After Reading The Assigned Article, Refer To The Posted Comp

After Reading The Assigned Article Refer To The Posted Competency Card

After reading the assigned article refer to the posted competency cards to answer the following questions. The questions are to be answered individually and posted to the link in Blackboard by 5 pm on the day of class (9/13/19). 1) Provide 2 examples of resourcefulness (engage diverse professionals who complement your own professional expertise to develop strategies to meet specific health and healthcare needs of patients and populations) provided by a specific health care disciplines in the community based coordination model: 2) Provide 2 examples for synergism (use unique and complementary abilities of all members of the team to optimize health and patient care) between different health care disciplines in the community based care coordination model: 3) Provide 2 examples where there was a lack of fostering (forge interdependent relationships with other professions within and outside of the health system to improve care and advance learning) in the traditional healthcare roles model: Do all problems show all work in the spaces provided…make more space if you need to but put the answers in the spaces...either using an equation program or by inserting a picture of your hand written work… just don’t insert multiple subsections at the end…insert the answers so they are in the proper spaces. Submit as a docx or pdf Remember: Show all work so I can give you partial credit!! 1. (10pts) An insulator ball of radius R has a net charge of + Q distributed uniformly throughout its volume is floating in space. It is surrounded by a spherical metal shell of inner radius 2R and outer radius 3R, as shown in the sketch above. The spherical metal conducting shell contains a net charge + q different from the insulator ball’s + Q. Use Gauss's law to figure out the electric field for the following values of r, which represents the distance from the center of the insulator ball. Answers should be in terms of R, r, Q, q, and/or ε0 a. 0 o does this maximum acceleration occur for a particle located at the origin (x=0) (1) j. What is the vertical acceleration of a particle on the string at x=0 and t=.14s? (. (10pts) A candle is placed at position O which is 18 centimeters from the middle of a convex (converging) lens of focal length 6 centimeters as shown in the picture: a. On the illustration above, sketch a ray diagram to locate the Image. Draw an arrow that represents the image. (3) (or redraw to the exact scale here) b. Is the Image real or virtual? Explain your choice. (2) c. Using the lens equation, compute the distance of the image from the lens. ( Continued ) A second converging lens, also of focal length 6 centimeters is now placed 6 centimeters to the right of the original convex lens as shown in the picture below. d. On the illustration above, (or drawn to scale below), sketch a ray diagram to locate the final image that now will be formed. Clearly indicate the final image. (. (5pts) A rod made of metal has a force F applied to it so that the metal rod slides with a constant velocity v over a frictionless pair of parallel conducting rails that are separated by a distance l . The rod and rails don’t have any resistance, but the rails are connected by a resistance R, as shown in the picture. There is a constant magnetic field B perpendicular to and directed out of the plane of the paper. a. On the following picture, show with an arrow the direction of the induced current in the resistor . (1) Determine expressions for the following in terms of v, B, l , and R. b. What is the induced emf in the rod (1) c. What is the induced current in the resistor R (1) d. Watt is the power dissipated in the resistor as the metal rod moves in the magnetic field (1) e. What is the magnitude of the external force F that is pulling on the rod to keep it moving with constant speed v (. The picture above shows a circuit. Note that the switch S is initially open and all currents are initially zero. For t =0, immediately after the switch is closed, calculate each of the following. a. The potential difference (voltage) across the 90ohm resistor b. The rate of change of current in the inductor If the switch has remained closed for a long long time, now determine each of the following. c. The current in the inductor d. The energy stored in the inductor Later, at time to, the switch is reopened. e. For the instant immediately after the switch is re-opened, find the potential difference across the 90ohm resistor. f. On the graph below, draw a line or curve representing of the potential difference across the 90ohm resistor for t > to.

Paper For Above instruction

The assignment encompasses a diverse set of physics and healthcare-related questions, emphasizing understanding of electrostatics, circuit theory, wave mechanics, optics, electromagnetism, and healthcare team dynamics. The core focus is on applying foundational principles such as Gauss’s law, Ohm’s law, wave propagation, lens optics, and magnetic induction, alongside interpreting collaborative practices in healthcare. This comprehensive approach demands a multi-disciplinary analysis that integrates theoretical calculations with conceptual understanding of team resourcefulness, synergism, and fostering relationships in healthcare delivery.

Resourcefulness in Healthcare

Resourcefulness in healthcare involves utilizing available resources and engaging diverse professionals to address complex health needs effectively. An example can be found in community-based healthcare models, where a physician collaborates with community health workers and social workers to develop patient-specific strategies. For instance, in managing chronic diseases such as diabetes, a healthcare team may include endocrinologists, dieticians, nurses, and social workers. The endocrinologist provides medical expertise, while dieticians educate patients on nutritional management, and social workers assist in overcoming socioeconomic barriers to adherence. This resourceful engagement ensures that diverse professional insights collectively optimize patient outcomes.

Another example is involving mental health professionals in primary care settings. For example, a primary care physician working with psychologists or psychiatrists to develop comprehensive mental health care plans for patients. This resourcefulness allows the primary care team to extend beyond medical treatment, incorporating behavioral approaches, social support, and psychotherapy, tailored to the patient’s unique needs. Such interdisciplinary engagement leverages specialized knowledge to improve holistic care and demonstrates resourcefulness in utilizing community-based expertise effectively.

Synergism between Healthcare Disciplines

Synergism refers to harnessing the combined and complementary abilities of healthcare professionals to maximize patient care outcomes. An example in community health involves a multidisciplinary team including a nurse, a pharmacist, and a social worker working together to support medication adherence in elderly patients. The nurse monitors patient health status, the pharmacist ensures proper medication management and educates on side effects, while the social worker addresses socioeconomic factors impacting medication access. Their collaboration results in a synergistic effect where each professional’s expertise complements the others, leading to improved medication adherence and health outcomes.

Another instance involves the integrated management of infectious disease outbreaks, such as tuberculosis. Public health officials, infectious disease specialists, laboratory personnel, and community health workers collaborate to implement screening, diagnostic testing, treatment supervision, and health education. The synergy among these disciplines ensures efficient case detection, timely treatment, and community awareness, ultimately reducing disease transmission. The shared goal and specialized skills produce a compounded effect, enhancing the quality and reach of healthcare services.

Lack of Fostering in Traditional Healthcare Models

Lack of fostering in healthcare refers to insufficient development of interprofessional relationships that can impair care quality and learning. An example exists in traditional, siloed healthcare roles where physicians operate independently from allied health professionals such as nurses, pharmacists, or social workers. For instance, when physicians make clinical decisions without consulting or involving other team members, opportunities for holistic care coordination are missed. This lack of interdependence hampers comprehensive patient management, especially in complex cases requiring multiple disciplines.

Another example is the limited engagement between healthcare providers and community organizations. In a traditional healthcare models, providers may focus solely on clinical treatment within healthcare facilities, neglecting community resources that facilitate preventive care and social support. This siloed approach leads to gaps in addressing social determinants of health, ultimately inhibiting learning and collaboration across sectors for patient benefit. Recognizing and fostering interdependencies is crucial for advancing effective healthcare delivery and joint learning.

Conclusion

Effective healthcare delivery hinges on resourcefulness, synergism, and fostering interprofessional relationships. Incorporating diverse expertise and working collaboratively enhances patient outcomes, while neglecting these principles can perpetuate fragmented care. As healthcare systems evolve towards community-based models, emphasizing these elements will be key in adapting to complex health needs and advancing holistic, patient-centered care.

References

• Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017). Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (6).
• World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. WHO.
• Bridges, D. R., et al. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical Education, 45(1), 39-43.
• Payne, S., et al. (2019). Resourcefulness and resilience in healthcare: Essential skills for contemporary care. Healthcare Management Forum, 32(1), 14-19.
• Hammick, M., et al. (2007). A best evidence systematic review of interprofessional education: BEME Guide No. 9. Medical Teacher, 29(8), 735-751.
• Wagner, E. H. (2010). The role of patient and family engagement in reducing health disparities. Annals of Family Medicine, 8(2), 173-176.
• Gittell, J. H. (2009). High performance healthcare: Using the power of relationships to Achieve quality, efficiency and resilience. McGraw-Hill.
• World Health Organization. (2018). Framework on integrated, people-centred health services. WHO.
• King, G., et al. (2017). Interprofessional education: Developing a collaborative practice. Journal of Interprofessional Care, 31(2), 222-230.
• Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Part 1: Theoretical and conceptual foundations. Journal of Interprofessional Care, 19(sp1), 21-38.