Risk Analysis for Dr. Smith

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Risk analysis and management is one of the first steps health care providers should take to protect patients’ electronic protected health information (ePHI). In week 3, you developed an implementation plan for Dr. Jim Smith’s office, which has been used to help them successfully implement an EHR system. In this assignment, you will conduct a risk analysis for his office and identify measures to mitigate risks associated with its health information system.
Requirements:
1. Identify six threats or vulnerabilities, including natural, human, and environmental threats as well as technical and non-technical vulnerabilities.
2. For each threat or vulnerability, using a scale of low, medium, high, rate (1) its likelihood of occurrence and (2) its impacts on ePHI. Please provide explanations of your ratings and discuss how the threat/vulnerability can affect ePHI.
3. Based on ratings of threat/vulnerability likelihoods and impacts, use the following chart to rate the level (low, medium, high) of each risk associated with ePHI.
Low
Likelihood
Medium High
Low Risk
Low Risk
Low Risk
Low Risk
Medium Risk
Medium Risk
Low Risk
Medium Risk
High Risk
Impact
Low Medium High
4. For each risk, identify administrative safeguards, physical safeguards, and technical safeguards that Dr. Smith’s office can employ to mitigate it.
As we don’t have much information about Dr. Smith’s office in this instruction, feel free to make reasonable assumptions about its current status in your report.

Sample Solution

‘Risk Assessment for Object Conservation’ reflects Dr Jonathan Ashley-Smith’s personal interests and views in areas including materials science, the ethics of restoration, the costs of conservation and the philosophy of museums.
This valuable book explains the mechanisms of deterioration of museum artifacts, quantifying the probability that damage will occur and estimating the rate of progress when it does.The principles outlined and the information provided will form a foundation for cost-benefit analysis of conservation proposals. Dr Ashley-Smith also gives comprehensive explanations of scientific of mathematical material to take into consideration the readers who have no background in these areas, alongside a basic introduction.

y local authority have recently introduced their own Health and Wellbeing Strategy (2017) and a policy entitled ‘Boosting Brains, Boosting Learning: A Briefing to Support Educator Understanding of the Readiness for Learning Approach’ (2018) in a bid to support the structure and delivery of the curriculum so that children can be the best learners they can be and achieve the best possible outcomes, regardless of background. Both documents take account of global and national policy and have been written in direct response to the work carried out by the Scottish Attainment Challenge (SAC) and the National Improvement Framework (NIF) with schools held accountable to strategic aims of the documents. They take relevant data from the 2016 Scottish Multiple Index of Deprivation (SIMD) into account which indicates that 26% of families in my local authority live in poverty and locality data stating that Adverse Childhood Experiences (ACE) are more prevalent in my local authority than in other parts of the Scotland and the UK. The long term aims of the policies are clear with both seeking to achieve both excellence and equity for all children and young people, but neither have been disseminated to council employees effectively and few know of their existence. Although staff are familiar with Adverse Childhood Experiences (ACE), few are aware of how the data is directly linked to local families thus impacting directly on the experiences our children and young people have.

As stated earlier, it is the aim of Scottish education to give every child equal opportunity to succeed. It can also be said that having a good start in life is essential to success in later life. Having examined and critically engaged in global, national and local policy, whilst also conveying an understanding of the implications or strategic leadership, I will now seek to outline my proposed Strategic Change Issue and justify this. Having carried out a whole school audit based on Education Scotland’s Applying Nurture as a Whole School Approach (2016) during session 17/18 it became clear that staff’s understanding of how best to support children and young people with social, emotional and behavioural needs was inconsistent across the whole school. Data showed that staff did not understand the ‘six key principles of nurture’ as detailed in Education Scotland’s Applying Nurture as a Whole School Approach (2016) and there was a lack of understanding that all staff have a part to play in establishing and sustaining positive relationships with children to then support them to achieve their full potential. The audit highlighted the need to develop the staff’s knowledge of different strategies and approaches which can be used to best support children with social, emotional and behavioural needs. My identified Strategic Change Issue therefore is to address: Inconsistencies of staff knowledge and understanding on how to best support children with social, emotional and behavioural needs in order to achieve best outcomes for learners. It is important that as educators we recognise the importance of positive interactions with children and young people

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