As revenue generators, NPs must be aware of how their work contributes to the overall revenue of the clinical practice. You see 20 patients per day on average and take call every third weekend. According to Buppert (2011), an NP who sees 15 patients per day at $56 per patient visit, on average, brings in $840 per day. Allowing 1 week off for continuing education, 1 week off for illness, and 4 weeks off for vacation, this NP will bring in $193,200 a year, potentially. However, not all bills are paid. With a 90% collection rate—a reasonable collection rate for an efficient practice—this NP actually will bring in $173,880 per year. An NP who sees 24 patients per day will bring in $1344 per day, or $309,120 per year in accounts receivable. With a 90% collection rate, this NP will bring $278,208 to the practice (Buppert, 2011).
Establishing a salary can be a challenge for NPs. Deducting 40% of the NP’s gross generated income for overhead expenses (rent, benefits, continuing education, supplies, malpractice, lab expenses, and depreciation of equipment) leaves $104,280 for the 15-patient-per-day NP and $166,925 for the 24-patient-per-day NP. Further deducting 15% of that figure to pay a physician for consultation services leaves $88,638 in salary for the 15-patient-per-day NP and $141,887 in salary for the 24-patient-per-day NP. Deducting 10% for employer profit leaves $79,775 in salary for the 15-patient-per-day NP and $127,699 for the 24-patient-per-day NP (Buppert, 2011).
What salary would you propose for the contract renewal? How does your salary proposal fit in with the community standard for an NP in a similar practice? Use logical reasoning, and provide evidence based rationales for your decisions. Keep in mind that your negotiation terms and conditions must be within the legal scope of practice for an ANP.
Relative Education What Are the Strengths and Weaknesses of Quantitative and Qualitative Comparative Approaches? Presentation For all intents and purposes it is outlandish for examination not to exist, since it is a noteworthy piece of human instinct. Anything that exists and can be pondered can possibly be looked at. Swansen (1971: 145) expressed that "THINKING WITHOUT correlation is incomprehensible, so is all logical idea and logical research." When the expression "near approach" is utilized as a part of the general sense it is an essential characteristic in the field of social logical procedure. In the general sense it might be expected that all social logical strategies are similar. Nonetheless, in the field of humanism the term is more limited to the unequivocal examination and correlation of various social orders; with an end goal to decide the alike and diverse qualities of the social orders (Eastthope 1974). In any case, some examines in this field of study have built up the situation throughout the years that there is no uniqueness about this field of request. One such specialist is Smelser (1976) who showed that there is no different objective perceived by relative and non near analyst since they both depict societal patterns by making constraints over circumstances and case variations that happen in those patterns. Ragin (1989), in any case, kept up that the similar approach is a particular field since it can be described as having an undeviating experiential working of the nonfigurative idea of society that has an abnormal state of thoughts. In view of this, Ragin expressed this is the thing that separates compartivists and non-comparativits. In this way it might be accepted that the relative approach includes the concentrate of one society and contrasting it with in excess of one case (society) in view of their societal factors, for example, culture, governmental issues, and so on., and deciding their likenesses and contrasts and crediting them to why marvel exists in the general public being investigated. There are two noteworthy strategies that specialists can apply when they direct near research. These two methodologies are known as the relative quantitative and similar subjective methodologies. Subsequently, in this paper I will talk about the qualities and shortcomings of quantitative and subjective relative methodologies. Nonetheless, right off the bat I will conceptualize the expression "similar approach" inside the custom of sociology and after that I will characterize talk about the outcomes this has for training. Reference will then be made the three phases the near approach advanced in training and the significant rules that the similar approach is relied on. The subjective and quantitative near methodologies will then be characterized; their highlights and capacities, points of interest and drawbacks will be talked about. I will then talk about what the best approach the relative approach is; at that point I will at last be examining the outcomes that the similar approach has for training. Conceptualizing the Comparative Approach In the expansive field of human science the near approach might be characterized as identifying with a kind of assessment that differences one belief system or investigative arrangement lined up with others. It might have a plausibility of being supplanted by another that can be utilized to elucidate a similar others that would clarify a similar regular pattern (Gerring 2008). Moreover, Keaty (2008) expressed that the near approach is the essential logical process existing, that an individual can use to control hypotheses and examine the relationships of in excess of one variable, while keeping up all invariance that can inactively change factors. The fundamental reason for the relative approach in this field of study is to build a legitimization of overall patterns that are basic to these social orders yet additionally enables scientists to break down the more complex patterns of a general public Ragain (1987). In this way, it might be expected that using the similar approach inquires about are fit for recognizing that a sound observational illustration is related to a different number of circumstances, notwithstanding despite everything it gives the scientist the chance to distinguish that societal patterns are multifaceted and that a wide defense is a fragmented justification. Ragin (1989) additionally indicated that the near approach is a reasonable approach and subsequently it is depended on John Stuart Mills (1888) standards of inductive request. John Stuart Mills (1888) as refered to in Etzioni and Du Bow (1970) called these three standards are called technique for understanding, strategy for contrast and the circuitous technique for distinction. The technique for understanding might be clarified as though at least two instances of the event that is being inspected have one condition that is comparable, it is expected that this condition in which all the event agree, is the cause of the predetermined pattern. In this manner all together for an event to be important it must happen in every circumstance (206-208). Besides, it might be expected that in this example the comparativits would be worried about examining circumstances where the condition can be distinguished and in this way naturally conditions that are not recorded would not be fundamental for the occurrence(s) to happen. The technique for assention that Mills (1888), as noted in Etzioni and Du Bow (1970), planned might be clarified as though an event in which the pattern under examination happens, and an event in which it doesn't come to pass, and the event is the equal one ought to be held, that one occurring previously; the condition(s) and the two cases that are diverse might be named as the impact or an essential part of what made the pattern occur. The last strategy that Mill (1888) characterized, that the similar approach is grounded on, is the aberrant technique for assention. This strategy Mill's backhanded technique for contrast is the utilization of the strategy for understanding twice (208-210). Analysts draft cross arrangements with an end goal to set up if patterns are existent and if the outcome show/present or truant/truant then the thought can be kept up. At the point when compartivists apply this technique it has three noteworthy advances these are: - the double work of the aberrant strategy for contrast and the progression which is identified with the end of testing single components of elucidation through inverse examinations. In any case, when the near approach is connected in training it might be characterized similar to a blend of instructional method and the sociologies. The relative approach in training manages the structure and reason a school serves. It is recommended by Noah and Eckstein (1969) that the field of instruction and the sociologies have consolidated in light of the fact that investigates have concentrated on undifferentiated from sorts of measurements and harmonious topics. Moreover, the other explanation behind this merger between fields is the discernible enthusiasm for quantitative and experiential and methodologies of examination (Noah and Eckstein 1969). The use of the relative approach in instruction is deliberate for four principle reasons. Crossley and Watson (2004) have endeavored to recognize these reasons. Initially, it enables partners to grasp their own instructive structure. Furthermore, it gives people the chance to likewise have the capacity to grasp other individuals' instructive structures, their societies and its societal associations. Thirdly, people would have the capacity to perceive differentiate instructive structures, strategies and impacts as a methods for recording and appreciating the issues in training, and help to the advancement of instructive directing standards and conventions. Fourthly lastly it bolsters upgraded worldwide fathoming and joint effort inferable from increased comprehension to different convictions and customs of the world. At the point when the near approach is connected in the field of instruction it is depended on the different stages that developed from. They are two noteworthy speculations that are utilized to clarify this procedure. As indicated by Bereday (1964) as noted in Bray, Adamson and Mason (2007) the advancement of the near approach in instruction experienced three stages. The initial step he hinted happened amid the nineteenth century and was built up by Marc-Antonie Jullien the principal known efficiently, scholarly relative educationalist. This period was alluded to as getting. Bereday (1964) expressed that amid this stage awesome significance was centered around the categorisation of logical actualities. After that accentuation was set on differentiating the data gathered with an end goal to decide the superior conventions that a nation was utilizing with the reason for actualizing them in different nations. Bereday's (1964) second step in the advancement of the similar approach in training happened inside the initial 50 years of the twentieth century.>GET ANSWER