CAP assignment
CAP Draft Instructions
Students submit two drafts of their CAP paper during the term. The students clinical instructor reviews the drafts and provides feedback. Each draft earns a maximum of 5 points.
Consult the CAP Instructions and Rubric document for guidance on content.
See the course roadmap for due dates.
1st draft contains:
Introduction
Literature review of the topic/issue
The first draft should include proper APA-styled citations for the articles referenced. It does NOT need to include an APA-styled title page; however, this is a requirement for the final paper.
2nd draft contains:
Literature review of the solution/interventions
Implementation/intervention
The second draft should include proper APA-styled citations for the articles referenced.
Instructor Feedback
These drafts ARE an opportunity for the instructor to tell the student if they are on the right track for content, writing, and formatting.
The drafts ARE NOT an opportunity to receive detailed corrections on content and APA style.
Students are encouraged to seek writing/APA assistance from the APA Publication Manual, ResUs lib guides, the Online Writing Lab (OWL) at Purdue, or through the TutorMe resource found on the landing page.
INSTRCTION
CAP 1 and CAP 2 where submitted separately. I wrote the two CAPS myself. After grading them, the goal is to correct or edit both CAPS and combine it together to form one APA writing, and use the information on both CAPs to create an E-POSTER.
The grading rubric talked about two articles on each CAPs total of 4 articles on the final CAP
I have attached a sample copy of how the final CAP should look like, also a sample of my friends E-POSTER together with the E-POSTER TEMPLATE.
I also attached a copy of the grading rubric of the CAP and E-POSTER.
Please take your time to review the information and let me know if you understand the message. Sample CAP Paper for students (1) (1).docx
FAMILY-CENTERED CARE DURING OUTPATIENT SURGERY 1
FAMILY-CENTERED CARE DURING OUTPATIENT SURGERY 5
Family-Centered Communication in Day Surgery
Three Quality of Care key drivers for Our Lady of Centers Surgical Services department are measured quarterly. The Surgical Services Department has met or exceeded targets for two of the three key drivers. However, for the past six months, the department has not met the goal for a third key driver: explanations provided about progress following surgery. Meeting the goal for the third key driver is dependent on effective communication processes from staff and surgeons to patients and their families. A communication process exists, but by looking at areas in which the process is broken, relatively easy and effective fixes can be put into place.
The charge nurse for preoperative and recovery care has identified difficulty in adhering to the current process due to difficulty in locating family members if they leave the waiting room and due to the volume and acuity of patients that enter the recovery area. The nurse manager has also identified meeting the third key driver as a priority for the institution and supports the project.
Increasing patient satisfactionand thereby increasing the likelihood of returning to the facility for healthcare needscan benefit the unit and the organization by increasing revenues. The profession of nursing can also benefit by increasing staff and improving technologies for patient care with additional revenues.
Literature Review of Problem
Much research on factors influencing patient satisfaction in perioperative care has been conducted. A driving factor identified is communication to patients and families during care.
Yellen (2003) surveyed ambulatory surgery patients to determine the influence of the nurse-sensitive variables of age, gender, culture, previous hospital admissions, nurse communication, pain, and satisfaction with pain management on overall patient satisfaction. Results showed that nurse communication was the most significant indicator of patient satisfaction, and satisfaction with pain management was the second most significant indicator. Furthermore, patients who were satisfied with nurse communication also reported satisfaction with pain management.
Fry and Warren (2005) conducted a qualitative study to determine the needs of family members in the waiting room of a critical care unit. Results showed that all participants sought some information about the patients outcomes during the stay. In addition, an element of trust was essential to a family members sense of well-being, especially with nurses. The study concluded that an environment that supports a nurses interaction with patients and families enhances trust. Conversely, a lack of information or trust of nurses can reduce a sense of well-being and, ultimately, patient satisfaction.
Literature Review of Solution
Implementing a family-centered communication process during surgery can take many forms. The approach can be as formal as a nurse liaison whose only job is to communicate with and to families during surgery or as informal as periodic phone call updates.
The Childrens Hospital of Philadelphia implemented a Family Liaison Model that utilized current staff to communicate to families during operative procedures with subsequent admission to a cardiac intensive care unit (CICU). A CICU nurse was designated family liaison during surgery. Duties included 1) meeting the patient and family in the holding area, 2) escorting the family to the waiting area, reviewing with the family what they can expect, 3) obtaining updates from OR staff every 45-60 minutes, 4) relaying progress information to the families in the waiting area, 5) admitting the child to the CICU, 6) ensuring the family could be at bedside within 35-40 minutes post-op, and 7) providing care until the end of shift. Patient satisfaction with staff and nursing support increased over a two-year period. However, 96% of nurses found time management with the additional duties challenging (Madigan, Donaghue, & Carpenter, 1999).
The University of Virginia Health System implemented phone calls to families every two hours during surgery to provide updates. A follow-up study on the programs effectiveness revealed that 95% of families who received the calls reported a good OR experience, while only 84% of the families who didnt receive phone calls rated the experience favorably (University of Virginia Health System, 2008).
The solution proposed for OLR will be a modified combination of the two solutions reviewed. These modifications are necessary because of cost limitations, OLR nurse workloads, and OLR environmental restrictions that do not allow support people to be with families in pre-op and recovery. Similarities to the solution used at Childrens Hospital of Philadelphia will be setting expectations of the patients family members through a new brochure, using current nursing staff, and relaying information in a timely manner. The primary mode of communication to families will be through telephone contact, similar to the solution implemented at the University of Virginia Health System. Obtaining cell phone information from families on a consistent basis is another significant modification.
Implementation
The solution to the problem involves enhancing the current process at four key communication opportunities.
During outpatient registration, obtaining the familys cell number is inconsistent and expectations during surgery are set verbally. The enhanced process involves developing a brochure which informs families what to expect during the patients perioperative experience, and it offers them an opportunity to provide their contact information to the nurse in writing. The contact information would be attached to the front of the chart.
In preoperative holding, delays sometimes take place, and the current process does not include communication to families about delays. The enhanced process requires the preoperative nurse to make a phone call if delays longer than 45 minutes occur.
If the family leaves the waiting room for any reason, surgeon contact with the families following surgery may not take place. With the family-provided cell phone contact information on the front of the chart, the surgeon has the option of calling the family to update them about the patient.
During recovery, the volume and acuity of patients sometimes prevents recovery nurses from updating families. The enhanced process will enable the surgical and recovery room nurses to work collaboratively in deciding which nursing role should complete the task for each patient.
Changes to the family communication process during the perioperative period will start with development and approval of the brochure. The roll-out schedule would be contingent on completion of the brochure, but it should be done as soon as possible. The unit manager and charge nurses in all phases of care will schedule and conduct in-services about the new process for all nurses in perioperative services. In addition, the unit manager will document the new process and display reminders of it prominently at the nurses stations and the breakroom.
To measure the effectiveness of the new process, pre-intervention, baseline data for the Quality of Care key drivers will be compared to post-intervention data three months after implementation. A small standing committee of nurses will analyze data and patient comments every three months to determine if refinements to the process are needed.
Family-centered communication processes have been proven to increase patient satisfaction and will improve the explanations of progress during surgery, which is a Quality of Care key driver. This new process allows for family mobility during surgery while still maintaining contact with staff, which has been a problem in the past. Enhancing current processes is cost-effective, and it eliminates the need for retraining to entirely new processes. Also, this process ensures that no one nursing role is overburdened with communication responsibilities to families.
CAP Instructions and Grading Rubric (1).docx
CAP Instructions and Rubric
Description
: The Clinical Application Project (CAP) is an opportunity for the BSN student to identify an issue, topic, or challenge that is relevant to their Role Transition clinical placement. The student will examine the research related to their topic and investigate the literature regarding a potential solution for, or intervention to improve, the issue. The student then creates a final project, intervention, or solution to their identified topic.They will present their work in a professional paper and electronic poster which will be presented via video.
Directions
: Identify a problem, issue of concern, or area for improvement relevant to your clinical setting. Describe the importance of the area of concern (include facts, statistics etc.). Consult with your RN preceptor and ResU clinical faculty regarding your topic. Your clinical instructor must approve the topic before work is initiated.
Critically analyze the literature related to the area of concern. Identify possible solutions to the selected area of concern, based on the evidence in the literature. Review each for its strengths, weaknesses, and feasibility. Select one solution. Engage in the necessary work for this quality improvement project (e.g., develop a new form and identify approvals required for its use). Although students may not have enough time to actually implement their entire project or quality improvement activity, the final work product should clearly outline the plan for implementation, including a timeline. Students will provide evidence of the final work product (e.g., educational program outline, instructional pamphlets, nursing form, pocket resource, new policy).
The student will create an electronic poster which visually represents the clinical application project. The e-poster displays similar components as the paper, but in a very concise and visually pleasing design. Further guidelines and instructions for the e-poster are included in the document entitled e-Poster Creation.
The final paper and electronic poster are graded according to the specifics contained in the following grading rubric. Due to the pandemic, e-poster presentations will not take place on campus. Instead, students are expected to present via video and upload to Brightspace. More information to follow.
CAP Instructions and Rubric
Grading criteria for PAPER
Points
Comments
Introduction
Introduces topic and provides overview of the issue (2 pts.)
Discusses why this issue is pertinent to the particular unit/organization and what led student to choose the topic (2 pts.)
Identifies unit, manager, etc. support for the project (1 pt.)
Identifies how the project will specifically benefit the unit/organization (2 pts.)
/7
Literature review: topic/issue
Includes two recent articles (less than 5-7 years) from professional nursing or health sciences journals (2 pts.)
For each article: provides brief summary and discusses how the article is pertinent and relevant to the topic/issue (4 pts./each article=8 total)
/10
Literature review: solution/intervention
Includes two recent (less than 5-7 years) articles from professional nursing or health sciences journals (2 pts.)
For each article: provides brief summary and discusses how the article is pertinent and relevant to the solution or interventions (4 pts./each article=8 total)
Articles support the students chosen solution or intervention (2 pts.)
/12
Implementation/intervention
Clearly describes final project or intervention (2 pts.)
Outlines specific steps to implement final project/solution, including timeline for how the project could be rolled out (4 pts.)
Discusses how the project will address/improve the clinical issue (2 pts.)
Discusses future follow-up, evaluation, and/or measurement of the impact of the project (3 pts.)
/11
Paper mechanics
Incorporates required content in a 4-5-page paper (not including title page and reference page) (2 pts.)
Follows correct APA:
Proper title page (1 pt.)
Appropriate text spacing, font size, headings, and in-text citations (2 pts.)
Formatted reference page (2 pts.)
Writes clearly; uses correct grammar, spelling, and punctuation; avoids first person voice (3 pts.)
/10
Grading criteria for e-POSTER
Points
Comments
Topic/issue
Clearly displays the topic or issue (2 pts.)
Includes general information about the topic or issue
(2 pts.) *
Communicates specifics about why it is pertinent to the particular unit or organization (2 pts.) *
States institutional support (1 pt.)
*If applicable, poster uses appropriate graphic or visual which conveys national or local data, trends, organization or unit statistics, etc.
/7
Literature review of the topic/issue
Includes literature support of the topic or issue (1 pt.)
Summarizes most important point(s) of each article (4 pts.)
Clearly connects authors with literature points (1 pt.)
/6
Solution/intervention
Clearly outlines solution and presents as feasible (3 pts.)
Includes literature support of chosen solution (2 pt.)
Clearly connects authors with solution literature (1 pt.)
/6
Implementation
Identifies and explains final project and attaches a copy of work product (in-service handouts, pamphlet, form, pocket card, for example) (4 pts.)
Specifically describes how the final project would be implemented, including timeline for roll-out (2 pts.)
Describes how the impact of the project could be measured or evaluated (2)
Addresses the future implications of the project for the unit and/or nursing in general (2 pts.)
/10
e-Poster mechanics
Professional looking: follows elements of e-poster construction; organized and clear layout that flows well (2 pts.)
Visually appealing: words and graphics are easy to see; appropriate use of color (2 pts.)
Students name, Resurrection University and project site are clearly identified (1 pt.)
Reference page is complete, in proper APA format, and submitted with the e-poster (1 pt.)
/6
TOTAL /85
CAP e-poster template.pptx
Clinical Application Project Title
Your information here
Your information here
Your information here
Your information here
Using simple, well designed graphics can help to effectively communicate results
Your information here
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Your information here
Your information here
Place titles here
Title
1
SAMPLE OF CAP e-poster (2).ppt
Improving Adherence to the Heparin Administration Protocol
Gage and Toney-Butler (2019) provide crucial insights into the issue of dose calculation.
According to the authors, the administration of medication requires one to know what to give, as well as the amount to administer.
Although using simple mathematical calculations can reduce the risk of potential errors, many nurses and other clinicians find it a challenging task
The calculation of the dosage for individual patients are problematic to many nurses.
High alert medications such as heparin require a strict adherence to their administration protocols
Specifically, the identified challenge was the conversion of heparin units from kg per hour to ml per hour.
In heparin IV infusion, nurses have to consider the patients weight and the baseline infusion as ordered by the physician. In turn, they have to calculate the rate of infusion
Enhancing nurses adherence to heparin administration protocols could be achieved through in-house training and interprofessional double-checking.
Wilson (2015) provides several guidelines regarding the calculation of doses. The unit manager should initiate the training with materials such as those from Wilson (2015) to create an understanding of the different methods of calculating dosage.
The National Patient Safety Goal (NPSG) provides the basis for the implementation of a suitable intervention to counter this problem (Gosselin et al., 2019). Several aspects are worth considering before the implementation of the specific interventions.
Provide a formal in-service training program to increase nurses skills on programming the IV pump for heparin administration.
Formal and informal approaches to increasing awareness of safety mechanisms, importance of adjusting the infusions based on patients aPTT values
The poster, brochure, and bulletin shall include a summary of standard initiation protocol and shall be placed in the nursing station and break room.
Self-learning packets will be used to ensure continuous improvement, interactive digital media, including social media platforms
I would like to thank my preceptor Regina
Pantaleon and nurse manager Eva at 4th South RMC who endorsed this project and felt that it would be useful to the unit. I would also like to thank those who assisted me to complete the project
Adherence to the administration protocol would reduce medication errors associated with heparin administration, and will have a positive effect on patients outcomes and satisfaction with the services provided
Literature Review on Solution
Implementation
Acknowledgment
Conclusion
Introduction
Literature Review on problem
Assessing Success
Pre-intervention baseline data for Heparin Administration protocol observance will be gathered .
Monitor for improving adherence to the administration protocol and frequent monitoring of aPTTs
Pre-intervention baseline data will be compared to post-intervention data within twelve weeks after the implementation.
If successful, the intervention will be incorporated into the practice protocols of the hospital.
This Photo by Unknown Author is licensed under CC BY-ND
*
References
Chagari, M., Saffari, M., Ebadi, A., & Ameyoun, A. (2017). Empowering education: A new model for in-service training of nursing staff.Journal of Advances in Medical Education & Professionalism,5(1), 26.
Gage, C. B., & Toney-Butler, T. J. (2019). Dose Calculation. InStatPearls [Internet]. StatPearls Publishing.
Gosselin, R. C., Roberts, A. J., & Dager, W. E. (2019). The Joint Commission National Patient Safety Goals (NPSG) directing anticoagulation safety in the United States. Annals of Blood, 4. Retrieved http://aob.amegroups.com/article/view/5106/html
Laughner, C., Sentz, R., Sabados, A., Feil, D., & Cooley, A. S. (2019). Quality improvement: Adherence to nurse-driven heparin protocols.Nursing2019,49(5), 66-69.
Smythe, M. A., Priziola, J., Dobesh, P. P., Wirth, D., Cuker, A., & Wittkowsky, A. K. (2016). Guidance for the practical management of the heparin anticoagulants in the treatment of venous thromboembolism.Journal of thrombosis and thrombolysis,41(1), 165-186.
Ward, B. (2019, January 16). Joint Commission updates anticoagulants NPSG. Patient Safety & Quality Healthcare. Retrieved https://www.psqh.com/news/joint-commission-updates-anticoagulant-npsg/
Warnock, L. B., & Huang, D. (2019). Heparin. InStatPearls [Internet]. StatPearls Publishing
Wilson, K. M. (2015). The nurse’s quick guide to IV drug calculations.Nursing made Incredibly Easy,11(2), 1-2.
CAP DRAFT ONE Draft # 1.docx
Running Header: FALL PREVENTION IN HOSPITAL 1
FALL PREVENTION IN HOSPITAL 4
Fall Prevention in the Hospital
Fall Prevention in the Hospital
Introduction
Hospital falls among the patients are common and regularly recounted global safety occurrences, and they can be prevented. Hospitals record approximately 70,000-1,000,000 fall cases annually (LeLaurin & Shorr, 2019). With the compromised condition of the patients within the hospitals, falls frequently result in other complications, such as fractures, considerable internal bleeding, and lacerations. This causes an increase in general health care utilization, increase costs, and undesirably influence the outcomes of an admitted patient. Hence, fall prevention signifies a vital area of health care that requires a lot of focus on the delivery of cost-effective treatment.
Literature Review of the Problem
According to the WHO, hospital falls are the foremost public health issue and a leading global basis of accidental injury fatalities after accidents due to road traffic. Research reveals that approximately 30-50% of the hospital falls causes physical injuries and fractures (Callis, 2016). The recognized continuous risk factors that cause patients’ falls in the hospital setting include old age, latest fall, male gender, and posture instability. Also, nervousness, novel urinary incontinence, neurocardiovascular unsteadiness, orthostatic hypotension, depression, impaired cognition, and adverse drug reactions mainly caused by psychotropic medications are risk factors to hospital falls. Understanding the causes of hospital falls will enable healthcare personnel to come up with ways to prevent these falls.
According to Fiorentini (2017) (he rate at which inpatients fall within the hospital settings ranges from 2.3 to 7 falls for every 1000 patients per day and 30% of this number results into injuries. Apart from fractures, these falls results to subdural hematomas, extreme bleeding, and even death (Fiorentini, 2017). According to studies conducted in the communities, hospices, and rehabilitation facilities have recorded an extensive range of patient-associated risk factors for undergoing a serious fall-associated injury. These factors include, white race, posture impairment, mental impairment, female gender, more than one chronic condition, minimal body mass index, and prior fall with fracture.
Most of the hospital falls occur because most patients, when they are confused, in most occasions they do not recognize their environment and fail to call a nurse for help, while other patients might tenaciously feel they do not require help and will end up getting out of bed without the strength to do so (Callis, 2016). In some cases, the healthcare providers fail to reset the bed-exit alarm, delay when called to assist, and inaccurately assess a patient.
References
Callis, N. (2016). Falls prevention: Identification of predictive fall risk factors.Applied nursing
Research,29, 53-58.
Fiorentini, M. L. (2017).Examining the Impact of Nursing Assistive Personnel Staffing Levels on
Injurious Inpatient Hospital Falls(Doctoral dissertation, University of the Sciences in Philadelphia).
LeLaurin, J. H., & Shorr, R. I. (2019). Preventing falls in hospitalized patients: state of the
Science.Clinics in geriatric medicine,35(2), 273.
Comments:
I think I did not see in the first paragraph anything on your plan, how you are planning to prevent from fall at hospital setting? I know you are reviewing the literature, but you need to present also your plan, what is your proposition on preventing from this situation and how to help health care providers to overcome this. You need to have four references total for your CAP paper.
Thank you.
CAP 2 Draft # 2 (1).docx
Cap Second Draft.
Fall Prevention in the Hospital
Literature Review of the interventions
According to (Callis, 2016), hospital falls can be prevented by first utilizing the integrative care management system whereby the hospitals design is considered. The study further explains that maximizing appropriate communication among the distinct health care specialists, and a logical appraisal of paramount practices and the evaluation of mishaps at a standard period to enumerate the risk of causing incidents for falls are the best solutions to preventing hospital falls. Besides, evaluating the actions appropriated to alleviate these risks is important. This article is relevant in that the solutions it provides are feasible.
A study conducted by Gu (2016), reveals that nurses are the crucial healthcare providers in the prevention of hospital falls. This is because nurses are frequently more accustomed to the risks of a specific patient than the other healthcare personnel are; hence, they signify the front line of protection against falls. The study portrays that the assessment of risks to falls is an essential initial step in preventing hospital falls. This is because it sanctions for effective utilization of resources along with directing the attention of the care of an individual when they are at a higher risk of falling.
Implementation
The solutions to the problems require the hospitals to implement the interventions above by ensuring assistive devices that help patients quickly ask for assistance from healthcare providers are installed as soon as possible. In addition, the hospital administration can provide the patients with footwear that can reduce the risk of falls and assistive tools, for instance, walkers, walking sticks, or the healthcare providers can provide them with help and non-slip footwear (Gu, 2016). Installation of proper lighting in the patients’ surroundings and removal of any blockage and the rollout plan will depend on the accomplishment of the installation.
The hospital administration can schedule and conduct education and training services for healthcare providers and patients on fall prevention. In addition, the administration will ensure that healthcare providers follow the policies and protocols put in place. The healthcare administration can provide the patients with safety huddles that describe every patient’s present condition and endeavor to determine any clinical and non-clinical prospects to enhance the care and safety of the patients; this can occur immediately if possible.
To measure the efficacy of the interventions, the pre-intervention data on falls will be compared to the post-intervention data at least one month after implementation. Also, a group of nurses will conduct monthly analysis of the interventions by reviewing patients comments regarding the interventions effectiveness.
References
Callis, N. (2016). Falls prevention: Identification of predictive fall risk factors.Applied nursing
Research,29, 53-58.
Gu, Y. Y., Balcaen, K., Ni, Y., Ampe, J., & Goffin, J. (2016). Review on prevention of falls in
Hospital settings.Chinese nursing research,3(1), 7-10.
Comments:
#2 draft should be in APA format, I dont see your title page attached? The plan you are proposing is not new at all. I dont see any new in your paper that nurses are not doing it already. You stated on in services, how it will be provided, by whom and where? How exactly this plan will be reassessed?
I was hoping that you come with the new plan, your own implementation to prevent falls, something you propose for 4S unit to help nurses to prevent falls in patents. New would be: you could designate a special person who will be checking on patients frequently, or install cameras in fall risks patients rooms, these are new ideas. The ones you introduced in your paper; nurses have been using already. Tell me, are the stocking new, or call lights or walkers or cane? No, these assistive devices are forever used on the floor. This a second draft and now I am not sure how you could change ? PLEASE EDIT THE MAIN POINTS AND PUT IN POWER POINT SLIDES FOR EACH SUB TOPIC.
Name
West Town Neighborhood Review
Course
Institution
Instructor
Date
West Town is a blissful neighborhood located in Chicago, a city in Illinois. The neighborhood is one of the 77 officially designated community areas in Chicago. The neighborhood has an area of 11.84 Km2 that stretches from the Chicago River to the east to the Humboldt Park that forms an irregular western border. Nonetheless, one may find it hard to point out West Town on a map due to the indistinct boundaries as well as the various neighborhoods surrounding it that might cause some confusion. Within the community area, most of the neighborhood was part of the historic Polish Downton.
Race and Ethnicity
Over the years, the community area has been defined and shaped by waves of immigration from various parts of the world. With each immigrant group that came into West Town in the past century, they all seem to have left a relatable mark on the area. For instance, the Polish Downtown gives a hint of the Polish immigrants who have lived in the community since the early 1900s. Additionally, Puerto Ricans, Ukrainians, Germans, Russians, Jews, Italians, Mexicans, Asians, and African-Americans have added unique signatures to West Town that reflect their culture. Most of these ethnic signatures include restaurants, churches, and museums. On the western stripe of West Town, Paseo Boricua, there is a 59-foot steel archway crossing over the road that resembles the Puerto Rican flag.
While driving around the community, one can spot various ethnic eateries such as J.J. Thai Street Food, Funkenhausen (German hotel), Jeong (Korean hotel), Chinese restaurants, and La Scarola (Italian hotel) among many more. Some of the notable museums within the neighborhood include the National Museum of Puerto Rican Arts and Culture, Ukrainian Museum, Polish Museum of America, and the West Town Museum of Cultural History, which has an 80% focus on black history. Additionally, the neighborhood has a Japanese inspired market known as Arigato Market. Therefore, these ethnic landmarks tend to speak volumes regarding the racial identity of the community. With an estimated total population of 84,255 people, 62.67% are Whites, 22.68% are Hispanics, 7.01% are Blacks, 4.80% are Asians, while other races make up the other percentage (Statistical Atlas, 2018).
Culture
West Town community maintains a strong cultural identity although the neighborhood has undergone some gentrification as well as demographic transitions over the past few years. Paseo Boricua acts as the cultural capital of Chicagos Puerto Rican community as well as home to the only museum that celebrates Puerto Rican identity in the US. Taking a stroll within the community, you can see the murals and art inspired by Puerto Rican Heritage.
Infrastructure within West Town has improved over the past ten years and there has been a steady rise in the number of health facilities within the neighborhood. An Ad for UChicago Hospital can be spotted on the side of a building as well as several dentists. Some other notable health facilities within the community include Norwegian Hosp
