would divide them up into categories:
    _defining women's humor_,
    _men's humor versus women's humor_, and
    _the history of women's humor_.

    Post one category based on
    _your topic_ below and list at least three sources that might fill that category. Remember that some sources may fall into more than one category. Please feel free to post questions or concerns because your instructor wants to help you. Please respond generously to at least two of your classmates.

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    **## DevelopingCategoriesfortheLiteratureReview.docx**

    2

    In this discussion topic, we will explore some resources that are designed to help students understand the concept of a
    _literature review_. Please browse these resources and then complete the discussion post below.

    · the article by Debora F.B. Leite, Maria Auxiliadora Soares Padilha, Jose G. Cecatti, "Approaching Literature Review for Academic Purposes: The Literature Review Checklist." Please use this
    [pdf version](https://learn.umgc.edu/content/enforced/633182-003683-01-2222-OL3-7360/approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf?_&d2lSessionVal=36PUA1Nj7axqXseSn0QtaHgUX).

    · the tutorial from The University of North Carolina on writing literature reviews.  You can find this link in Content/Learning Resources for this week.

    Task:

    After reviewing the material on writing the Literature Review posted above, please return to your annotated bibliography, or your last assignment, and begin developing "categories" to help you to organize your sources. For the literature review, you will want to collect your sources into themes, or categories. There are many ways to develop categories–thematic, schools of thought, major authors, or chronological.

    **Example:** Say that my topic was on
    _women and humor_ and I wanted to develop thematic categories for my literature review. I would gather current sources from authors researching on many aspects of the topic. However, as I read them over, I might discover that several of them discuss what women's humor consists of, while others might talk about the difference between men's humor and women's humor, and still others might discuss the history of women's humor. So, I would divide them up into categories:
    _defining women's humor_,
    _men's humor versus women's humor_, and
    _the history of women's humor_.

    Post one category based on
    _your topic_ below and list at least three sources that might fill that category. Remember that some sources may fall into more than one category. Please feel free to post questions or concerns because your instructor wants to help you. Please respond generously to at least two of your classmates.

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    **## DevelopingCategoriesfortheLiteratureReview.docx**

    2

    In this discussion topic, we will explore some resources that are designed to help students understand the concept of a
    _literature review_. Please browse these resources and then complete the discussion post below.

    · the article by Debora F.B. Leite, Maria Auxiliadora Soares Padilha, Jose G. Cecatti, "Approaching Literature Review for Academic Purposes: The Literature Review Checklist." Please use this
    [pdf version](https://learn.umgc.edu/content/enforced/633182-003683-01-2222-OL3-7360/approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf?_&d2lSessionVal=36PUA1Nj7axqXseSn0QtaHgUX).

    · the tutorial from The University of North Carolina on writing literature reviews.  You can find this link in Content/Learning Resources for this week.

    Task:

    After reviewing the material on writing the Literature Review posted above, please return to your annotated bibliography, or your last assignment, and begin developing "categories" to help you to organize your sources. For the literature review, you will want to collect your sources into themes, or categories. There are many ways to develop categories–thematic, schools of thought, major authors, or chronological.

    **Example:** Say that my topic was on
    _women and humor_ and I wanted to develop thematic categories for my literature review. I would gather current sources from authors researching on many aspects of the topic. However, as I read them over, I might discover that several of them discuss what women's humor consists of, while others might talk about the difference between men's humor and women's humor, and still others might discuss the history of women's humor. So, I would divide them up into categories:
    _defining women's humor_,
    _men's humor versus women's humor_, and
    _the history of women's humor_.

    Post one category based on
    _your topic_ below and list at least three sources that might fill that category. Remember that some sources may fall into more than one category. Please feel free to post questions or concerns because your instructor wants to help you. Please respond generously to at least two of your classmates.

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

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