stakeholders

Home>Homework Answsers>Nursing homework helpAnalysisfollow all directionsa year ago24.03.202410Report issuefiles (2)stateholders.docxMMPA6480_LevelsofEvidenceTable.docxstateholders.docxWhen involving stakeholders in the data collection and analysis process, it is essential for them to understand the difference between validated data versus basic data points. It is important to assure the stakeholders that the quantitative data are quality information that has been looked at multiple ways, such as tracking the data by hand, using grid organizers to examine the data, reconciliation reports, and/or verifying data relevant to the benchmarks set. These efforts are driven by a desire to validate the numbers being put into recording spaces (e.g., computers, Excel spreadsheets) and to make sure the numbers look correct, as much as possible. Likewise, when examining qualitative data, you want to validate the information/data that subjects are giving you.For example, you may have the subjects look at and verify the accuracy of transcripts and/or you may read back to them what they said and ask them to confirm, deny, and/or clarify that the information gathered is accurately represented. Another method of validation is triangulation of data in research studies whereby multiple sources of data or multiple approaches to analyzing the data are employed as well as multiple people looking at outcomes to make sure the data look correct.Validated data are generated using data collection and analysis processes that can be replicated and yield similar results in other contexts. A primary intent of involving stakeholders in the use of validated data is to generate trust in the process. Therefore, involving stakeholders in data collection and analysis requires educating them about the related process(es) as simply and precisely as possible, whether they are part of the data being collected or consumers of the reported data.For this Discussion, you will assume the role of a consultant and provide an evidence-based approach for an organization regarding getting stakeholders involved to help with data collection and analysis.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTO PREPARE· Consider the following scenario:You are a consultant coming into an organization to help with data collection and analysis. How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization?· Select two scholarly articles that validate your approach with the stakeholders in the scenario.· Review your Levels of Evidence table, consider where and why the articles fit in the table. (Note:You will include the Levels of Evidence table in your post.)BY DAY 3Postyour response to the consultant scenario.· Part 1: How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization? State your opinion and validate with two peer-reviewed, scholarly resource(s). (150 words: Keep word count consistent for all Discussions.)· Part 2: Using your Levels of Evidence table, explain what level the articles are in and why. Post the Levels of Evidence table you are creating.MMPA6480_LevelsofEvidenceTable.docxMMPA 6480:Evidence-Based Evaluation MethodsLevels of Evidence Table TemplateLevels of EvidenceType of Evidence for Each LevelDefinitionLevel ISystematic or Meta-AnalysisA systematic analysis is the summary of empirical evidence that is defined by specific criteria. A meta-analysis uses statistical concepts to summarize the study results.Level IIRandomized Control Trials (RCT)A randomized control trial uses two groups to compare results, an experimental group and a control group. Participants are randomly assigned to these groups.Level IIIQuantitative StudyA quantitative study is based in the use of quantitative data with statistical analysis of results.Level IVQualitative StudyA qualitative study explores the human perspective using narrative and observational data and employs qualitative methods for the analysis of results.Level VExpert Opinion or Performance/Quality ImprovementExpert opinions are gathered from individuals who are considered experts in their fields. Performance and quality improvement projects use interventions that are evidence-based concepts originating from research then translated into practice.Level of EvidenceReference List CitationConceptual Framework/Model or Theory Supporting the Study or InterventionResearch Method & Design or Performance Improvement InterventionSetting &Participants’ Demographic and Size of the Participant SampleMajor Variables Studied and Their Definitions:Independent Versus Dependent VariableData Measurement:What Was Measured and What Was the Frequency of Measure?Data Analysis:Statistical Analysis (Quantitative) or Thematic Coding (Qualitative)Findings:Data EvidenceSee example below:IVForsythe, L. L. (2021). Exploring an orthopedic case with action research.Journal of Qualitative Explorations, 1(2), 12–20.Coordinated Management of MeaningQualitative Method/ Action Research FrameworkTrauma Center Operating Room/20 participants of nurses, MDs, technologistsOrthopedic surgical case/discussion and changeConversation of process changeThematic CodingThemes© 2022 Walden University, LLC Page 1 of 3MMPA6480_LevelsofEvidenceTable.docxMMPA 6480:Evidence-Based Evaluation MethodsLevels of Evidence Table TemplateLevels of EvidenceType of Evidence for Each LevelDefinitionLevel ISystematic or Meta-AnalysisA systematic analysis is the summary of empirical evidence that is defined by specific criteria. A meta-analysis uses statistical concepts to summarize the study results.Level IIRandomized Control Trials (RCT)A randomized control trial uses two groups to compare results, an experimental group and a control group. Participants are randomly assigned to these groups.Level IIIQuantitative StudyA quantitative study is based in the use of quantitative data with statistical analysis of results.Level IVQualitative StudyA qualitative study explores the human perspective using narrative and observational data and employs qualitative methods for the analysis of results.Level VExpert Opinion or Performance/Quality ImprovementExpert opinions are gathered from individuals who are considered experts in their fields. Performance and quality improvement projects use interventions that are evidence-based concepts originating from research then translated into practice.Level of EvidenceReference List CitationConceptual Framework/Model or Theory Supporting the Study or InterventionResearch Method & Design or Performance Improvement InterventionSetting &Participants’ Demographic and Size of the Participant SampleMajor Variables Studied and Their Definitions:Independent Versus Dependent VariableData Measurement:What Was Measured and What Was the Frequency of Measure?Data Analysis:Statistical Analysis (Quantitative) or Thematic Coding (Qualitative)Findings:Data EvidenceSee example below:IVForsythe, L. L. (2021). Exploring an orthopedic case with action research.Journal of Qualitative Explorations, 1(2), 12–20.Coordinated Management of MeaningQualitative Method/ Action Research FrameworkTrauma Center Operating Room/20 participants of nurses, MDs, technologistsOrthopedic surgical case/discussion and changeConversation of process changeThematic CodingThemes© 2022 Walden University, LLC Page 1 of 3stateholders.docxWhen involving stakeholders in the data collection and analysis process, it is essential for them to understand the difference between validated data versus basic data points. It is important to assure the stakeholders that the quantitative data are quality information that has been looked at multiple ways, such as tracking the data by hand, using grid organizers to examine the data, reconciliation reports, and/or verifying data relevant to the benchmarks set. These efforts are driven by a desire to validate the numbers being put into recording spaces (e.g., computers, Excel spreadsheets) and to make sure the numbers look correct, as much as possible. Likewise, when examining qualitative data, you want to validate the information/data that subjects are giving you.For example, you may have the subjects look at and verify the accuracy of transcripts and/or you may read back to them what they said and ask them to confirm, deny, and/or clarify that the information gathered is accurately represented. Another method of validation is triangulation of data in research studies whereby multiple sources of data or multiple approaches to analyzing the data are employed as well as multiple people looking at outcomes to make sure the data look correct.Validated data are generated using data collection and analysis processes that can be replicated and yield similar results in other contexts. A primary intent of involving stakeholders in the use of validated data is to generate trust in the process. Therefore, involving stakeholders in data collection and analysis requires educating them about the related process(es) as simply and precisely as possible, whether they are part of the data being collected or consumers of the reported data.For this Discussion, you will assume the role of a consultant and provide an evidence-based approach for an organization regarding getting stakeholders involved to help with data collection and analysis.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTO PREPARE· Consider the following scenario:You are a consultant coming into an organization to help with data collection and analysis. How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization?· Select two scholarly articles that validate your approach with the stakeholders in the scenario.· Review your Levels of Evidence table, consider where and why the articles fit in the table. (Note:You will include the Levels of Evidence table in your post.)BY DAY 3Postyour response to the consultant scenario.· Part 1: How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization? State your opinion and validate with two peer-reviewed, scholarly resource(s). (150 words: Keep word count consistent for all Discussions.)· Part 2: Using your Levels of Evidence table, explain what level the articles are in and why. Post the Levels of Evidence table you are creating.MMPA6480_LevelsofEvidenceTable.docxMMPA 6480:Evidence-Based Evaluation MethodsLevels of Evidence Table TemplateLevels of EvidenceType of Evidence for Each LevelDefinitionLevel ISystematic or Meta-AnalysisA systematic analysis is the summary of empirical evidence that is defined by specific criteria. A meta-analysis uses statistical concepts to summarize the study results.Level IIRandomized Control Trials (RCT)A randomized control trial uses two groups to compare results, an experimental group and a control group. Participants are randomly assigned to these groups.Level IIIQuantitative StudyA quantitative study is based in the use of quantitative data with statistical analysis of results.Level IVQualitative StudyA qualitative study explores the human perspective using narrative and observational data and employs qualitative methods for the analysis of results.Level VExpert Opinion or Performance/Quality ImprovementExpert opinions are gathered from individuals who are considered experts in their fields. Performance and quality improvement projects use interventions that are evidence-based concepts originating from research then translated into practice.Level of EvidenceReference List CitationConceptual Framework/Model or Theory Supporting the Study or InterventionResearch Method & Design or Performance Improvement InterventionSetting &Participants’ Demographic and Size of the Participant SampleMajor Variables Studied and Their Definitions:Independent Versus Dependent VariableData Measurement:What Was Measured and What Was the Frequency of Measure?Data Analysis:Statistical Analysis (Quantitative) or Thematic Coding (Qualitative)Findings:Data EvidenceSee example below:IVForsythe, L. L. (2021). Exploring an orthopedic case with action research.Journal of Qualitative Explorations, 1(2), 12–20.Coordinated Management of MeaningQualitative Method/ Action Research FrameworkTrauma Center Operating Room/20 participants of nurses, MDs, technologistsOrthopedic surgical case/discussion and changeConversation of process changeThematic CodingThemes© 2022 Walden University, LLC Page 1 of 3stateholders.docxWhen involving stakeholders in the data collection and analysis process, it is essential for them to understand the difference between validated data versus basic data points. It is important to assure the stakeholders that the quantitative data are quality information that has been looked at multiple ways, such as tracking the data by hand, using grid organizers to examine the data, reconciliation reports, and/or verifying data relevant to the benchmarks set. These efforts are driven by a desire to validate the numbers being put into recording spaces (e.g., computers, Excel spreadsheets) and to make sure the numbers look correct, as much as possible. Likewise, when examining qualitative data, you want to validate the information/data that subjects are giving you.For example, you may have the subjects look at and verify the accuracy of transcripts and/or you may read back to them what they said and ask them to confirm, deny, and/or clarify that the information gathered is accurately represented. Another method of validation is triangulation of data in research studies whereby multiple sources of data or multiple approaches to analyzing the data are employed as well as multiple people looking at outcomes to make sure the data look correct.Validated data are generated using data collection and analysis processes that can be replicated and yield similar results in other contexts. A primary intent of involving stakeholders in the use of validated data is to generate trust in the process. Therefore, involving stakeholders in data collection and analysis requires educating them about the related process(es) as simply and precisely as possible, whether they are part of the data being collected or consumers of the reported data.For this Discussion, you will assume the role of a consultant and provide an evidence-based approach for an organization regarding getting stakeholders involved to help with data collection and analysis.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTO PREPARE· Consider the following scenario:You are a consultant coming into an organization to help with data collection and analysis. How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization?· Select two scholarly articles that validate your approach with the stakeholders in the scenario.· Review your Levels of Evidence table, consider where and why the articles fit in the table. (Note:You will include the Levels of Evidence table in your post.)BY DAY 3Postyour response to the consultant scenario.· Part 1: How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization? State your opinion and validate with two peer-reviewed, scholarly resource(s). (150 words: Keep word count consistent for all Discussions.)· Part 2: Using your Levels of Evidence table, explain what level the articles are in and why. Post the Levels of Evidence table you are creating.MMPA6480_LevelsofEvidenceTable.docxMMPA 6480:Evidence-Based Evaluation MethodsLevels of Evidence Table TemplateLevels of EvidenceType of Evidence for Each LevelDefinitionLevel ISystematic or Meta-AnalysisA systematic analysis is the summary of empirical evidence that is defined by specific criteria. A meta-analysis uses statistical concepts to summarize the study results.Level IIRandomized Control Trials (RCT)A randomized control trial uses two groups to compare results, an experimental group and a control group. Participants are randomly assigned to these groups.Level IIIQuantitative StudyA quantitative study is based in the use of quantitative data with statistical analysis of results.Level IVQualitative StudyA qualitative study explores the human perspective using narrative and observational data and employs qualitative methods for the analysis of results.Level VExpert Opinion or Performance/Quality ImprovementExpert opinions are gathered from individuals who are considered experts in their fields. Performance and quality improvement projects use interventions that are evidence-based concepts originating from research then translated into practice.Level of EvidenceReference List CitationConceptual Framework/Model or Theory Supporting the Study or InterventionResearch Method & Design or Performance Improvement InterventionSetting &Participants’ Demographic and Size of the Participant SampleMajor Variables Studied and Their Definitions:Independent Versus Dependent VariableData Measurement:What Was Measured and What Was the Frequency of Measure?Data Analysis:Statistical Analysis (Quantitative) or Thematic Coding (Qualitative)Findings:Data EvidenceSee example below:IVForsythe, L. L. (2021). Exploring an orthopedic case with action research.Journal of Qualitative Explorations, 1(2), 12–20.Coordinated Management of MeaningQualitative Method/ Action Research FrameworkTrauma Center Operating Room/20 participants of nurses, MDs, technologistsOrthopedic surgical case/discussion and changeConversation of process changeThematic CodingThemes© 2022 Walden University, LLC Page 1 of 312Bids(51)Dr. Ellen RMnicohwilliamDr. Aylin JMPROF_ALISTERSheryl HoganProf Double RDr. Sarah Blakefirstclass tutorFiona Davasherry proffMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusJahky BColeen AndersonBrilliant GeekTutor Cyrus KenAshley EllieYoung NyanyaShow All Bidsother Questions(10)power point critiqueMGT 325 Week 5 DQ 1 ( Audit ) & DQ 2 ( Green Supply Chain ) ~ As Discussedwrite a short 1-2 paragraph response about 2 storiesHelp me correct grammarFinance – Complete the following activities and worksheetsDr SamuelsonAssignment 3Quantitative Analysis for Businessessay dramapsychology paper

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Home>Homework Answsers>Nursing homework helpnursingnursing researchsee belowMMa year ago25.03.202410Report issuefiles (1)week_4.docx.pdfweek_4.docx.pdfDescriptions Presents with c/o headache
 Pain is a ‘4’ on a scale of 1-10
 Scoliosis corrected with Charleston brace, broken toe
 No cold/sinus symptoms
 Eye exam 2 years ago
 No medications, NKDA
 No hospitalizations
 No tobacco use, wine once monthly, no recreational drug use
 Single, lives alone
 Traveled to UK, Caribbean in past 3 months
 Throbbing for past 2 hours, can feel pulse in temple
 Sports-induced asthma
 No fever, no changes in visionCategories Chief Complaint- throbbing headache
 History of Present Illness-throbbing headache for the past 2 hours and rates the pain a4/10 with a pulse in the temple area.
 Past Medical History-scoliosis that was corrected with a Charleston brace, a brokentoe, sports-induced asthma, and denies medications or known drug allergies.
 Personal and Social History- denies tobacco use or illicit drug use and admits toalcohol use of wine once per month.Travel within the past three months to the UK
and Caribbean. Single and lives alone and the last eye exam was two years ago. Review of SymptomsDenies fever or vision changes or cold/sinus symptoms
Headache that is throbbing in nature and can feel a pulse in the temple areaAt first the way the question is asked about comprehensive or focused I felt lead to a
focused exam. After reviewing the details presented, I need to know more information
and would like to establish a relationship and baseline with the patient.Due to the unknown of information the exam is a comprehensive exam. Again, due to not
knowing if the patient and the need to establish a baseline. According to Bickley et al.,
2021, the comprehensive exam does more than assess body systems. The comprehensive
exam personalizes the knowledge about the patient and builds a relationship. The
comprehensive exam provides a basis for assessing the patient’s concerns and answering
any questions (Bickley et al., 2021).ReferenceThis study source was downloaded by 100000760925736 from CourseHero.com on 03-24-2024 17:37:58 GMT -05:00https://www.coursehero.com/file/116907856/week-4docx/https://www.coursehero.com/file/116907856/week-4docx/Bickley, L. S., Szilagyi, P. G., Hoffman, R. M., Soriano, R. P., & Bates, B. (2021). Bates’ guide
to physical examination and history taking. Wolters Kluwer.This study source was downloaded by 100000760925736 from CourseHero.com on 03-24-2024 17:37:58 GMT -05:00https://www.coursehero.com/file/116907856/week-4docx/
Powered by TCPDF (www.tcpdf.org)https://www.coursehero.com/file/116907856/week-4docx/http://www.tcpdf.orgweek_4.docx.pdfDescriptions Presents with c/o headache
 Pain is a ‘4’ on a scale of 1-10
 Scoliosis corrected with Charleston brace, broken toe
 No cold/sinus symptoms
 Eye exam 2 years ago
 No medications, NKDA
 No hospitalizations
 No tobacco use, wine once monthly, no recreational drug use
 Single, lives alone
 Traveled to UK, Caribbean in past 3 months
 Throbbing for past 2 hours, can feel pulse in temple
 Sports-induced asthma
 No fever, no changes in visionCategories Chief Complaint- throbbing headache
 History of Present Illness-throbbing headache for the past 2 hours and rates the pain a4/10 with a pulse in the temple area.
 Past Medical History-scoliosis that was corrected with a Charleston brace, a brokentoe, sports-induced asthma, and denies medications or known drug allergies.
 Personal and Social History- denies tobacco use or illicit drug use and admits toalcohol use of wine once per month.Travel within the past three months to the UK
and Caribbean. Single and lives alone and the last eye exam was two years ago. Review of SymptomsDenies fever or vision changes or cold/sinus symptoms
Headache that is throbbing in nature and can feel a pulse in the temple areaAt first the way the question is asked about comprehensive or focused I felt lead to a
focused exam. After reviewing the details presented, I need to know more information
and would like to establish a relationship and baseline with the patient.Due to the unknown of information the exam is a comprehensive exam. Again, due to not
knowing if the patient and the need to establish a baseline. According to Bickley et al.,
2021, the comprehensive exam does more than assess body systems. The comprehensive
exam personalizes the knowledge about the patient and builds a relationship. The
comprehensive exam provides a basis for assessing the patient’s concerns and answering
any questions (Bickley et al., 2021).ReferenceThis study source was downloaded by 100000760925736 from CourseHero.com on 03-24-2024 17:37:58 GMT -05:00https://www.coursehero.com/file/116907856/week-4docx/https://www.coursehero.com/file/116907856/week-4docx/Bickley, L. S., Szilagyi, P. G., Hoffman, R. M., Soriano, R. P., & Bates, B. (2021). Bates’ guide
to physical examination and history taking. Wolters Kluwer.This study source was downloaded by 100000760925736 from CourseHero.com on 03-24-2024 17:37:58 GMT -05:00https://www.coursehero.com/file/116907856/week-4docx/
Powered by TCPDF (www.tcpdf.org)https://www.coursehero.com/file/116907856/week-4docx/http://www.tcpdf.orgBids(51)Dr. Ellen RMDr. Aylin JMPROF_ALISTERSheryl HoganProf Double REmily ClareDr. Sarah BlakeProWritingGurufirstclass tutorFiona DavaMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusJahky BDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekTutor Cyrus KenShow All Bidsother Questions(10)need 1 page doneAmerican Government discussionEssaydiscussion2nutrition homework #2Paraphrase and set like newMaking a Differential Diagnosis no plagiarism (will provide case study in inbox)Must be more than 250 words and not plagarized!Pick a company and visit their website, or use one you have already been researching. After studying the information contained within the company’s website, assess the company’s record on meeting its social responsibility goals. How does the company meetMADAM PROPESA

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Home>Homework Answsers>Nursing homework helpnursingnursing researchMM3rd emaila year ago25.03.202410Report issuefiles (1)Diabetes_discussion.docx1.pdfDiabetes_discussion.docx1.pdfYou are seeing a 64-year-old Hispanic male for his diabetes management. He reports that his morningcapillary blood sugar readings are ranging in the 150 to 190 range.Last month his Hgb A1C was 7.4He is on Metformin 1000mg twice a day and Glipizide 5mg daily.He walks a couple miles three to five times a week.A dietary review reveals that his daily total carbohydrate intake is in the range of 75 to 100 grams.Last eye exam did not reveal any problems. He wears reading glasses when needed.He does report some intermittent burning sensation in his feet.Ht 6’2”, Wt 200 lbs, BP 118/72, P 72, R 17Heart regular rhythm, without murmur or gallopLungs clearMonifilament testing does not reveal any decreased sensation in the feetSubjective (S): The patient is a 64-year-old Hispanic male. He has come in for a scheduled office visit forhis diabetes medication management. The patient takes medications daily, but blood glucose levels inthe mornings are in the range of 150-190. The patient leads an active lifestyle and walks a couple ofmiles 3 to 5 days per week. The patient reports that he maintains his carbohydrate intake between 75 to100 grams per day. The patient takes 1000 mg of Metformin twice daily and 5 mg of Glipizide once daily.The patient states this his last eye exam was routine, and he wears reading glasses when needed.Patient reports some intermittent burning sensations in his feet.(O): Hgb A1C 7.4 a month ago. Ht. 6’2”. Wt. 200 pounds. BP 118/72. Pulse 72. RR 17. Lungs clear.Heart rhythm regular, no murmur or gallop noted. Monifilament testing does not reveal any decreasedsensations in his feet.(A): Based on the patients’ morning blood sugars, his diabetes is not well managed due to his elevatedA1C and blood sugar levels. Based on the patients’ symptoms of burning sensations that he has diabeticneuropathy.(P): Therapeutics: Based on the patient’s lab results, his current medication regimen is not regulating hisblood glucose levels. The lowest dose of Metformin is 500 mg once or twice daily and the maximumdose is 2550 mg (Arcangelo et al., 2017). The evening dose of Metformin will be increased to 1500 mg.Patient will continue to self-monitor blood glucose in the morning. Patient will maintain a food diary foreach meal until the follow-up appointment. Hgb A1C will be rechecked in 3 months. Although the HgbA1C goal for most patients is generally less than 7% per ADA guidelines, a more stringent goal of 6.5%may be established for some patients if there is no significant hypoglycemia or adverse effects (Woo &Robinson, 2016). Neuropathic pain conditions do not react to analgesic medications since peripheral andThis study source was downloaded by 100000760925736 from CourseHero.com on 03-24-2024 17:51:52 GMT -05:00https://www.coursehero.com/file/90074009/Diabetes-discussiondocx/https://www.coursehero.com/file/90074009/Diabetes-discussiondocx/central triggers cause it. (Arcangelo et al., 2017). Gabapentin or pregabalin can be useful in controllingthe discomfort from neuropathy. (Arcangelo et al., 2017). Patient education will focus on understandingthe pathophysiology of diabetes and prevention of complications, and the role of lifestyle modification.Consultation: Patient will be referred to a diabetes self-management education (DSME) program.Follow-up with patient in 2 weeks to review blood glucose and food diaries. Hgb A1C recheck in 3months. If the hgb A1C is still elevated, then practitioner will start patient on long-acting orintermediate-acting insulin. Initial dose of LAI or IAI is administered in a single dose at bedtime or in themorning; the typical starting does is 6 to 10 units or 0.1 to 0.2 units/kg of body weight/d (Woo &Robinson, 2016).ReferencesArcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (2017). Pharmacotherapeutics for advancedpractice: A practical approach (4th ed.). Wolters Kluwer.Woo, T. M., & Robinson, M. V. (2016). Pharmacotherapeutics for advanced practice nurse prescribers(4th ed.). F. A. Davis.This study source was downloaded by 100000760925736 from CourseHero.com on 03-24-2024 17:51:52 GMT -05:00https://www.coursehero.com/file/90074009/Diabetes-discussiondocx/
Powered by TCPDF (www.tcpdf.org)https://www.coursehero.com/file/90074009/Diabetes-discussiondocx/http://www.tcpdf.orgDiabetes_discussion.docx1.pdfYou are seeing a 64-year-old Hispanic male for his diabetes management. He reports that his morningcapillary blood sugar readings are ranging in the 150 to 190 range.Last month his Hgb A1C was 7.4He is on Metformin 1000mg twice a day and Glipizide 5mg daily.He walks a couple miles three to five times a week.A dietary review reveals that his daily total carbohydrate intake is in the range of 75 to 100 grams.Last eye exam did not reveal any problems. He wears reading glasses when needed.He does report some intermittent burning sensation in his feet.Ht 6’2”, Wt 200 lbs, BP 118/72, P 72, R 17Heart regular rhythm, without murmur or gallopLungs clearMonifilament testing does not reveal any decreased sensation in the feetSubjective (S): The patient is a 64-year-old Hispanic male. He has come in for a scheduled office visit forhis diabetes medication management. The patient takes medications daily, but blood glucose levels inthe mornings are in the range of 150-190. The patient leads an active lifestyle and walks a couple ofmiles 3 to 5 days per week. The patient reports that he maintains his carbohydrate intake between 75 to100 grams per day. The patient takes 1000 mg of Metformin twice daily and 5 mg of Glipizide once daily.The patient states this his last eye exam was routine, and he wears reading glasses when needed.Patient reports some intermittent burning sensations in his feet.(O): Hgb A1C 7.4 a month ago. Ht. 6’2”. Wt. 200 pounds. BP 118/72. Pulse 72. RR 17. Lungs clear.Heart rhythm regular, no murmur or gallop noted. Monifilament testing does not reveal any decreasedsensations in his feet.(A): Based on the patients’ morning blood sugars, his diabetes is not well managed due to his elevatedA1C and blood sugar levels. Based on the patients’ symptoms of burning sensations that he has diabeticneuropathy.(P): Therapeutics: Based on the patient’s lab results, his current medication regimen is not regulating hisblood glucose levels. The lowest dose of Metformin is 500 mg once or twice daily and the maximumdose is 2550 mg (Arcangelo et al., 2017). The evening dose of Metformin will be increased to 1500 mg.Patient will continue to self-monitor blood glucose in the morning. Patient will maintain a food diary foreach meal until the follow-up appointment. Hgb A1C will be rechecked in 3 months. Although the HgbA1C goal for most patients is generally less than 7% per ADA guidelines, a more stringent goal of 6.5%may be established for some patients if there is no significant hypoglycemia or adverse effects (Woo &Robinson, 2016). Neuropathic pain conditions do not react to analgesic medications since peripheral andThis study source was downloaded by 100000760925736 from CourseHero.com on 03-24-2024 17:51:52 GMT -05:00https://www.coursehero.com/file/90074009/Diabetes-discussiondocx/https://www.coursehero.com/file/90074009/Diabetes-discussiondocx/central triggers cause it. (Arcangelo et al., 2017). Gabapentin or pregabalin can be useful in controllingthe discomfort from neuropathy. (Arcangelo et al., 2017). Patient education will focus on understandingthe pathophysiology of diabetes and prevention of complications, and the role of lifestyle modification.Consultation: Patient will be referred to a diabetes self-management education (DSME) program.Follow-up with patient in 2 weeks to review blood glucose and food diaries. Hgb A1C recheck in 3months. If the hgb A1C is still elevated, then practitioner will start patient on long-acting orintermediate-acting insulin. Initial dose of LAI or IAI is administered in a single dose at bedtime or in themorning; the typical starting does is 6 to 10 units or 0.1 to 0.2 units/kg of body weight/d (Woo &Robinson, 2016).ReferencesArcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (2017). Pharmacotherapeutics for advancedpractice: A practical approach (4th ed.). Wolters Kluwer.Woo, T. M., & Robinson, M. V. (2016). Pharmacotherapeutics for advanced practice nurse prescribers(4th ed.). F. A. Davis.This study source was downloaded by 100000760925736 from CourseHero.com on 03-24-2024 17:51:52 GMT -05:00https://www.coursehero.com/file/90074009/Diabetes-discussiondocx/
Powered by TCPDF (www.tcpdf.org)https://www.coursehero.com/file/90074009/Diabetes-discussiondocx/http://www.tcpdf.orgBids(50)Dr. Ellen RMDr. Aylin JMPROF_ALISTERSheryl HoganProf Double REmily ClareDr. Sarah BlakeProWritingGurufirstclass tutorFiona DavaMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusJahky BDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekTutor Cyrus KenShow All Bidsother Questions(10)Ford Motor Company SWOT Analysis: Strengths (internal to organization) Weaknesses (internal to organization) Opportunities (external environment) Threats (external environment) What do you think their current positioning is ? What do you think their mACC 206 Entire Course (New). Get an A++.MAT 116 Week 6 Appendix E Fueling Upquestions to answerHCA430 Discussion 1 & 2FOR A-PLUS WRITERprinciples of marketingAdvancedDQweek1Extremewrite examples

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Home>Homework Answsers>Nursing homework helpnursingnursing researchMM 4th emaila year ago24.03.202415Report issuefiles (3)SOAPNOTEEXEMPLAR.pptxSOAPNOTEEXEMPLAR.pptxSOAPNoteTemplate-Final4.docxSOAPNOTEEXEMPLAR.pptxSUBJECTIVE
                      VS 
           OBJECTIVE DATASubjective DataWhat the patients TELLS you”I feel nauseous every time I eat” OR Pt. reports nausea when eating”My throat hurts when I swallow” OR Pt. reports his throat hurts when he swallowsSubjective data is documented in the CC, HPI, Allergies, Medication, PMH, SH, FMH, Health Maintenance, and Review of Systems sections.*If you need to ask the pt a question to get and answer it’s SUBJECTIVE DATAPRESENTATION TITLE2Objective DATAWhat YOU observePupils are PERRLAPt is AAO x3Lungs are clearObjective Data is what you would document in the Physical Exam section of the SOAP note.*If it’s something YOU see, hear, or touch (examine) then it’s OBJECTIVE DATA.PRESENTATION TITLE3CASE STUDYA 65-year-old female comes to your office for a routine physical examination. She is a new patient to your
practice. Does not appear in acute distress, responses are appropriate and appears reliable source. Alert, oriented to person, place, time and situation. Well-nourished, skin warm, dry and intact. States she feels a lump in her rt breast which has been present for 1 week. States lump isn’t painful but is worried because her mom died at age 72 from breast cancer. She states her father died at the age of 83 of a stroke. She has hypertension and takes Lisinopril 20 mg PO daily. She also take Lipitor 10 mg daily for HLD and Multivitamins OTC. She states she is allergic to PCN and gets a rash. She has a 61 yo sister with diabetes and a 60 yo brother with HTN. Her last mammogram was last year and was normal, pap test was 3 years ago, and she is UTD on her colonoscopy. Last tetanus was 5 yrs ago. Denies ever having a dexascan. She is married in a monogamous relationship with her husband. They have 2 children. Her son is 32 without medical problems and her daughter is 28 and has anxiety. She has a master’s degree in software engineering and worked full-time for Microsoft until last month when she retired. She denies any financial stressors. Goes to church every Sunday.  She does not smoke, drink alcohol, use any recreational drugs. She walks 3 miles 4 days a week and follows a vegan diet.  She denies fever, chills, weight loss or weight gain. On examination her blood pressure is 120/88, pulse is 70 beats/min, respiratory rate is 18. Height is 64 inches and weight is 125lbs.  Normocephalic. Pupils size 3 mm, equal and reactive to light. Extraocular eye movements intact to six directions. She denies hearing changes and dizziness. States she used to have migraines which were triggered by stress but hasn’t had any since she retired. Tympanic membranes gray with adequate cone of light bilaterally. Mucous membranes pink and moist. No palpable masses, thyromegaly, lymphadenopathy or JVD. No bruits auscultated. She denies shortness of breath, dyspnea on exertion, swelling or chest pain. She denies abdominal pain, nausea, vomiting or changes in appetite. Denies rashes or bug bites.  She does use seatbelts. Denies anxiety or depression. Regular heart rate and rhythm, S1 and S2.  Breath sounds clear bilaterally to auscultation. Her abdomen is soft, non-tender, non-distended, normoactive bowel sound. No organomegaly or guarding. Denies numbness or tingling. She reports she has pain and stiffness in her knees in the mornings from her arthritis. Takes Tylenol with some relief.Everything in red is subjective dataPRESENTATION TITLE4NOW- Let’s put all that subjective data into the SOAP NOTE template      
                    Notice how the Physical exam section (objective data) is left blankPRESENTATION TITLE5image1.jpegSOAPNOTEEXEMPLAR.pptxSUBJECTIVE
                      VS 
           OBJECTIVE DATASubjective DataWhat the patients TELLS you”I feel nauseous every time I eat” OR Pt. reports nausea when eating”My throat hurts when I swallow” OR Pt. reports his throat hurts when he swallowsSubjective data is documented in the CC, HPI, Allergies, Medication, PMH, SH, FMH, Health Maintenance, and Review of Systems sections.*If you need to ask the pt a question to get and answer it’s SUBJECTIVE DATAPRESENTATION TITLE2Objective DATAWhat YOU observePupils are PERRLAPt is AAO x3Lungs are clearObjective Data is what you would document in the Physical Exam section of the SOAP note.*If it’s something YOU see, hear, or touch (examine) then it’s OBJECTIVE DATA.PRESENTATION TITLE3CASE STUDYA 65-year-old female comes to your office for a routine physical examination. She is a new patient to your
practice. Does not appear in acute distress, responses are appropriate and appears reliable source. Alert, oriented to person, place, time and situation. Well-nourished, skin warm, dry and intact. States she feels a lump in her rt breast which has been present for 1 week. States lump isn’t painful but is worried because her mom died at age 72 from breast cancer. She states her father died at the age of 83 of a stroke. She has hypertension and takes Lisinopril 20 mg PO daily. She also take Lipitor 10 mg daily for HLD and Multivitamins OTC. She states she is allergic to PCN and gets a rash. She has a 61 yo sister with diabetes and a 60 yo brother with HTN. Her last mammogram was last year and was normal, pap test was 3 years ago, and she is UTD on her colonoscopy. Last tetanus was 5 yrs ago. Denies ever having a dexascan. She is married in a monogamous relationship with her husband. They have 2 children. Her son is 32 without medical problems and her daughter is 28 and has anxiety. She has a master’s degree in software engineering and worked full-time for Microsoft until last month when she retired. She denies any financial stressors. Goes to church every Sunday.  She does not smoke, drink alcohol, use any recreational drugs. She walks 3 miles 4 days a week and follows a vegan diet.  She denies fever, chills, weight loss or weight gain. On examination her blood pressure is 120/88, pulse is 70 beats/min, respiratory rate is 18. Height is 64 inches and weight is 125lbs.  Normocephalic. Pupils size 3 mm, equal and reactive to light. Extraocular eye movements intact to six directions. She denies hearing changes and dizziness. States she used to have migraines which were triggered by stress but hasn’t had any since she retired. Tympanic membranes gray with adequate cone of light bilaterally. Mucous membranes pink and moist. No palpable masses, thyromegaly, lymphadenopathy or JVD. No bruits auscultated. She denies shortness of breath, dyspnea on exertion, swelling or chest pain. She denies abdominal pain, nausea, vomiting or changes in appetite. Denies rashes or bug bites.  She does use seatbelts. Denies anxiety or depression. Regular heart rate and rhythm, S1 and S2.  Breath sounds clear bilaterally to auscultation. Her abdomen is soft, non-tender, non-distended, normoactive bowel sound. No organomegaly or guarding. Denies numbness or tingling. She reports she has pain and stiffness in her knees in the mornings from her arthritis. Takes Tylenol with some relief.Everything in red is subjective dataPRESENTATION TITLE4NOW- Let’s put all that subjective data into the SOAP NOTE template      
                    Notice how the Physical exam section (objective data) is left blankPRESENTATION TITLE5image1.jpegSOAPNoteTemplate-Final4.docxThis file is too large to display.View in new windowSOAPNoteTemplate-Final4.docxThis file is too large to display.View in new windowSOAPNOTEEXEMPLAR.pptxSUBJECTIVE
                      VS 
           OBJECTIVE DATASubjective DataWhat the patients TELLS you”I feel nauseous every time I eat” OR Pt. reports nausea when eating”My throat hurts when I swallow” OR Pt. reports his throat hurts when he swallowsSubjective data is documented in the CC, HPI, Allergies, Medication, PMH, SH, FMH, Health Maintenance, and Review of Systems sections.*If you need to ask the pt a question to get and answer it’s SUBJECTIVE DATAPRESENTATION TITLE2Objective DATAWhat YOU observePupils are PERRLAPt is AAO x3Lungs are clearObjective Data is what you would document in the Physical Exam section of the SOAP note.*If it’s something YOU see, hear, or touch (examine) then it’s OBJECTIVE DATA.PRESENTATION TITLE3CASE STUDYA 65-year-old female comes to your office for a routine physical examination. She is a new patient to your
practice. Does not appear in acute distress, responses are appropriate and appears reliable source. Alert, oriented to person, place, time and situation. Well-nourished, skin warm, dry and intact. States she feels a lump in her rt breast which has been present for 1 week. States lump isn’t painful but is worried because her mom died at age 72 from breast cancer. She states her father died at the age of 83 of a stroke. She has hypertension and takes Lisinopril 20 mg PO daily. She also take Lipitor 10 mg daily for HLD and Multivitamins OTC. She states she is allergic to PCN and gets a rash. She has a 61 yo sister with diabetes and a 60 yo brother with HTN. Her last mammogram was last year and was normal, pap test was 3 years ago, and she is UTD on her colonoscopy. Last tetanus was 5 yrs ago. Denies ever having a dexascan. She is married in a monogamous relationship with her husband. They have 2 children. Her son is 32 without medical problems and her daughter is 28 and has anxiety. She has a master’s degree in software engineering and worked full-time for Microsoft until last month when she retired. She denies any financial stressors. Goes to church every Sunday.  She does not smoke, drink alcohol, use any recreational drugs. She walks 3 miles 4 days a week and follows a vegan diet.  She denies fever, chills, weight loss or weight gain. On examination her blood pressure is 120/88, pulse is 70 beats/min, respiratory rate is 18. Height is 64 inches and weight is 125lbs.  Normocephalic. Pupils size 3 mm, equal and reactive to light. Extraocular eye movements intact to six directions. She denies hearing changes and dizziness. States she used to have migraines which were triggered by stress but hasn’t had any since she retired. Tympanic membranes gray with adequate cone of light bilaterally. Mucous membranes pink and moist. No palpable masses, thyromegaly, lymphadenopathy or JVD. No bruits auscultated. She denies shortness of breath, dyspnea on exertion, swelling or chest pain. She denies abdominal pain, nausea, vomiting or changes in appetite. Denies rashes or bug bites.  She does use seatbelts. Denies anxiety or depression. Regular heart rate and rhythm, S1 and S2.  Breath sounds clear bilaterally to auscultation. Her abdomen is soft, non-tender, non-distended, normoactive bowel sound. No organomegaly or guarding. Denies numbness or tingling. She reports she has pain and stiffness in her knees in the mornings from her arthritis. Takes Tylenol with some relief.Everything in red is subjective dataPRESENTATION TITLE4NOW- Let’s put all that subjective data into the SOAP NOTE template      
                    Notice how the Physical exam section (objective data) is left blankPRESENTATION TITLE5image1.jpegSOAPNOTEEXEMPLAR.pptxSUBJECTIVE
                      VS 
           OBJECTIVE DATASubjective DataWhat the patients TELLS you”I feel nauseous every time I eat” OR Pt. reports nausea when eating”My throat hurts when I swallow” OR Pt. reports his throat hurts when he swallowsSubjective data is documented in the CC, HPI, Allergies, Medication, PMH, SH, FMH, Health Maintenance, and Review of Systems sections.*If you need to ask the pt a question to get and answer it’s SUBJECTIVE DATAPRESENTATION TITLE2Objective DATAWhat YOU observePupils are PERRLAPt is AAO x3Lungs are clearObjective Data is what you would document in the Physical Exam section of the SOAP note.*If it’s something YOU see, hear, or touch (examine) then it’s OBJECTIVE DATA.PRESENTATION TITLE3CASE STUDYA 65-year-old female comes to your office for a routine physical examination. She is a new patient to your
practice. Does not appear in acute distress, responses are appropriate and appears reliable source. Alert, oriented to person, place, time and situation. Well-nourished, skin warm, dry and intact. States she feels a lump in her rt breast which has been present for 1 week. States lump isn’t painful but is worried because her mom died at age 72 from breast cancer. She states her father died at the age of 83 of a stroke. She has hypertension and takes Lisinopril 20 mg PO daily. She also take Lipitor 10 mg daily for HLD and Multivitamins OTC. She states she is allergic to PCN and gets a rash. She has a 61 yo sister with diabetes and a 60 yo brother with HTN. Her last mammogram was last year and was normal, pap test was 3 years ago, and she is UTD on her colonoscopy. Last tetanus was 5 yrs ago. Denies ever having a dexascan. She is married in a monogamous relationship with her husband. They have 2 children. Her son is 32 without medical problems and her daughter is 28 and has anxiety. She has a master’s degree in software engineering and worked full-time for Microsoft until last month when she retired. She denies any financial stressors. Goes to church every Sunday.  She does not smoke, drink alcohol, use any recreational drugs. She walks 3 miles 4 days a week and follows a vegan diet.  She denies fever, chills, weight loss or weight gain. On examination her blood pressure is 120/88, pulse is 70 beats/min, respiratory rate is 18. Height is 64 inches and weight is 125lbs.  Normocephalic. Pupils size 3 mm, equal and reactive to light. Extraocular eye movements intact to six directions. She denies hearing changes and dizziness. States she used to have migraines which were triggered by stress but hasn’t had any since she retired. Tympanic membranes gray with adequate cone of light bilaterally. Mucous membranes pink and moist. No palpable masses, thyromegaly, lymphadenopathy or JVD. No bruits auscultated. She denies shortness of breath, dyspnea on exertion, swelling or chest pain. She denies abdominal pain, nausea, vomiting or changes in appetite. Denies rashes or bug bites.  She does use seatbelts. Denies anxiety or depression. Regular heart rate and rhythm, S1 and S2.  Breath sounds clear bilaterally to auscultation. Her abdomen is soft, non-tender, non-distended, normoactive bowel sound. No organomegaly or guarding. Denies numbness or tingling. She reports she has pain and stiffness in her knees in the mornings from her arthritis. Takes Tylenol with some relief.Everything in red is subjective dataPRESENTATION TITLE4NOW- Let’s put all that subjective data into the SOAP NOTE template      
                    Notice how the Physical exam section (objective data) is left blankPRESENTATION TITLE5image1.jpegSOAPNoteTemplate-Final4.docxThis file is too large to display.View in new windowSOAPNOTEEXEMPLAR.pptxSUBJECTIVE
                      VS 
           OBJECTIVE DATASubjective DataWhat the patients TELLS you”I feel nauseous every time I eat” OR Pt. reports nausea when eating”My throat hurts when I swallow” OR Pt. reports his throat hurts when he swallowsSubjective data is documented in the CC, HPI, Allergies, Medication, PMH, SH, FMH, Health Maintenance, and Review of Systems sections.*If you need to ask the pt a question to get and answer it’s SUBJECTIVE DATAPRESENTATION TITLE2Objective DATAWhat YOU observePupils are PERRLAPt is AAO x3Lungs are clearObjective Data is what you would document in the Physical Exam section of the SOAP note.*If it’s something YOU see, hear, or touch (examine) then it’s OBJECTIVE DATA.PRESENTATION TITLE3CASE STUDYA 65-year-old female comes to your office for a routine physical examination. She is a new patient to your
practice. Does not appear in acute distress, responses are appropriate and appears reliable source. Alert, oriented to person, place, time and situation. Well-nourished, skin warm, dry and intact. States she feels a lump in her rt breast which has been present for 1 week. States lump isn’t painful but is worried because her mom died at age 72 from breast cancer. She states her father died at the age of 83 of a stroke. She has hypertension and takes Lisinopril 20 mg PO daily. She also take Lipitor 10 mg daily for HLD and Multivitamins OTC. She states she is allergic to PCN and gets a rash. She has a 61 yo sister with diabetes and a 60 yo brother with HTN. Her last mammogram was last year and was normal, pap test was 3 years ago, and she is UTD on her colonoscopy. Last tetanus was 5 yrs ago. Denies ever having a dexascan. She is married in a monogamous relationship with her husband. They have 2 children. Her son is 32 without medical problems and her daughter is 28 and has anxiety. She has a master’s degree in software engineering and worked full-time for Microsoft until last month when she retired. She denies any financial stressors. Goes to church every Sunday.  She does not smoke, drink alcohol, use any recreational drugs. She walks 3 miles 4 days a week and follows a vegan diet.  She denies fever, chills, weight loss or weight gain. On examination her blood pressure is 120/88, pulse is 70 beats/min, respiratory rate is 18. Height is 64 inches and weight is 125lbs.  Normocephalic. Pupils size 3 mm, equal and reactive to light. Extraocular eye movements intact to six directions. She denies hearing changes and dizziness. States she used to have migraines which were triggered by stress but hasn’t had any since she retired. Tympanic membranes gray with adequate cone of light bilaterally. Mucous membranes pink and moist. No palpable masses, thyromegaly, lymphadenopathy or JVD. No bruits auscultated. She denies shortness of breath, dyspnea on exertion, swelling or chest pain. She denies abdominal pain, nausea, vomiting or changes in appetite. Denies rashes or bug bites.  She does use seatbelts. Denies anxiety or depression. Regular heart rate and rhythm, S1 and S2.  Breath sounds clear bilaterally to auscultation. Her abdomen is soft, non-tender, non-distended, normoactive bowel sound. No organomegaly or guarding. Denies numbness or tingling. She reports she has pain and stiffness in her knees in the mornings from her arthritis. Takes Tylenol with some relief.Everything in red is subjective dataPRESENTATION TITLE4NOW- Let’s put all that subjective data into the SOAP NOTE template      
                    Notice how the Physical exam section (objective data) is left blankPRESENTATION TITLE5image1.jpegSOAPNOTEEXEMPLAR.pptxSUBJECTIVE
                      VS 
           OBJECTIVE DATASubjective DataWhat the patients TELLS you”I feel nauseous every time I eat” OR Pt. reports nausea when eating”My throat hurts when I swallow” OR Pt. reports his throat hurts when he swallowsSubjective data is documented in the CC, HPI, Allergies, Medication, PMH, SH, FMH, Health Maintenance, and Review of Systems sections.*If you need to ask the pt a question to get and answer it’s SUBJECTIVE DATAPRESENTATION TITLE2Objective DATAWhat YOU observePupils are PERRLAPt is AAO x3Lungs are clearObjective Data is what you would document in the Physical Exam section of the SOAP note.*If it’s something YOU see, hear, or touch (examine) then it’s OBJECTIVE DATA.PRESENTATION TITLE3CASE STUDYA 65-year-old female comes to your office for a routine physical examination. She is a new patient to your
practice. Does not appear in acute distress, responses are appropriate and appears reliable source. Alert, oriented to person, place, time and situation. Well-nourished, skin warm, dry and intact. States she feels a lump in her rt breast which has been present for 1 week. States lump isn’t painful but is worried because her mom died at age 72 from breast cancer. She states her father died at the age of 83 of a stroke. She has hypertension and takes Lisinopril 20 mg PO daily. She also take Lipitor 10 mg daily for HLD and Multivitamins OTC. She states she is allergic to PCN and gets a rash. She has a 61 yo sister with diabetes and a 60 yo brother with HTN. Her last mammogram was last year and was normal, pap test was 3 years ago, and she is UTD on her colonoscopy. Last tetanus was 5 yrs ago. Denies ever having a dexascan. She is married in a monogamous relationship with her husband. They have 2 children. Her son is 32 without medical problems and her daughter is 28 and has anxiety. She has a master’s degree in software engineering and worked full-time for Microsoft until last month when she retired. She denies any financial stressors. Goes to church every Sunday.  She does not smoke, drink alcohol, use any recreational drugs. She walks 3 miles 4 days a week and follows a vegan diet.  She denies fever, chills, weight loss or weight gain. On examination her blood pressure is 120/88, pulse is 70 beats/min, respiratory rate is 18. Height is 64 inches and weight is 125lbs.  Normocephalic. Pupils size 3 mm, equal and reactive to light. Extraocular eye movements intact to six directions. She denies hearing changes and dizziness. States she used to have migraines which were triggered by stress but hasn’t had any since she retired. Tympanic membranes gray with adequate cone of light bilaterally. Mucous membranes pink and moist. No palpable masses, thyromegaly, lymphadenopathy or JVD. No bruits auscultated. She denies shortness of breath, dyspnea on exertion, swelling or chest pain. She denies abdominal pain, nausea, vomiting or changes in appetite. Denies rashes or bug bites.  She does use seatbelts. Denies anxiety or depression. Regular heart rate and rhythm, S1 and S2.  Breath sounds clear bilaterally to auscultation. Her abdomen is soft, non-tender, non-distended, normoactive bowel sound. No organomegaly or guarding. Denies numbness or tingling. She reports she has pain and stiffness in her knees in the mornings from her arthritis. Takes Tylenol with some relief.Everything in red is subjective dataPRESENTATION TITLE4NOW- Let’s put all that subjective data into the SOAP NOTE template      
                    Notice how the Physical exam section (objective data) is left blankPRESENTATION TITLE5image1.jpegSOAPNoteTemplate-Final4.docxThis file is too large to display.View in new window123Bids(50)Dr. Ellen RMMathProgrammingDr. Aylin JMPROF_ALISTERSheryl HoganProf Double REmily ClareDr. Sarah BlakeProWritingGurufirstclass tutorFiona DavaMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusJahky BDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekShow All Bidsother Questions(10)Reflection paperVisionalready assignedkate tutorResearch ThesisMGT 230 Week 4 Individual Assignment Organizational Structure PaperWeek 4 Assignment for PhyllisIntro to coding and reimburstment #2 DissEvidence-Based Research and Quality of Carej

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Home>Homework Answsers>Nursing homework helpnursingnursinga year ago26.03.202410Report issuefiles (2)AACNRubricNUR29102024.pdfEssentials-2021.pdfAACNRubricNUR29102024.pdfCopy of NURS 2910 Acute Adult Health-AACNEssentials Paper Rubric
Course: Acute Adult Health Nursing Section A Spring 2024 COCriteria Level 3 Level 2 Level 1 Criterion ScoreIntroduction / 10Body – Area andTypes ofPatientsimpacted/ 15Body – Currentpractice/ 1010 pointsProvides a thorough
description of the
AACN Essentials
topic/research and
why it provides a
framework and
expectations for
professional nursing
education. Includes
strong statistical
evidence.8 pointsProvides a brief
description of the
topic/research and
why it is important to
the framework and
expectations for
[professional nursing
education. Includes
some applicable
statistics.6 pointsProvides a minimal
description of the
topic and why it is
important to the
framework and
expectations for
professional nursing
education or
provides only one or
the other
requirement. No
statistical support
provided.15 pointsIntroduces and
thoroughly describes
the area of
healthcare and types
of patients that this
research impacts
with examples that
show connections.12 pointsIntroduces and
describes the area of
healthcare and types
of patients that this
research impacts
with clear
understanding and
connections evident.10 pointsAttempts to
introduce and
describe the area of
healthcare and types
of patients that this
research impacts but
shows poor
understanding and
connections.10 pointsProvides clear and
distinct details about
the current practice
in the healthcare
setting. Provides
references to
support.8 pointsProvides details
about the current
practice in the
healthcare setting.6 pointsProvides minimal
details or no details
about the current
practice in the
healthcare setting.Criteria Level 3 Level 2 Level 1 Criterion ScoreBody- AACNCompetencies/ 30Body –Implementationof Research/ 15Conclusion –summary andpracticalapplicability ofresearch/ 10Professionalreferences/ 530 pointsClear, thorough, and
reasonable
identification and
explanation of the
AACN Essential most
effected by the
research or findings
in the article. Clinical
reasoning very
evident.26 pointsIdentification and
explanation of the
area of the AACN
Essential most
effected by the
research or findings
in the article. Clinical
reasoning evident.23 pointsMinimal
identification and
explanation of the
area of the AACN
Essential most
effected by the
research or findings
in the article; OR
identification without
explanation. Clinical
reasoning weak or
absent.15 pointsClear, concise, and
reasonable
discussion of the
implementation of
the research
including current
practice change,
future research
needs, and ease of
transition.12 pointsDiscussion of the
implementation of
the research
including current
practice change,
future research
needs, and ease of
transition.10 pointsMinimal discussion of
the implementation
of the research, and
or components that
are missing (current
practice change,
future research
needs, and ease of
transition).10 pointsSummarizes paper
clearly. Clinical
reasoning evident
through ability to
explain applicability
of research findings
in real-world
healthcare8 pointsAttempts to
Summarize paper.
Some evidence of
clinical reasoning
present through
ability to explain
applicability of
research findings in
real-world healthcare6 pointsWeak/minimal
summary of paper
and inability to
explain applicability
clearly.5 pointsIncorporates 3 or
more references
including 1 or more
professional nursing
articles dated within
the last 5 years4 pointsIncorporates 3
references including1 professional
nursing articles dated
within the last 5
years3 pointsIncorporates less
than 3 references
with 0 professional
nursing articles dated
within the last 5
yearsTotal / 100Overall ScoreCriteria Level 3 Level 2 Level 1 Criterion ScoreAPA Format,page length,Grammar syntax/ 55 pointsMinimal (less than 3)
errors APA format,grammar and/orsyntax. 3-5 pages in
length (not includingtitle and reference
page4 points3 errors with APA
format, grammar
and/or syntax. 3-4
pages in length (not
including title and
reference page)3 pointsMore than 3 errors
with APA format,
grammar and/or
syntax. Less than 3
pages in length (not
including title and
reference page)Level 3
8 points minimumLevel 2
5 points minimumLevel 1
0 points minimumEssentials-2021.pdfThis file is too large to display.View in new windowEssentials-2021.pdfThis file is too large to display.View in new windowAACNRubricNUR29102024.pdfCopy of NURS 2910 Acute Adult Health-AACNEssentials Paper Rubric
Course: Acute Adult Health Nursing Section A Spring 2024 COCriteria Level 3 Level 2 Level 1 Criterion ScoreIntroduction / 10Body – Area andTypes ofPatientsimpacted/ 15Body – Currentpractice/ 1010 pointsProvides a thorough
description of the
AACN Essentials
topic/research and
why it provides a
framework and
expectations for
professional nursing
education. Includes
strong statistical
evidence.8 pointsProvides a brief
description of the
topic/research and
why it is important to
the framework and
expectations for
[professional nursing
education. Includes
some applicable
statistics.6 pointsProvides a minimal
description of the
topic and why it is
important to the
framework and
expectations for
professional nursing
education or
provides only one or
the other
requirement. No
statistical support
provided.15 pointsIntroduces and
thoroughly describes
the area of
healthcare and types
of patients that this
research impacts
with examples that
show connections.12 pointsIntroduces and
describes the area of
healthcare and types
of patients that this
research impacts
with clear
understanding and
connections evident.10 pointsAttempts to
introduce and
describe the area of
healthcare and types
of patients that this
research impacts but
shows poor
understanding and
connections.10 pointsProvides clear and
distinct details about
the current practice
in the healthcare
setting. Provides
references to
support.8 pointsProvides details
about the current
practice in the
healthcare setting.6 pointsProvides minimal
details or no details
about the current
practice in the
healthcare setting.Criteria Level 3 Level 2 Level 1 Criterion ScoreBody- AACNCompetencies/ 30Body –Implementationof Research/ 15Conclusion –summary andpracticalapplicability ofresearch/ 10Professionalreferences/ 530 pointsClear, thorough, and
reasonable
identification and
explanation of the
AACN Essential most
effected by the
research or findings
in the article. Clinical
reasoning very
evident.26 pointsIdentification and
explanation of the
area of the AACN
Essential most
effected by the
research or findings
in the article. Clinical
reasoning evident.23 pointsMinimal
identification and
explanation of the
area of the AACN
Essential most
effected by the
research or findings
in the article; OR
identification without
explanation. Clinical
reasoning weak or
absent.15 pointsClear, concise, and
reasonable
discussion of the
implementation of
the research
including current
practice change,
future research
needs, and ease of
transition.12 pointsDiscussion of the
implementation of
the research
including current
practice change,
future research
needs, and ease of
transition.10 pointsMinimal discussion of
the implementation
of the research, and
or components that
are missing (current
practice change,
future research
needs, and ease of
transition).10 pointsSummarizes paper
clearly. Clinical
reasoning evident
through ability to
explain applicability
of research findings
in real-world
healthcare8 pointsAttempts to
Summarize paper.
Some evidence of
clinical reasoning
present through
ability to explain
applicability of
research findings in
real-world healthcare6 pointsWeak/minimal
summary of paper
and inability to
explain applicability
clearly.5 pointsIncorporates 3 or
more references
including 1 or more
professional nursing
articles dated within
the last 5 years4 pointsIncorporates 3
references including1 professional
nursing articles dated
within the last 5
years3 pointsIncorporates less
than 3 references
with 0 professional
nursing articles dated
within the last 5
yearsTotal / 100Overall ScoreCriteria Level 3 Level 2 Level 1 Criterion ScoreAPA Format,page length,Grammar syntax/ 55 pointsMinimal (less than 3)
errors APA format,grammar and/orsyntax. 3-5 pages in
length (not includingtitle and reference
page4 points3 errors with APA
format, grammar
and/or syntax. 3-4
pages in length (not
including title and
reference page)3 pointsMore than 3 errors
with APA format,
grammar and/or
syntax. Less than 3
pages in length (not
including title and
reference page)Level 3
8 points minimumLevel 2
5 points minimumLevel 1
0 points minimumEssentials-2021.pdfThis file is too large to display.View in new windowAACNRubricNUR29102024.pdfCopy of NURS 2910 Acute Adult Health-AACNEssentials Paper Rubric
Course: Acute Adult Health Nursing Section A Spring 2024 COCriteria Level 3 Level 2 Level 1 Criterion ScoreIntroduction / 10Body – Area andTypes ofPatientsimpacted/ 15Body – Currentpractice/ 1010 pointsProvides a thorough
description of the
AACN Essentials
topic/research and
why it provides a
framework and
expectations for
professional nursing
education. Includes
strong statistical
evidence.8 pointsProvides a brief
description of the
topic/research and
why it is important to
the framework and
expectations for
[professional nursing
education. Includes
some applicable
statistics.6 pointsProvides a minimal
description of the
topic and why it is
important to the
framework and
expectations for
professional nursing
education or
provides only one or
the other
requirement. No
statistical support
provided.15 pointsIntroduces and
thoroughly describes
the area of
healthcare and types
of patients that this
research impacts
with examples that
show connections.12 pointsIntroduces and
describes the area of
healthcare and types
of patients that this
research impacts
with clear
understanding and
connections evident.10 pointsAttempts to
introduce and
describe the area of
healthcare and types
of patients that this
research impacts but
shows poor
understanding and
connections.10 pointsProvides clear and
distinct details about
the current practice
in the healthcare
setting. Provides
references to
support.8 pointsProvides details
about the current
practice in the
healthcare setting.6 pointsProvides minimal
details or no details
about the current
practice in the
healthcare setting.Criteria Level 3 Level 2 Level 1 Criterion ScoreBody- AACNCompetencies/ 30Body –Implementationof Research/ 15Conclusion –summary andpracticalapplicability ofresearch/ 10Professionalreferences/ 530 pointsClear, thorough, and
reasonable
identification and
explanation of the
AACN Essential most
effected by the
research or findings
in the article. Clinical
reasoning very
evident.26 pointsIdentification and
explanation of the
area of the AACN
Essential most
effected by the
research or findings
in the article. Clinical
reasoning evident.23 pointsMinimal
identification and
explanation of the
area of the AACN
Essential most
effected by the
research or findings
in the article; OR
identification without
explanation. Clinical
reasoning weak or
absent.15 pointsClear, concise, and
reasonable
discussion of the
implementation of
the research
including current
practice change,
future research
needs, and ease of
transition.12 pointsDiscussion of the
implementation of
the research
including current
practice change,
future research
needs, and ease of
transition.10 pointsMinimal discussion of
the implementation
of the research, and
or components that
are missing (current
practice change,
future research
needs, and ease of
transition).10 pointsSummarizes paper
clearly. Clinical
reasoning evident
through ability to
explain applicability
of research findings
in real-world
healthcare8 pointsAttempts to
Summarize paper.
Some evidence of
clinical reasoning
present through
ability to explain
applicability of
research findings in
real-world healthcare6 pointsWeak/minimal
summary of paper
and inability to
explain applicability
clearly.5 pointsIncorporates 3 or
more references
including 1 or more
professional nursing
articles dated within
the last 5 years4 pointsIncorporates 3
references including1 professional
nursing articles dated
within the last 5
years3 pointsIncorporates less
than 3 references
with 0 professional
nursing articles dated
within the last 5
yearsTotal / 100Overall ScoreCriteria Level 3 Level 2 Level 1 Criterion ScoreAPA Format,page length,Grammar syntax/ 55 pointsMinimal (less than 3)
errors APA format,grammar and/orsyntax. 3-5 pages in
length (not includingtitle and reference
page4 points3 errors with APA
format, grammar
and/or syntax. 3-4
pages in length (not
including title and
reference page)3 pointsMore than 3 errors
with APA format,
grammar and/or
syntax. Less than 3
pages in length (not
including title and
reference page)Level 3
8 points minimumLevel 2
5 points minimumLevel 1
0 points minimumEssentials-2021.pdfThis file is too large to display.View in new window12Bids(44)Dr. Ellen RMnicohwilliamDr. Aylin JMPROF_ALISTEREmily ClareProf. TOPGRADEDr. Sarah BlakeProWritingGurufirstclass tutorDemi_RoseJudithTutorDiscount AssigngrA+de plusJahky BColeen AndersonBrilliant GeekTutor Cyrus KenAshley EllieAbdullah AnwarLarry KellyShow All Bidsother Questions(10)Reinforcement WorksheetAccounting/561DatabaseSalem Witchcraft TrialsSocial Control and DevianceThree questions -costing1 page summarryComputer ScienceAssignment for Professional Communication – Telephone Voicemailadvanced literature – tutor-mitchelle

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Benchmark – Creating Change Through Advocacy

Home>Homework Answsers>Nursing homework helpThe purpose of this assignment is to identify a problem or concern in your organization, local community, or state in which change can occur through advocacy and legislation.Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.Identify a problem or concern in your organization, local community, or state. Examples of problems relevant to nursing include, but are not limited to, title “nurse” protection, sharps injury prevention, nursing shortage, nurse well-being, valuation of nursing services, etc. Research the issue you selected and use the attached “Creating Change Through Advocacy” template to complete this assignment.You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies and professional standards:RN-BSN9.4: Comply with relevant laws, policies, and regulations.American Association of Colleges of Nursing Core Competencies for Professional Nursing EducationThis assignment aligns to AACN Core Competencies 3.2, 3.4, 3.5,a year ago31.03.20245Report issueBids(45)Miss DeannanicohwilliamPROF_ALISTERSheryl HoganDr. Sarah BlakeProWritingGurufirstclass tutorDemi_RoseMUSYOKIONES A+Dr CloverMISS HILLARY A+Discount AssigngrA+de plusJahky BColeen AndersonIsabella HarvardBrilliant GeekTutor Cyrus KenAshley EllieSTELLAR GEEK A+Show All Bidsother Questions(10)Identifying Research ComponentsassignmentpaperIntro to Businessenglish essaydoscome ontwo assignmentsWeek 5 Discussion Responses – AnalyticsFOR RESPECT WRITER ONLY

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clinical reflection

Home>Homework Answsers>Nursing homework helpAPAa year ago25.03.20243Report issuefiles (1)GuideforCJMreflection-newWGUcurriculum1.pdfGuideforCJMreflection-newWGUcurriculum1.pdfGUIDE FOR REFLECTION USING TANNER’S (2006) CLINICAL JUDGMENT MODELGuide for Clinical Judgment Model ReflectionThis Guide for Reflection is intended to help you think about a given clinical situation youhave encountered during your clinical intensive and your nursing response to that situation.The situation can be a specific physiological patient problem, such as an elevation intemperature, respiratory difficulty, or electrolyte imbalance. You may choose to describe asituation involving a patient’s family. The situation can be a description of your role ininterdisciplinary problem solving. The reflection situation may describe an ethical issue youencountered in practice. Use the guide for reflection as a way to help you tell the story ofthe situation you encountered.The guide provides you with a way of thinking about care that supports the development ofyour clinical judgment. Although there are many ways of organizing your thinking aboutpatient care and professional nursing practice, Tanner’s (2006) Clinical Judgment Modelprovides the framework for the questions in this study guide. Your professional development isfurther supported with feedback from faculty. Feedback about your reflections will beprovided using the Lasater (2007) Clinical Judgment Rubric.You will need to type up your answers to the reflection questions below and submit to yourClinical Instructor via email prior to your post-conference meeting.Introduction Describe the nursing situation you encountered during this clinical rotation.Background Describe your relationship with the patient at the time you noticed the
situation (e.g., previous contact with the patient and/or family, the quality of
the relationship).

Consider experiences you have had that helped you provide nursing care in this
situation. Describe your previous nursing experience with a similar problem,
and/or personal experiences that helped guide you as you worked with the
patient.

Describe your beliefs about your role as a nursing working on the situation.

Describe any emotions you had about the situation.NoticingWhat did you notice about the situation initially?

Describe what you noticed as you spent more time with the patient and/or
family.Interpreting Describe what you thought about the situation (e.g. its causes, potential
resolutions, patterns you noticed).

Describe any similar situations you have encountered in practice before.
Describe any similarities and differences you observed when compared with the
current situation.GUIDE FOR REFLECTION USING TANNER’S (2006) CLINICAL JUDGMENT MODELWhat other information (e.g. assessment data, evidence) did you decide you
needed as you considered the situation? How did you obtain this information?
What help with problem solving did you get from your preceptor?

What did your observations and data interpretation lead you to believe? How
did they support your response to the situation?Responding After considering the situation, what was your goal for the patient, family
and/or staff?

What was your nursing response, or what interventions did you do?

Describe stresses you experienced as you responded to the patient or others
involved in the situation.Reflection-in-
ActionWhat happened? How did the patient, family, and/or staff respond? What did
you do next?Refection-on-
Action and Clinical
LearningDescribe three ways your nurse care skills expanded during this experience.

Name three things you might do differently if you encounter this kind of
situation again.What additional knowledge, information, and skills do you needwhen encountering this kind of situation or a similar situation in thefuture?Describe any changes in your values or feelings as a result of this experience.GuideforCJMreflection-newWGUcurriculum1.pdfGUIDE FOR REFLECTION USING TANNER’S (2006) CLINICAL JUDGMENT MODELGuide for Clinical Judgment Model ReflectionThis Guide for Reflection is intended to help you think about a given clinical situation youhave encountered during your clinical intensive and your nursing response to that situation.The situation can be a specific physiological patient problem, such as an elevation intemperature, respiratory difficulty, or electrolyte imbalance. You may choose to describe asituation involving a patient’s family. The situation can be a description of your role ininterdisciplinary problem solving. The reflection situation may describe an ethical issue youencountered in practice. Use the guide for reflection as a way to help you tell the story ofthe situation you encountered.The guide provides you with a way of thinking about care that supports the development ofyour clinical judgment. Although there are many ways of organizing your thinking aboutpatient care and professional nursing practice, Tanner’s (2006) Clinical Judgment Modelprovides the framework for the questions in this study guide. Your professional development isfurther supported with feedback from faculty. Feedback about your reflections will beprovided using the Lasater (2007) Clinical Judgment Rubric.You will need to type up your answers to the reflection questions below and submit to yourClinical Instructor via email prior to your post-conference meeting.Introduction Describe the nursing situation you encountered during this clinical rotation.Background Describe your relationship with the patient at the time you noticed the
situation (e.g., previous contact with the patient and/or family, the quality of
the relationship).

Consider experiences you have had that helped you provide nursing care in this
situation. Describe your previous nursing experience with a similar problem,
and/or personal experiences that helped guide you as you worked with the
patient.

Describe your beliefs about your role as a nursing working on the situation.

Describe any emotions you had about the situation.NoticingWhat did you notice about the situation initially?

Describe what you noticed as you spent more time with the patient and/or
family.Interpreting Describe what you thought about the situation (e.g. its causes, potential
resolutions, patterns you noticed).

Describe any similar situations you have encountered in practice before.
Describe any similarities and differences you observed when compared with the
current situation.GUIDE FOR REFLECTION USING TANNER’S (2006) CLINICAL JUDGMENT MODELWhat other information (e.g. assessment data, evidence) did you decide you
needed as you considered the situation? How did you obtain this information?
What help with problem solving did you get from your preceptor?

What did your observations and data interpretation lead you to believe? How
did they support your response to the situation?Responding After considering the situation, what was your goal for the patient, family
and/or staff?

What was your nursing response, or what interventions did you do?

Describe stresses you experienced as you responded to the patient or others
involved in the situation.Reflection-in-
ActionWhat happened? How did the patient, family, and/or staff respond? What did
you do next?Refection-on-
Action and Clinical
LearningDescribe three ways your nurse care skills expanded during this experience.

Name three things you might do differently if you encounter this kind of
situation again.What additional knowledge, information, and skills do you needwhen encountering this kind of situation or a similar situation in thefuture?Describe any changes in your values or feelings as a result of this experience.Bids(35)Miss DeannaJahky BPROF_ALISTERnicohwilliamMUSYOKIONES A+Dr CloverDiscount AssignMISS HILLARY A+grA+de plusDemi_RoseSheryl HoganTutor Cyrus KenAshley EllieColeen AndersonAmanda SmithDr. BeneveAbdullah AnwarMichelle MalkLarry KellyMaria the tutorShow All Bidsother Questions(10)The genetic blueprint of all living organism on Earth is encoded by DNA. That makes the study of DNA and…Leadership model?Application: Expense Forecastingstats assignment 4Explain in economics terms why private firms would not run a lighthouseAssignment 2: Drug Treatment for ADHDHisfa Shaukat Final Paper on Pro Choice AbortionMeasures of CrimeJournal 2MAT 117 Appendix D

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Role Transition To Advanced Practitioner Nurse

Home>Homework Answsers>Nursing homework helpdiscussionReflect on your experiences as a member of a clinical team. What makes a team effective or ineffective in terms of achieving expected outcomes for the patients? (Saunders, 2014)Submission Instructions:Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.rubicfordiscussion.pdfa year ago27.03.20245Report issueBids(47)PROF_ALISTERSheryl HoganDr. Sarah BlakeProWritingGurufirstclass tutorDemi_Rosesherry proffMUSYOKIONES A+Dr CloverJudithTutorMISS HILLARY A+Discount AssigngrA+de pluspacesetters2121Jahky BDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekTutor Cyrus KenShow All Bidsother Questions(10)make a summaryweek 6Do you know Turabian formatting , great editor , excellent work in timely manner one page..need it back in two hours!Teacher Andrewuse the quadratic formula to evaluate 2X^2 – 3X + 9=0.for tutor faith onlyACC 230 CHECKPOINT DIFFERENTIATING DEPRECIATION METHODSPSY 435 Week 3 Team Assignment Employee Selection and Training PaperHRM 594 Week 4 Tanglewood Paper Case 3w4t

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Role Transition To Advanced Practitioner Nurse

Home>Homework Answsers>Nursing homework helpResearch the role of the Nurse Practitioner.Select and describean Advanced Nurse Practitioner role.Whyare you becoming a Nurse Practitioner?Findone research article, expert opinion about the Nurse Practitioner role and summarize the article.Whatdoes the Institute Of Medicine (IOM) say about the need of Nurse Practitioners?Identify and describethe effects that you will have as an advanced practice nurse in terms of healthcare industry and patient outcomes.Submission Instructions:The assignment needs to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.The assignment is to be no shorter than 4 pages; nor longer than 5 pages in length, excluding the title, abstract and references page.Incorporate a minimum of 5 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to current APA styla year ago29.03.202410Report issueBids(53)PROF_ALISTERSheryl HoganProf Double RProf. TOPGRADEEmily ClareProWritingGurufirstclass tutorDemi_RoseFiona Davasherry proffMUSYOKIONES A+Dr CloverJudithTutorgrA+de pluspacesetters2121Jahky BDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekShow All Bidsother Questions(10)with the adven of Maritime exploration the influence of the West (at this point, meaning wester europe) changed greatly. Describe…Iron (III) carbonate, when heated, decomposes ito iron (III) oxide and carbon dioxide.
1Fe2(CO3)3->1Fe2O3+3CO2
What mas of iron (III) carbonate is needed…The needle of the compass points north. Nikki turns the compass round. what,if anything,happens to the needleA pumpkin is dropped from a 100-foot tall building with no intial velocity, the equation is h(t)=-16^2+100 and make a…1 page, 4 hrsHistory Homework – Woodrow WilsonFor Phylis Young/ Operations Management PrincipleLiterature help whole course dealfor IN_THE_MIDDLE_OF_THE_NIGHT wk9 assignment 1need help over night

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Case Study

Home>Homework Answsers>Nursing homework helpcase studyPulmonary Function:D.R. is a 27-year-old man, who presents to the nurse practitioner at the Family Care Clinic complaining of increasing SOB, wheezing, fatigue, cough, stuffy nose, watery eyes, and postnasal drainage—all of which began four days ago. Three days ago, he began monitoring his peak flow rates several times a day. His peak flow rates have ranged from 65-70% of his regular baseline with nighttime symptoms for 3 nights on the last week and often have been at the lower limit of that range in the morning. Three days ago, he also began to self-treat with frequent albuterol nebulizer therapy. He reports that usually his albuterol inhaler provides him with relief from his asthma symptoms, but this is no longer enough treatment for this asthmatic episode.Case Study QuestionsAccording to the case study information, how would you classify the severity of D.R. asthma attack?Name the most common triggers for asthma in any given patients and specify in your answer which ones you consider applied to D.R. on the case study.Based on your knowledge and your research, please explain the factors that might be the etiology of D.R. being an asthmatic patient.Fluid, Electrolyte and Acid-Base Homeostasis:Ms. Brown is a 70-year-old woman with type 2 diabetes mellitus who has been too ill to get out of bed for 2 days. She has had a severe cough and has been unable to eat or drink during this time. On admission, her laboratory values show the following:Serum glucose 412 mg/dLSerum sodium (Na+) 156 mEq/LSerum potassium (K+) 5.6 mEq/LSerum chloride (Cl–) 115 mEq/LArterial blood gases (ABGs): pH 7.30; PaCO2 32 mmHg; PaO2 70 mmHg; HCO3– 20 mEq/LCase Study QuestionsBased on Ms. Brown admission’s laboratory values, could you determine what type of water and electrolyte imbalance does she has?Describe the signs and symptoms to the different types of water imbalance and described clinical manifestation she might exhibit with the potassium level she has.In the specific case presented which would be the most appropriate treatment for Ms. Brown and why?What the ABGs from Ms. Brown indicate regarding her acid-base imbalance?Based on your readings and your research define and describe Anion Gaps and its clinical significance.Submission Instructions:You must complete both case studies if there are more than one.Your initial post should be at least 500 words, formattedusing the questions or a phrase that summarize the question as heading. This should be bold and centered and responses to each question under the heading. You must cite in current APA style with support from at least 2 academic sources within thelast 5 years. Your initial post is worth 8 points.CaseStudyrubric.pnga year ago27.03.20245Report issueBids(50)PROF_ALISTERSheryl HoganProf Double RProf. TOPGRADEProWritingGurufirstclass tutorDemi_RoseFiona Davasherry proffMUSYOKIONES A+Dr CloverJudithTutorgrA+de pluspacesetters2121Jahky BDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekTutor Cyrus KenShow All Bidsother Questions(10)HHS 497 Week 3 Assignment ( Final Paper Outline ) ~ A + Tutorial With ReferencesDQ 3STR581 STR/581 CAPSTONE FINAL EXAM PART 1 WEEK 2. The concept that some leadership attributes will work in some situations but not in others can be described by the1 paragraph workSystem Analysis AssignmentHelp 14Psy 450_Personality Theory Blogphysical essay about greenhouse effectMathmath 135 business calculus

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