Please analyze the following scenario: 

Scenario:

Patient Lucy made an appointment to see her primary care practitioner. Her chief complaint was intermittent abdominal pain, about weekly. She had already tried cutting back on coffee from three cups a day to one cup with no success in reducing these episodes.

During her encounter with the physician she had interactions with several employee types: 

• Identified herself and registered at the check-in desk.
• Was roomed and had vital signs taken by the Medical assistant. Repeated her chief complaint for the record.
• Reviewed her printed medication list to confirm its accuracy and completeness.
• Had the physician take her history and conduct the physical exam. Physician found no palpable abdominal abnormalities. Physician inquired briefly about patient’s diet.
• Lab tech performed analysis per physician order: Chemistry, including triglycerides and cholesterol.
• Physician reviewed blood work and concluded high triglycerides were present.
• Physician conducted more in-depth questioning on patient’s diet. Determined that Lucy was engaging in weekly “binges” on high volume of milk chocolate with abdominal pain approximately 24 hours after binging. 
• Physician referred Lucy to a dietitian to educate about risks of high sugar and fat consumption. Also he put her on list of patients for care reminders and possible future gallbladder evaluation.

1. Select three (3) of the bullet points from the scenario above. Use the tables provided below for each bullet point.
2. For each bullet point you select, identify an entity from that bullet point item.
3. Then document 4 data attributes that could be collected. Remember that Attributes are the detail-level characteristics that are found within tables.
4. Next, consider the end-users of healthcare databases. Identify an end user that would use these attributes in their daily tasks.
5. Finally, state a daily task that uses those attributes by the specified end-user

To guide you, an example from the education field is recorded below:

• The teacher arrives in the classroom and takes out the course syllabus.

SAMPLE Selection Chosen

Selected bullet point is:

The teacher arrives in the classroom and takes out the course syllabus.

One entity (person, place, thing or event) is:

Syllabus

Attribute list is :

1. course title2. textbook3. test date4. grading scale

End-user is:

Student

Daily task for the specified end user is:

The enrolled student reviewed the syllabus to determine the date of the first test in the course.

Download the document below and complete it for submission: 

Module 03 Written Assignment Template

Write about a meaningful decision that you make during the quarter.

Individual, or in groups up to 5 people (across sections is fine). One paper per group. 1250-1750 words (due in week 9). Print word count on it. 10% penalty if over 1750

words.

Include:

(1) Overview: Briefly describe the decision you made and what you were hoping to achieve.

(2) Ideal plan: Discuss how you planned to make the decision based on some

model of how you “should” make the decision, whether Moral Algebra/Weighted Additive Rule, EU theory, or some other optimal model. For example, what your

frame/question was, how you found or created options, what information you

considered, what uncertainties/probabilities were at play, etc.).

(3) Anticipating error: Discuss the psychological principles or errors that could play a role in or interfere with the process, and steps you took to account for the

psychology.

(4) What happened: If your decision-making diverged from your planning/anticipation, explain how so and what you might have overlooked during those stages. If it followed the plan perfectly, explain what you think was key in your planning/anticipating that made it so easy to follow. And describe the outcome of the decision.

(5) Reflections: What are your key takeaways from this process that will shape how

you make other decisions in the future? Connect to specific future decisions.

Connect to/discuss specific class concepts throughout, especially for (2) through (5).

(5) kind of naturally follows from (4)—they’re both looking back on what worked, what didn’t, and what you’d do differently (or the same) going forward.

Final paper: possible topics Where to live What car to buy Where to travel (or if to ever travel again) Whether to get a PhD (don’t do it) How to contact aliens (must have a PhD to make this your topic) How to divide up chores in the household How to entertain your kids What classes to take Household financial decisions (how much to save, how much insurance, etc.) What job to take (or leave) Whom to hire…or fire Any workplace decision What tattoo to get (to commemorate this class)