Role of the Provider and Scope of Practice

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Role of the Provider and Scope of Practice Paper
Write a formal paper (1,000-1,200 words) in which you distinguish the role of allied health in the delivery of patient care, define the scope of practice for allied health professionals, and discuss the importance of patient-centered care.
View the interactive learning media http://lc.gcumedia.com/hlt307v/allied-health-community/allied-health-community-v1.1.html
Read the profiles of each of the allied health providers found in the media.
Select two allied health providers, from among those profiled, on which to base your assignment.
Using the GCU online library, perform an academic search in which you research the role and scope of practice for each of the two allied health providers you selected. A minimum of three scholarly peer-reviewed articles are required.
In a formal paper that is formatted using the APA style guide, write an academic paper in which you address these six main concepts:
1. Describe the role of each allied health provider in the delivery of care.
2. Describe the education and skills needed to provide patient care.
3. Define the concept of Scope of Practice as it pertains to the work of allied health.
4. Define the concept of patient-centered care.
5. Discuss the importance of patient-centered care.
6. Describe behaviors/steps taken by allied health providers that result in patient-centered care.

Sample Solution

Allied health professions are health care professions distinct from dentistry, nursing, medicine, and pharmacy. They provide a range of diagnostic, technical, therapeutic, and support services in connection with health care. The most important role of an allied health profession would be their role in providing

meaningful input. Learning how to teach, how to teach and how to teach will be determined in advance, and it is aimed to have a broad vocabulary of the learners.
Many techniques such as learning vocabulary through teaching, combining old learners with new vocabulary, frequent repetition of words, formation of a deeper procedural skill, and animation are helpful (Celce-Murcia, 2001: 286-287).
Direct word learning provides effective learning in a real sense. In this way, each word is emphasized for a certain period of time and the structural, phonological and contextual features of the word. Another aim of learning vocabulary through teaching is to increase the level of consciousness of the students about certain words and to make them recognize them easily in their next encounter with those words.

Learning vocabulary through instruction leads to the beginning of a cumulative learning. Another advantage of this learning is that this type of vocabulary learning helps to learn vocabulary and helps students to acquire the ability to grasp the strategic and systematic characteristics of the language. These features can be listed as sound, word alignment, word type information, underlying concept and semantic information, and syntactic constructions (Schmitt, 2002: 42).
Only a small part of the vocabulary of a language and the semantic information of this vocabulary can be learned by teaching. The knowledge of vocabulary is so great that it is impossible to learn it all this way. Every word learned through instruction may not be able to reach the learner\’s lexical competence. For this reason, it would be wrong to expect that all of the word information will be learned this way.

4.3.1 Number of Words to Teach
When learning vocabulary through teaching, the number of vocabulary to be taught needs to be determined in advance. In this learning method, there are many questions about

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