Week 6 response 1

Home>Homework Answsers>Nursing homework helpnursingMSNsee attachment17 days ago14.06.202510Report issuefiles (1)Week6Response1.pdfWeek6Response1.pdfCase Scenario 1: Gynecologic Conditions ChartDiagn
osis Definition Presentation / Signsand Symptoms ManagementBarth
olin
CystObstruction of the
Bartholin duct
causing fluid
buildup, forming a
cyst in the labia
majora.Unilateral, painless
labial swelling near
vaginal introitus. Can
become tender and
erythematous if
infected.Warm compresses or sitz
baths; if symptomatic or
recurrent: incision and
drainage, Word catheter, or
marsupialization. Antibiotics if
abscessed.Squa
mous
Carci
noma
of the
Vagin
aA rare primary
cancer arising from
the squamous
epithelium of the
vaginal mucosa.Vaginal bleeding,
discharge, palpable
vaginal mass, or pain,
often postmenopausal.Diagnosis via biopsy.
Management includes surgical
resection, radiation therapy,
and/or chemotherapy based on
staging. Referral to
gynecologic oncology.Aden
ocarc
inom
a of
the
Vagin
aMalignant glandular
tumor of the vagina,
often associated
with in-utero
diethylstilbestrol
(DES) exposure.Vaginal spotting,
watery discharge, or
mass, especially in
young women with
DES history.Biopsy confirms diagnosis.
Treated with surgery and/or
radiation. DES-exposed
women require lifelong
surveillance.Liche
n
Scler
osusChronic, progressive
inflammatory
dermatosis affecting
vulvar and perianal
skin, mostly in
postmenopausal
women.Intense pruritus,
burning, dyspareunia,
thin white plaques
(“cigarette paper”
appearance), and skin
fragility. Risk of vulvar
SCC.High-potency topical
corticosteroids (e.g., clobetasol
0.05%), emollients, regular
follow-up. Biopsy if suspicious
for malignancy.Liche
n
Planu
sInflammatory
autoimmune
condition involving
skin and mucosal
surfaces including
the vulva and
vagina.Painful erosions, white
lacy striae (Wickham’s
striae), vaginal
discharge,
dyspareunia, possible
scarring.Topical corticosteroids or
calcineurin inhibitors; manage
pain; treat secondary
infections; possible systemic
immunosuppressants for
severe cases.SOAP NotePatient: Kelly

Age: 19

Gender: FemaleSUBJECTIVEChief Complaint (CC): “Severe menstrual pain.”History of Present Illness (HPI): 

Kelly is a 19-year-old G0P0 female who presents to the clinic today with a chief complaint of
severe, cyclical pelvic pain that has been present since menarche (age 13) but has progressively
worsened over the last 2-3 years. The pain is described as a “deep, cramping, and sometimes
sharp” pain located in the suprapubic area, radiating to her lower back and anterior thighs. The
pain typically begins 1-2 days prior to the onset of her menses and is most severe during the first
48 hours of her period. She rates the pain as 9-10/10 at its worst, improving to a 3-4/10 after day
3 of her cycle. The pain is debilitating, causing her to miss work at her part-time job 1-2 days
each month. She reports at least one episode of fainting (syncope) from the severity of the pain
during her last cycle.• Associated Symptoms:o Gastrointestinal: She experiences severe pain with defecation (dyschezia), particularly
during her menses. This leads her to avoid bowel movements, resulting in secondary
constipation. She denies any blood in the stool. She also reports bloating and occasional
nausea during her periods.Liche
n
Simpl
ex
Chro
nicusSecondary skin
thickening from
chronic scratching or
irritation of the vulva.Thickened, leathery
skin, usually unilateral.
Intense itching, worse
at night.Discontinue irritants, use high-
potency topical corticosteroids,
antihistamines, barrier creams.
Address underlying cause
(e.g., infection, stress).Vulvo
dyniaChronic vulvar pain
without identifiable
cause, lasting >3
months.Burning, stinging,
irritation, especially
with touch or
intercourse. Often no
visible abnormalities.Multidisciplinary approach:
pelvic floor physical therapy,
topical lidocaine, low-dose
antidepressants (TCAs or
SNRIs), cognitive behavioral
therapy, avoidance of irritants.o Gynecologic: Her menses are heavy (menorrhagia), requiring her to change a super-
absorbency tampon or pad every 1-2 hours for the first two days. Her periods last for a total
of 7 days, with a gradual tapering of flow. She reports occasional deep dyspareunia (pain
with deep intercourse). She denies any intermenstrual bleeding or postcoital spotting. No
abnormal vaginal discharge, odor, or itching.• Palliating/Provoking Factors: Pain is provoked by menstruation and defecation. She has
tried over-the-counter Ibuprofen (400 mg) and Acetaminophen (500 mg) with minimal to no
relief. Heating pads provide mild, temporary relief.• Pertinent Negatives: Denies fever, chills, urinary symptoms (dysuria, frequency, urgency),
or changes in appetite outside of her menses.Menstrual History:• Menarche: Age 13• LMP (Last Menstrual Period): Began 1 week ago• Cycle: Regular, q28-30 days• Duration: 7 days• Flow: Heavy for 2 days, then moderate to light for 5 days.Gynecologic/Obstetric History:• Gravida/Para: G0P0• Sexual Activity: Sexually active with one male partner for the last year.• Contraception: Reports inconsistent condom use. Has never used hormonal contraception.• STI History: Denies any known history of STIs. Has never been screened.• Pap Smear: None to date (age-appropriate).Past Medical History (PMH): None. No chronic illnesses. 

Past Surgical History (PSH): None. 

Medications: Ibuprofen 400 mg PRN for pain, Acetaminophen 500 mg PRN for pain. 

Allergies: No Known Drug Allergies (NKDA).Family History: Mother has a history of “bad periods” and heavy bleeding but no formal
diagnosis. No known family history of gynecologic cancers, endometriosis, or bleeding
disorders.Social History: College student, works part-time. Denies tobacco use. Reports occasional social
alcohol use (2-3 drinks per weekend). Denies illicit drug use. Reports significant stress related to
her symptoms and their impact on her work and daily life.OBJECTIVEVitals:• BP: 118/72 mmHg• HR: 74 bpm• RR: 16 rpm• Temp: 98.6°F (37.0°C)• SpO2: 99% on room air• BMI: 23.9 kg/m ²General: Patient is a well-developed, well-nourished female in no acute distress. She is alert,
oriented, and cooperative.Physical Exam:• Abdomen: Soft, non-distended. Normoactive bowel sounds in all four quadrants. Mild
suprapubic tenderness to deep palpation. No guarding, rebound tenderness, or organomegaly
noted.• Pelvic Exam:o External Genitalia: Normal external female genitalia. No lesions, erythema, or swelling.o Speculum: Vaginal vault is pink and without lesions. Cervix is nulliparous, pink, with no
discharge, friability, or visible lesions. A small amount of old, brown blood is noted in the
posterior fornix, consistent with recent menses.o Bimanual: Uterus is of normal size, retroverted, and has limited mobility. There is
significant tenderness with uterine motion (positive cervical motion tenderness). Palpation ofthe posterior cul-de-sac and uterosacral ligaments elicits exquisite tenderness. Adnexa are
tender to palpation, left more so than right, without distinct masses appreciated.In-Office test:• Urine hCG (Pregnancy Test): NegativeASSESSMENT1. Endometriosis, Suspected (N80.9): This is the leading diagnosis given the constellation of
classic symptoms: severe, progressive dysmenorrhea since menarche, deep dyspareunia, and
cyclical dyschezia. The physical exam findings of a fixed, retroverted uterus and marked
tenderness of the uterosacral ligaments strongly support this diagnosis. The syncopal episode
highlights the severity of the pain.2. Menorrhagia (Heavy Menstrual Bleeding, N92.0): Patient’s report of soaking pads/
tampons every 1-2 hours for two days meets the clinical definition. This is likely secondary
to underlying pathology such as endometriosis or adenomyosis.3. Dysmenorrhea, Secondary (N94.5): The patient’s severe menstrual pain, associated with
other symptoms and physical findings, is indicative of a secondary cause rather than primary
(physiologic) dysmenorrhea.4. Constipation (K59.00): Secondary to pain avoidance with defecation (dyschezia) during
menses.5. Contraception Counseling / Health Maintenance (Z30.011): Patient is sexually active
with inconsistent barrier method use, placing her at risk for unintended pregnancy and STIs.Differential Diagnoses:• Adenomyosis: Overlaps significantly with endometriosis symptoms (menorrhagia,
dysmenorrhea). It is less common in this age group but remains a strong possibility.
Ultrasound may provide clues.• Primary Dysmenorrhea: Unlikely given the severity, focal tenderness on exam, and
associated GI symptoms.• Pelvic Inflammatory Disease (PID): Less likely given the cyclical nature of the pain, lack
of fever, and absence of purulent cervical discharge. However, chronic PID can cause
adhesions and pain, so STI screening is warranted.• Uterine Fibroids (Leiomyoma): Can cause heavy bleeding and pain, but less likely to cause
the specific dyschezia and uterosacral tenderness seen here. Less common in a 19-year-old.PLAN1. Diagnostics:a. Pelvic Ultrasound (Transvaginal & Abdominal): Ordered to evaluate for structural
abnormalities, specifically looking for endometriomas (“chocolate cysts”), signs of
adenomyosis, uterine fibroids, and to assess uterine mobility/potential adhesions.b. Labs: CBC to assess for anemia from menorrhagia. Gonorrhea/Chlamydia NAA (urine or
swab) to screen for STIs.c. Symptom Diary: Patient provided with a diary to track pain levels, bleeding, bowel
symptoms, and medication use in relation to her menstrual cycle.2. Therapeutics (Empiric Treatment):a. Pain/Inflammation: Discontinue PRN OTC use. Prescribed Naproxen 550 mg, 1 tablet by
mouth twice daily with food, to be started 2 days before expected onset of menses and
continued through the first 3 days of bleeding.b. Hormonal Suppression: Initiated treatment with a continuous combined oral contraceptive
(COC).i. Rx: [e.g., Drospirenone/Ethinyl Estradiol 3mg/0.02mg], 1 tablet by mouth daily.ii. Instructions: Instructed patient to take pills continuously, skipping the placebo week, to
induce amenorrhea. Explained that this is the first-line treatment for suspected endometriosis
to suppress endometrial tissue growth, reduce bleeding, and alleviate pain. Discussed risks,
benefits, and common side effects (e.g., breakthrough bleeding initially).3. Patient Education:a. Diagnosis: Discussed the suspected diagnosis of endometriosis in detail, explaining that it is
a condition where uterine lining-like tissue grows outside the uterus, causing inflammation
and pain.b. Treatment Goal: Explained that the goal of the current plan is to manage symptoms, reduce
pain to a tolerable level, control bleeding, and allow her to maintain normal daily activities.c. Constipation: Advised increasing fluid and dietary fiber intake. Suggested Miralax or
docusate sodium PRN if constipation persists despite pain control.d. Non-pharmacologic: Encouraged continued use of heating pads. Advised light exercise like
walking or stretching as tolerated.e. Red Flags: Instructed to call or return if she experiences pain unresponsive to the new
medication regimen, fever >100.4°F, or menstrual bleeding that soaks through a pad/tampon
every hour for more than two consecutive hours.4. Health Maintenance:a. Counseled on safe sex practices and the importance of consistent condom use for STI
prevention, even while on OCPs.5. Follow-up:a. Will call the patient with lab and ultrasound results within one week.b. Schedule a follow-up appointment in 3 months to evaluate her response to the empiric
treatment regimen.c. If symptoms are not significantly improved, a referral to a Gynecologist for further
evaluation and consideration of diagnostic laparoscopy (the gold standard for diagnosis) will
be made.Case Scenario 1: Gynecologic Conditions ChartSOAP NoteWeek6Response1.pdfCase Scenario 1: Gynecologic Conditions ChartDiagn
osis Definition Presentation / Signsand Symptoms ManagementBarth
olin
CystObstruction of the
Bartholin duct
causing fluid
buildup, forming a
cyst in the labia
majora.Unilateral, painless
labial swelling near
vaginal introitus. Can
become tender and
erythematous if
infected.Warm compresses or sitz
baths; if symptomatic or
recurrent: incision and
drainage, Word catheter, or
marsupialization. Antibiotics if
abscessed.Squa
mous
Carci
noma
of the
Vagin
aA rare primary
cancer arising from
the squamous
epithelium of the
vaginal mucosa.Vaginal bleeding,
discharge, palpable
vaginal mass, or pain,
often postmenopausal.Diagnosis via biopsy.
Management includes surgical
resection, radiation therapy,
and/or chemotherapy based on
staging. Referral to
gynecologic oncology.Aden
ocarc
inom
a of
the
Vagin
aMalignant glandular
tumor of the vagina,
often associated
with in-utero
diethylstilbestrol
(DES) exposure.Vaginal spotting,
watery discharge, or
mass, especially in
young women with
DES history.Biopsy confirms diagnosis.
Treated with surgery and/or
radiation. DES-exposed
women require lifelong
surveillance.Liche
n
Scler
osusChronic, progressive
inflammatory
dermatosis affecting
vulvar and perianal
skin, mostly in
postmenopausal
women.Intense pruritus,
burning, dyspareunia,
thin white plaques
(“cigarette paper”
appearance), and skin
fragility. Risk of vulvar
SCC.High-potency topical
corticosteroids (e.g., clobetasol
0.05%), emollients, regular
follow-up. Biopsy if suspicious
for malignancy.Liche
n
Planu
sInflammatory
autoimmune
condition involving
skin and mucosal
surfaces including
the vulva and
vagina.Painful erosions, white
lacy striae (Wickham’s
striae), vaginal
discharge,
dyspareunia, possible
scarring.Topical corticosteroids or
calcineurin inhibitors; manage
pain; treat secondary
infections; possible systemic
immunosuppressants for
severe cases.SOAP NotePatient: Kelly

Age: 19

Gender: FemaleSUBJECTIVEChief Complaint (CC): “Severe menstrual pain.”History of Present Illness (HPI): 

Kelly is a 19-year-old G0P0 female who presents to the clinic today with a chief complaint of
severe, cyclical pelvic pain that has been present since menarche (age 13) but has progressively
worsened over the last 2-3 years. The pain is described as a “deep, cramping, and sometimes
sharp” pain located in the suprapubic area, radiating to her lower back and anterior thighs. The
pain typically begins 1-2 days prior to the onset of her menses and is most severe during the first
48 hours of her period. She rates the pain as 9-10/10 at its worst, improving to a 3-4/10 after day
3 of her cycle. The pain is debilitating, causing her to miss work at her part-time job 1-2 days
each month. She reports at least one episode of fainting (syncope) from the severity of the pain
during her last cycle.• Associated Symptoms:o Gastrointestinal: She experiences severe pain with defecation (dyschezia), particularly
during her menses. This leads her to avoid bowel movements, resulting in secondary
constipation. She denies any blood in the stool. She also reports bloating and occasional
nausea during her periods.Liche
n
Simpl
ex
Chro
nicusSecondary skin
thickening from
chronic scratching or
irritation of the vulva.Thickened, leathery
skin, usually unilateral.
Intense itching, worse
at night.Discontinue irritants, use high-
potency topical corticosteroids,
antihistamines, barrier creams.
Address underlying cause
(e.g., infection, stress).Vulvo
dyniaChronic vulvar pain
without identifiable
cause, lasting >3
months.Burning, stinging,
irritation, especially
with touch or
intercourse. Often no
visible abnormalities.Multidisciplinary approach:
pelvic floor physical therapy,
topical lidocaine, low-dose
antidepressants (TCAs or
SNRIs), cognitive behavioral
therapy, avoidance of irritants.o Gynecologic: Her menses are heavy (menorrhagia), requiring her to change a super-
absorbency tampon or pad every 1-2 hours for the first two days. Her periods last for a total
of 7 days, with a gradual tapering of flow. She reports occasional deep dyspareunia (pain
with deep intercourse). She denies any intermenstrual bleeding or postcoital spotting. No
abnormal vaginal discharge, odor, or itching.• Palliating/Provoking Factors: Pain is provoked by menstruation and defecation. She has
tried over-the-counter Ibuprofen (400 mg) and Acetaminophen (500 mg) with minimal to no
relief. Heating pads provide mild, temporary relief.• Pertinent Negatives: Denies fever, chills, urinary symptoms (dysuria, frequency, urgency),
or changes in appetite outside of her menses.Menstrual History:• Menarche: Age 13• LMP (Last Menstrual Period): Began 1 week ago• Cycle: Regular, q28-30 days• Duration: 7 days• Flow: Heavy for 2 days, then moderate to light for 5 days.Gynecologic/Obstetric History:• Gravida/Para: G0P0• Sexual Activity: Sexually active with one male partner for the last year.• Contraception: Reports inconsistent condom use. Has never used hormonal contraception.• STI History: Denies any known history of STIs. Has never been screened.• Pap Smear: None to date (age-appropriate).Past Medical History (PMH): None. No chronic illnesses. 

Past Surgical History (PSH): None. 

Medications: Ibuprofen 400 mg PRN for pain, Acetaminophen 500 mg PRN for pain. 

Allergies: No Known Drug Allergies (NKDA).Family History: Mother has a history of “bad periods” and heavy bleeding but no formal
diagnosis. No known family history of gynecologic cancers, endometriosis, or bleeding
disorders.Social History: College student, works part-time. Denies tobacco use. Reports occasional social
alcohol use (2-3 drinks per weekend). Denies illicit drug use. Reports significant stress related to
her symptoms and their impact on her work and daily life.OBJECTIVEVitals:• BP: 118/72 mmHg• HR: 74 bpm• RR: 16 rpm• Temp: 98.6°F (37.0°C)• SpO2: 99% on room air• BMI: 23.9 kg/m ²General: Patient is a well-developed, well-nourished female in no acute distress. She is alert,
oriented, and cooperative.Physical Exam:• Abdomen: Soft, non-distended. Normoactive bowel sounds in all four quadrants. Mild
suprapubic tenderness to deep palpation. No guarding, rebound tenderness, or organomegaly
noted.• Pelvic Exam:o External Genitalia: Normal external female genitalia. No lesions, erythema, or swelling.o Speculum: Vaginal vault is pink and without lesions. Cervix is nulliparous, pink, with no
discharge, friability, or visible lesions. A small amount of old, brown blood is noted in the
posterior fornix, consistent with recent menses.o Bimanual: Uterus is of normal size, retroverted, and has limited mobility. There is
significant tenderness with uterine motion (positive cervical motion tenderness). Palpation ofthe posterior cul-de-sac and uterosacral ligaments elicits exquisite tenderness. Adnexa are
tender to palpation, left more so than right, without distinct masses appreciated.In-Office test:• Urine hCG (Pregnancy Test): NegativeASSESSMENT1. Endometriosis, Suspected (N80.9): This is the leading diagnosis given the constellation of
classic symptoms: severe, progressive dysmenorrhea since menarche, deep dyspareunia, and
cyclical dyschezia. The physical exam findings of a fixed, retroverted uterus and marked
tenderness of the uterosacral ligaments strongly support this diagnosis. The syncopal episode
highlights the severity of the pain.2. Menorrhagia (Heavy Menstrual Bleeding, N92.0): Patient’s report of soaking pads/
tampons every 1-2 hours for two days meets the clinical definition. This is likely secondary
to underlying pathology such as endometriosis or adenomyosis.3. Dysmenorrhea, Secondary (N94.5): The patient’s severe menstrual pain, associated with
other symptoms and physical findings, is indicative of a secondary cause rather than primary
(physiologic) dysmenorrhea.4. Constipation (K59.00): Secondary to pain avoidance with defecation (dyschezia) during
menses.5. Contraception Counseling / Health Maintenance (Z30.011): Patient is sexually active
with inconsistent barrier method use, placing her at risk for unintended pregnancy and STIs.Differential Diagnoses:• Adenomyosis: Overlaps significantly with endometriosis symptoms (menorrhagia,
dysmenorrhea). It is less common in this age group but remains a strong possibility.
Ultrasound may provide clues.• Primary Dysmenorrhea: Unlikely given the severity, focal tenderness on exam, and
associated GI symptoms.• Pelvic Inflammatory Disease (PID): Less likely given the cyclical nature of the pain, lack
of fever, and absence of purulent cervical discharge. However, chronic PID can cause
adhesions and pain, so STI screening is warranted.• Uterine Fibroids (Leiomyoma): Can cause heavy bleeding and pain, but less likely to cause
the specific dyschezia and uterosacral tenderness seen here. Less common in a 19-year-old.PLAN1. Diagnostics:a. Pelvic Ultrasound (Transvaginal & Abdominal): Ordered to evaluate for structural
abnormalities, specifically looking for endometriomas (“chocolate cysts”), signs of
adenomyosis, uterine fibroids, and to assess uterine mobility/potential adhesions.b. Labs: CBC to assess for anemia from menorrhagia. Gonorrhea/Chlamydia NAA (urine or
swab) to screen for STIs.c. Symptom Diary: Patient provided with a diary to track pain levels, bleeding, bowel
symptoms, and medication use in relation to her menstrual cycle.2. Therapeutics (Empiric Treatment):a. Pain/Inflammation: Discontinue PRN OTC use. Prescribed Naproxen 550 mg, 1 tablet by
mouth twice daily with food, to be started 2 days before expected onset of menses and
continued through the first 3 days of bleeding.b. Hormonal Suppression: Initiated treatment with a continuous combined oral contraceptive
(COC).i. Rx: [e.g., Drospirenone/Ethinyl Estradiol 3mg/0.02mg], 1 tablet by mouth daily.ii. Instructions: Instructed patient to take pills continuously, skipping the placebo week, to
induce amenorrhea. Explained that this is the first-line treatment for suspected endometriosis
to suppress endometrial tissue growth, reduce bleeding, and alleviate pain. Discussed risks,
benefits, and common side effects (e.g., breakthrough bleeding initially).3. Patient Education:a. Diagnosis: Discussed the suspected diagnosis of endometriosis in detail, explaining that it is
a condition where uterine lining-like tissue grows outside the uterus, causing inflammation
and pain.b. Treatment Goal: Explained that the goal of the current plan is to manage symptoms, reduce
pain to a tolerable level, control bleeding, and allow her to maintain normal daily activities.c. Constipation: Advised increasing fluid and dietary fiber intake. Suggested Miralax or
docusate sodium PRN if constipation persists despite pain control.d. Non-pharmacologic: Encouraged continued use of heating pads. Advised light exercise like
walking or stretching as tolerated.e. Red Flags: Instructed to call or return if she experiences pain unresponsive to the new
medication regimen, fever >100.4°F, or menstrual bleeding that soaks through a pad/tampon
every hour for more than two consecutive hours.4. Health Maintenance:a. Counseled on safe sex practices and the importance of consistent condom use for STI
prevention, even while on OCPs.5. Follow-up:a. Will call the patient with lab and ultrasound results within one week.b. Schedule a follow-up appointment in 3 months to evaluate her response to the empiric
treatment regimen.c. If symptoms are not significantly improved, a referral to a Gynecologist for further
evaluation and consideration of diagnostic laparoscopy (the gold standard for diagnosis) will
be made.Case Scenario 1: Gynecologic Conditions ChartSOAP NoteBids(45)Dr. Ellen RMDr. Aylin JMProf. TOPGRADEDr. Sarah Blakefirstclass tutorDoctor.NamiraMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganPROF_ALISTERpacesetters2121ProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekAshley EllieLarry Kellyabdul_rehman_miss AaliyahShow All Bidsother Questions(10)Week 8 DQ1Accountant with Knowledge of IFRSIntern Paper CAL2ABsignifacance_of_studyMed Surge Rapid RespondRole of FBI in BiodefenseUnit 5 IPEASY 4 upgratedTlmt 601Post the Discussion Response for two students with at least 150 words with separate in-text citations and references

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disc5

Home>Homework Answsers>Nursing homework helpDeathageA 75-year-old widower walks into your practice to request therapy services.  He has grieved the loss of his wife for the last 28 months; they were married 50 years.Explain the significance of interpersonal deficit as it relates to interpersonal therapyDescribe how you would ask “very good” questions to facilitate the patient’s ability to see their own experiences.500 words, formatted, and cited in current APA style with support from at least 2 academic sources17 days ago16.06.202510Report issueBids(45)Dr. Ellen RMDr. Aylin JMProf. TOPGRADEEmily ClareDr. Sarah Blakefirstclass tutorMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganPROF_ALISTERProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekAshley EllieLarry Kellyabdul_rehman_Show All Bidsother Questions(10)Response to Another Student DiscussiionPurpose alternative ways in which investors can receive cash returns from their investment in the equity of a company.20 Targeted Age Problems and Answers in Algebra.EEE-200 Dis.7DIGITAL CRIME THEORIESThe Assignment: Assessing and Treating Clients with DementiaResearch paperUnit 2 projectPolicy analysis: Prescribing policieshttps://www.homeworkmarket.com/content/need-8-am

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Quest

Home>Homework Answsers>Nursing homework helpName some very important organs that are not vital organs.List the functional description of all the normal vital organs, including today’s exceptions.Is it possible to live without a vital organ? Why? Example?Distinction between assisting or substituting vital organs. Bioethical analysis.Do the following practices assist or substitute the vital organ? Why?DialysisRespiratorVentilatorTracheotomyCPRRead and summarize ERD PART FIVE Introduction.Unconscious state: Definition.Clinical definitions of different states of unconsciousness: Compare and contrastBenefit vs Burden: bioethical analysis.17 days ago14.06.20256Report issueBids(42)Prof. TOPGRADEDr. Sarah Blakefirstclass tutorsherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganPROF_ALISTERpacesetters2121ProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekAshley EllieLarry Kellymiss AaliyahLisa-RandallDr. BeneveDr. Adeline ZoeShow All Bidsother Questions(10)how individuals from different backgrounds may use communication methods in different waysParametric vs Nonparametric TestsFind the area of the regular polygon to the nearest tenth. The polygon has 10 sides, and a side length…http://www.hvrsd.org/chs/staff/guise/Biology%20Section%20Worksheets/12-3%20Worksheet.pdf

please do this worksheet packetFind the difference between 1 3rd of 18p and 1 quarter of 20p.should girls be allowed to play on boys sports teamsIn what ways were the Byzantine and Islamic civilizations of the East different from the civilizations developing in Western Europe? In what ways were they similar?Trace the path of an oxygen molecule from the air outside you to your tissuesHow can you tell a dogwood treeEli drew a shape with 5 vertices and 5 line segments.

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Nursing assignment

Home>Homework Answsers>Nursing homework help17 days ago14.06.202515Report issuefiles (1)assignmnet125.docxassignmnet125.docxStudy PlanBased on your practice exam question results, identify strengths and areas of opportunity and create a tailored study plan to use throughout this course to help you prepare for the national certification exam. This will serve as an action plan to help you track your goals, tasks, and progress.ResourcesBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo Prepare:· Reflect on your practice exam results. Identify content-area strengths and opportunities for improvement.· Also reflect on your overall test-taking. Was the length of time allotted comfortable or did you run out of time? Did a particular question format prove difficult?The Assignment:· Summarize your practice exam results, including your strengths and opportunities for improvement.Note:Your grade for this Assignment will not be derived from your test results but from your self-reflection and study plan.· Create a study plan, including 3–4 specific goals and the tasks you need to complete to accomplish each goal.· Each goal must be developed using SMART goal format (Specific, Measurable, Achievable, Relevant, and Time-Based). See weekly resources to help with developing these goals.· Include a timetable on a calendar template for accomplishing the goals and tasks and add a description of how you will measure your progress.· Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.By Day 7· eik, M. T. C. (2024).Family nurse practitioner certification intensive review(5th ed.). Springer Publishing Company.· Ch. 5, Head Eyes, Ears, Nose, and Throat Review· Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones & Bartlett.· Appendix 4-A “Ear, Nose, Mouth, and Throat Examination” (pp. 191–192)Note:The textbook listed below is from NRNP 6531. Review the chapters assigned in this textbookas neededto refresh your knowledge.· Buttaro, T. M., Polgar-Bailey, P., Sandberg-Cook, J., Dick, K. & Montgomery, J. (2025).Primary care: Interprofessional collaborative practice(7th ed.). Elsevier.Note: Review the following chapters, as needed.· Chapter 54, Evaluation of the Eyes· Chapter 55, Cataracts· Chapter 56, Blepharitis, Hordeolum, and Chalazion· Chapter 57, Conjunctivitis· Chapter 58, Corneal Surface Defects and Ocular Surface Foreign Bodies· Chapter 59, Dry Eye Syndrome· Chapter 60, Nasolacrimal Duct Obstruction and Dacryocystitis· Chapter 61, Preseptal and Orbital Cellulitis· Chapter 62, Pingueculae and Pterygia· Chapter 63, Traumatic Ocular Disorders· Chapter 64, Auricular Disorders· Chapter 65, Cerumen Impaction· Chapter 66, Cholesteatoma· Chapter 67, Impaired Hearing· Chapter 68, Inner Ear Disturbances· Chapter 69, Otitis Externa· Chapter 70, Otitis Media· Chapter 71, Tympanic Membrane Perforation· Chapter 72, Chronic Nasal Congestion and Discharge· Chapter 73, Epistaxis· Chapter 74, Nasal Trauma· Chapter 75, Rhinitis· Chapter 76, Sinusitis· Chapter 77, Smell and Taste Disturbances· Chapter 78, Tumors and Polyps of the Nose· Chapter 79, Dental Abscess· Chapter 80, Diseases of the Salivary Gland· Chapter 81, Epiglottitis· Chapter 82, Oral Infections· Chapter 83, Parotitis· Chapter 84, Pharyngitis and Tonsillitis· Chapter 85, Peritonsillar AbscessSubmit your study plan with calendar.Reminder:The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available athttps://academicguides.waldenu.edu/writingLinks to an external site.). All papers submitted must use this formatting.submission informationBefore submitting your final assignment, you can check your draft for authenticity. To check your draft, access theTurnitin Draftsfrom theStart Herearea.1. To submit your completed assignment, save your Assignment asWK3Assgn_LastName_Firstinitial2. Then, click onStart Assignmentnear the top of the page.3. Next, click onUpload Fileand selectSubmit Assignmentfor review.RubricNRNP_6568_Week3_Assignment_RubricNRNP_6568_Week3_Assignment_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeComplete the practice exam from your certification exam review text. Based on your results and considering the National Certification Exam, summarize your strengths and opportunities for improvement.40 to >36.0 ptsExcellent 90%–100%The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.36 to >32.0 ptsGood 80%–89%The response provides an accurate summary of both the strengths and opportunities for improvement.32 to >28.0 ptsFair 70%–79%The response provides a vague and/or inaccurate summary of both the strengths and opportunities for improvement.28 to >0 ptsPoor 0%–69%A summary of both the strengths and opportunities for improvement is incomplete or missing.40 ptsThis criterion is linked to a Learning OutcomeCreate a study plan, including specific goals and the tasks you need to complete to accomplish each goal. Goals must be in SMART goal format. Include a timetable for accomplishing them and a description of how you will measure your progress.45 to >41.0 ptsExcellent 90%–100%The response provides 3–4 clear and appropriate SMART goals for the study plan, including tasks to complete to accomplish each goal. A clear timeline is provided for the study plan as well as a description of how progress toward goal completion will be measured.41 to >36.0 ptsGood 80%–89%The response provides 3–4 appropriate SMART goals and objectives for the practicum experience. Appropriate tasks, timeline, and description of how progress will be measured is provided.36 to >32.0 ptsFair 70%–79%The response provides 3–4 vague or general goals for the study plan. Tasks, timeline, and description of how progress toward goals will be measured are vague or somewhat inappropriate.32 to >0 ptsPoor 0%–69%The response provides 3–4 unclear or inappropriate goals for the study plan, or goals are missing. Tasks, timeline, and a description for how progress will be measured is incomplete or missing.45 ptsThis criterion is linked to a Learning OutcomeDescribe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, and print or online resources you could use to study.25 to >22.0 ptsExcellent 90%–100%The response provides a clear description of appropriate resources to support the study plan that are tailored to individual need.22 to >20.0 ptsGood 80%–89%The response provides a description of appropriate resources to support the study plan that are somewhat tailored to individual need.20 to >18.0 ptsFair 70%–79%The response provides a description of general resources that are not tailored to individual need.18 to >0 ptsPoor 0%–69%The response provides a description of inappropriate resources to support the study plan, or the description of resources is vague or missing.25 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.5 to >4.0 ptsExcellent 90%–100%Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.4 to >3.5 ptsGood 80%–89%Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.3.5 to >3.0 ptsFair 70%–79%Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.3 to >0 ptsPoor 0%–69%Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion was provided.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting - English Writing Standards: Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellent 90%–100%Uses correct grammar, spelling, and punctuation with no errors.4 to >3.5 ptsGood 80%–89%Contains 1 or 2 grammar, spelling, and punctuation errors.3.5 to >3.0 ptsFair 70%–79%Contains several (3 or 4) grammar, spelling, and punctuation errors.3 to >0 ptsPoor 0%–69%Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellent 90%–100%Uses correct APA format with no errors.4 to >3.5 ptsGood 80%–89%Contains 1 or 2 APA format errors.3.5 to >3.0 ptsFair 70%–79%Contains several (3 or 4) APA format errors.3 to >0 ptsPoor 0%–69%Contains many (≥5) APA format errors.5 ptsTotal Points: 125PreviousNextimage1.jpegassignmnet125.docxStudy PlanBased on your practice exam question results, identify strengths and areas of opportunity and create a tailored study plan to use throughout this course to help you prepare for the national certification exam. This will serve as an action plan to help you track your goals, tasks, and progress.ResourcesBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo Prepare:· Reflect on your practice exam results. Identify content-area strengths and opportunities for improvement.· Also reflect on your overall test-taking. Was the length of time allotted comfortable or did you run out of time? Did a particular question format prove difficult?The Assignment:· Summarize your practice exam results, including your strengths and opportunities for improvement.Note:Your grade for this Assignment will not be derived from your test results but from your self-reflection and study plan.· Create a study plan, including 3–4 specific goals and the tasks you need to complete to accomplish each goal.· Each goal must be developed using SMART goal format (Specific, Measurable, Achievable, Relevant, and Time-Based). See weekly resources to help with developing these goals.· Include a timetable on a calendar template for accomplishing the goals and tasks and add a description of how you will measure your progress.· Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.By Day 7· eik, M. T. C. (2024).Family nurse practitioner certification intensive review(5th ed.). Springer Publishing Company.· Ch. 5, Head Eyes, Ears, Nose, and Throat Review· Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones & Bartlett.· Appendix 4-A “Ear, Nose, Mouth, and Throat Examination” (pp. 191–192)Note:The textbook listed below is from NRNP 6531. Review the chapters assigned in this textbookas neededto refresh your knowledge.· Buttaro, T. M., Polgar-Bailey, P., Sandberg-Cook, J., Dick, K. & Montgomery, J. (2025).Primary care: Interprofessional collaborative practice(7th ed.). Elsevier.Note: Review the following chapters, as needed.· Chapter 54, Evaluation of the Eyes· Chapter 55, Cataracts· Chapter 56, Blepharitis, Hordeolum, and Chalazion· Chapter 57, Conjunctivitis· Chapter 58, Corneal Surface Defects and Ocular Surface Foreign Bodies· Chapter 59, Dry Eye Syndrome· Chapter 60, Nasolacrimal Duct Obstruction and Dacryocystitis· Chapter 61, Preseptal and Orbital Cellulitis· Chapter 62, Pingueculae and Pterygia· Chapter 63, Traumatic Ocular Disorders· Chapter 64, Auricular Disorders· Chapter 65, Cerumen Impaction· Chapter 66, Cholesteatoma· Chapter 67, Impaired Hearing· Chapter 68, Inner Ear Disturbances· Chapter 69, Otitis Externa· Chapter 70, Otitis Media· Chapter 71, Tympanic Membrane Perforation· Chapter 72, Chronic Nasal Congestion and Discharge· Chapter 73, Epistaxis· Chapter 74, Nasal Trauma· Chapter 75, Rhinitis· Chapter 76, Sinusitis· Chapter 77, Smell and Taste Disturbances· Chapter 78, Tumors and Polyps of the Nose· Chapter 79, Dental Abscess· Chapter 80, Diseases of the Salivary Gland· Chapter 81, Epiglottitis· Chapter 82, Oral Infections· Chapter 83, Parotitis· Chapter 84, Pharyngitis and Tonsillitis· Chapter 85, Peritonsillar AbscessSubmit your study plan with calendar.Reminder:The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available athttps://academicguides.waldenu.edu/writingLinks to an external site.). All papers submitted must use this formatting.submission informationBefore submitting your final assignment, you can check your draft for authenticity. To check your draft, access theTurnitin Draftsfrom theStart Herearea.1. To submit your completed assignment, save your Assignment asWK3Assgn_LastName_Firstinitial2. Then, click onStart Assignmentnear the top of the page.3. Next, click onUpload Fileand selectSubmit Assignmentfor review.RubricNRNP_6568_Week3_Assignment_RubricNRNP_6568_Week3_Assignment_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeComplete the practice exam from your certification exam review text. Based on your results and considering the National Certification Exam, summarize your strengths and opportunities for improvement.40 to >36.0 ptsExcellent 90%–100%The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.36 to >32.0 ptsGood 80%–89%The response provides an accurate summary of both the strengths and opportunities for improvement.32 to >28.0 ptsFair 70%–79%The response provides a vague and/or inaccurate summary of both the strengths and opportunities for improvement.28 to >0 ptsPoor 0%–69%A summary of both the strengths and opportunities for improvement is incomplete or missing.40 ptsThis criterion is linked to a Learning OutcomeCreate a study plan, including specific goals and the tasks you need to complete to accomplish each goal. Goals must be in SMART goal format. Include a timetable for accomplishing them and a description of how you will measure your progress.45 to >41.0 ptsExcellent 90%–100%The response provides 3–4 clear and appropriate SMART goals for the study plan, including tasks to complete to accomplish each goal. A clear timeline is provided for the study plan as well as a description of how progress toward goal completion will be measured.41 to >36.0 ptsGood 80%–89%The response provides 3–4 appropriate SMART goals and objectives for the practicum experience. Appropriate tasks, timeline, and description of how progress will be measured is provided.36 to >32.0 ptsFair 70%–79%The response provides 3–4 vague or general goals for the study plan. Tasks, timeline, and description of how progress toward goals will be measured are vague or somewhat inappropriate.32 to >0 ptsPoor 0%–69%The response provides 3–4 unclear or inappropriate goals for the study plan, or goals are missing. Tasks, timeline, and a description for how progress will be measured is incomplete or missing.45 ptsThis criterion is linked to a Learning OutcomeDescribe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, and print or online resources you could use to study.25 to >22.0 ptsExcellent 90%–100%The response provides a clear description of appropriate resources to support the study plan that are tailored to individual need.22 to >20.0 ptsGood 80%–89%The response provides a description of appropriate resources to support the study plan that are somewhat tailored to individual need.20 to >18.0 ptsFair 70%–79%The response provides a description of general resources that are not tailored to individual need.18 to >0 ptsPoor 0%–69%The response provides a description of inappropriate resources to support the study plan, or the description of resources is vague or missing.25 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.5 to >4.0 ptsExcellent 90%–100%Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.4 to >3.5 ptsGood 80%–89%Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.3.5 to >3.0 ptsFair 70%–79%Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.3 to >0 ptsPoor 0%–69%Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion was provided.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting - English Writing Standards: Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellent 90%–100%Uses correct grammar, spelling, and punctuation with no errors.4 to >3.5 ptsGood 80%–89%Contains 1 or 2 grammar, spelling, and punctuation errors.3.5 to >3.0 ptsFair 70%–79%Contains several (3 or 4) grammar, spelling, and punctuation errors.3 to >0 ptsPoor 0%–69%Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellent 90%–100%Uses correct APA format with no errors.4 to >3.5 ptsGood 80%–89%Contains 1 or 2 APA format errors.3.5 to >3.0 ptsFair 70%–79%Contains several (3 or 4) APA format errors.3 to >0 ptsPoor 0%–69%Contains many (≥5) APA format errors.5 ptsTotal Points: 125PreviousNextimage1.jpegBids(50)Dr. Ellen RMMathProgrammingMISS HILLARY A+Dr. Aylin JMProf. TOPGRADEEmily ClareDr. Sarah Blakefirstclass tutorDoctor.NamiraMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganPROF_ALISTERpacesetters2121ProWritingGuruDr. Everleigh_JKIsabella HarvardShow All Bidsother Questions(10)rel musAccounting AutomationMultiple Questions AnswersGoodCASSocial Responsibilty and EthicsEconmic classMultiple Questions AnswersCase Study on Legal Politics and Ethicspaper

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WEEK 6 CASE STUDY PART 1

Home>Homework Answsers>Nursing homework helpnursingIntegumentary Function:K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.Case Study QuestionsName the most common triggers for psoriasis and explain the different clinical types.There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.Included in question 2A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?What others manifestation could present a patient with Psoriasis?500 WORDS, APA FORMAT, 2 ACADEMIC SOURCES WITHIN THE LAST 5 YEARS.17 days ago14.06.20256Report issueBids(48)MISS HILLARY A+Dr. Sarah Blakefirstclass tutorDoctor.NamiraMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganPROF_ALISTERpacesetters2121ProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekAleena SheikhTeacher A+ WorkAshley EllieLarry KellyShow All Bidsother Questions(10)MGT-455 Benchmark – Chapter 7 and S7 Problem SetFinance HelpBusiness EssayU6HC239-DBLEGALPSYC 355 SPSS HOMEWORK 6 PREDICTION – BIVARIATE LINEAR REGRESSIONI NEED A QUALITY ANSWER IN 24 HOURS. NO LATE SUBMISSION.For Expert Researcher Only- Assignment 2-6WEEK 5 ASSIGNMENT SUBMISSON 2Criminal Justice

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WEEK 6 CASE STUDY PART 2

Home>Homework Answsers>Nursing homework helpnursingSensory Function:C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.Case Study QuestionsBased on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.500 WORDS APA FORMAT, 2 ACADEMIC SOURCES WITHIN THE LAST 5 YEARS17 days ago14.06.20256Report issueBids(49)MISS HILLARY A+Dr. Sarah Blakefirstclass tutorDoctor.NamiraMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganPROF_ALISTERpacesetters2121ProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekTeacher A+ WorkAshley EllieLarry Kellyabdul_rehman_Show All Bidsother Questions(10)Measuring Risk Organizations must be able to manage risk, but in order to do so, companies must be able to measure it. The terminology used to measure risks include risk, tolerance, and sensitivity as well as assessment, measure, and perceptions. Using tproblems in ALEKS –Stat 300Discussion post – Create an Algorithm and Working in TeamsAlgebra 1Annotated Bibliographyops asssignmentdiscussionManagement 7 duplicateDiscussion 4.1: Human Resources TestingFOR MADAM PROFESSOR – FINAL PROJECT

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MODULE 6 DISCUSSION

Home>Homework Answsers>Nursing homework helpnursingAPRNExplain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse.post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources17 days ago14.06.20255Report issueBids(51)MISS HILLARY A+Dr. Sarah Blakefirstclass tutorDoctor.NamiraMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganPROF_ALISTERpacesetters2121ProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekAleena SheikhTeacher A+ WorkAshley EllieLarry KellyShow All Bidsother Questions(10)Homework Assisgnment350 wds minimumProfit Maximization:MonoplyAshford Univrsity Worksheet completedComparisons of fire prevention programs in effect on this continent with those in other parts of the world reveal that there are probably as many differences as there are similarities.�What is the explanation for the differences and similarities?�What lesBusiness opearationsFind the slope of the line y-4=-2/5(x-3)NY tax assignmentNo Questionmanagement principals

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PICOT

Home>Homework Answsers>Nursing homework helpLeadershipmanagementSee attached17 days ago14.06.202510Report issuefiles (2)QAPI1.docxdownloadfile8.PDFQAPI1.docx2DiscussionStudent’s NameInstitutional AffiliationProfessor’s NameCourse NameDue DateThe uniqueness of Continuing Care Retirement Communities (CCRCs) needs to be maintained as their services are extended. Learning from the market, the demographics of the immediate area, and the changing needs of older persons is the first step towards strategic expansion. CCRCs need to advocate for health, independence, and care continuity in a person-centered manner. The SQUIRE 2.0 framework fosters responsible expansion through contextual awareness, theory-guided interventions, and careful evaluation (Ogrinc et al., 2015). Adapting expansion plans to the surrounding area’s values, interests, and needs facilitates scaling and sustaining healthcare ecosystems.One of the most critical aspects of a CCRC’s growth plan must be developing successful, not competing, relationships with the hospital and other long-term care organizations. Partnerships with local hospitals, university programs, and telemedicine providers may enhance specialist care and reduce hospital readmissions without compromising the CCRC’s goal. Using external knowledge and internal autonomy, CCRCs may become major healthcare players. Integrating electronic health records and predictive analytics for resident health monitoring increases operational efficiency and resident outcomes, harmonizing with SQUIRE 2.0’s “systems” approach to linked healthcare services (Ogrinc et al., 2015).Growing without losing its identity requires a solid communication strategy that defines the CCRC. Comprehensive care, resident empowerment, and aging continuity must be promoted in community marketing. Service design should include regular needs assessments and stakeholder input to enhance quality (Brown et al., 2021). It creates a feedback-rich environment where growth attempts match resident and community expectations. Transparency in decision-making and resident and family participation in governance committees may strengthen community ownership and reduce alienation as the organization grows.The importance of ethical considerations in growth cannot be overstated. Expanding too quickly or without enough infrastructure might undermine care quality and staff well-being, breaking quality improvement framework ethics (Ogrinc et al., 2015). Before implementing interventions, CCRCs must consider opportunity costs, such as diverting resources from current programs, and rigorously analyze treatments. Sustainable development must be iterative and led by real-world data, as SQUIRE studies treatments and adapts depending on contextual input. CCRCs may grow while retaining their identity and value to communities by following this balanced, ethical, and data-driven plan.ReferencesBrown, H., Jacobson, S., Cockrell, M., Sutt, J., Allen, K., & Copeland, A. (2021). A Five-Step Stakeholder Communication Plan for More Effective Natural Resource Management.Journal of Extension,59(Autumn 2021). https://doi.org/10.34068/joe.59.04.06Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2015). Squire 2.0 (Standards for Quality Improvement Reporting Excellence): Revised Publication Guidelines From a Detailed Consensus Process.American Journal of Critical Care,24(6), 466–473. https://doi.org/10.4037/ajcc2015455downloadfile8.PDFAdapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.Template
 for
 Asking
 PICOT
 QuestionsINTERVENTIONIn
 ____________________(P),
 how
 does
 ____________________
 (I)
 compared
 to____________________(C)
 affect
 _____________________(O)
 within
 ___________(T)?THERAPYIn
 __________________(P),
 what
 is
 the
 effect
 of
 __________________(I)
 compared
 to_____________
 (C)
 on
 ________________(O
 within
 _____________(T)?PROGNOSIS/PREDICTION
 
In
 ______________
 (P),
 how
 does
 ___________________
 (I)
 compared
 to
 _____________(C)influence
 __________________
 (O)
 over
 _______________
 (T)?DIAGNOSIS
 OR
 DIAGNOSTIC
 TESTIn
 ___________________(P)
 are/is
 ____________________(I)
 
 compared
 with_______________________(C)
 more
 accurate
 in
 diagnosing
 _________________(O)?ETIOLOGYAre____________________
 (P),
 who
 have
 ____________________
 (I)
 compared
 with
 thosewithout
 ____________________(C)
 at
 ____________
 risk
 for/of____________________(O)
 over
 ________________(T)?MEANINGHow
 do
 _______________________
 (P)
 with
 _______________________
 (I)
 
 perceive_______________________
 (O)
 during
 ________________(T)?Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.Short
 Definitions
 of
 Different
 Types
 of
 Questions
 

 
Intervention/Therapy:
 Questions
 addressing
 the
 treatment
 of
 an
 illness
 or
 disability.
 

 
Etiology:
 Questions
 addressing
 the
 causes
 or
 origins
 of
 disease
 (i.e.,
 factors
 that
 produce
 or
 
predispose
 toward
 a
 certain
 disease
 or
 disorder).
 

 
Diagnosis:
 Questions
 addressing
 the
 act
 or
 process
 of
 identifying
 or
 determining
 the
 nature
 and
 
cause
 of
 a
 disease
 or
 injury
 through
 evaluation.
 

 
Prognosis/Prediction:
 Questions
 addressing
 the
 prediction
 of
 the
 course
 of
 a
 disease.
 

 
Meaning:
 Questions
 addressing
 how
 one
 experiences
 a
 phenomenon.Sample
 Questions:
 

 
Intervention:
 In
 African-­‐American
 female
 adolescents
 with
 hepatitis
 B
 (P),
 how
 does
 
acetaminophen
 (I)
 compared
 to
 ibuprofen
 (C)
 affect
 liver
 function
 (O)?
 

 
Therapy:
 In
 children
 with
 spastic
 cerebral
 palsy
 (P),
 what
 is
 the
 effect
 of
 splinting
 and
 casting(I)
 
compared
 to
 constraint-­‐
 induced
 therapy
 (C)
 on
 two-­‐handed
 skill
 development
 (O)?
 

 
Prognosis/Prediction:
 
 
1)
 For
 patients
 65
 years
 and
 older
 (P),
 how
 does
 the
 use
 of
 an
 influenza
 vaccine
 (I)
 compared
 to
 
not
 received
 the
 vaccine
 (C)
 influence
 the
 risk
 of
 developing
 pneumonia
 (O)
 during
 flu
 season
 
(T)?
 
 
2)
 In
 patients
 who
 have
 experienced
 an
 acute
 myocardial
 infarction
 (P),
 how
 does
 being
 a
 
smoker
 (I)
 compared
 to
 a
 non-­‐smoker
 (C)
 influence
 death
 and
 infarction
 rates
 (O)
 during
 the
 
first
 5
 years
 after
 the
 myocardial
 infarction
 (T)?
 

 
Diagnosis:
 In
 middle-­‐aged
 males
 with
 suspected
 myocardial
 infarction
 (P),
 are
 serial
 12-­‐lead
 
ECGs
 (I)
 compared
 to
 one
 initial
 12-­‐lead
 ECG
 (C)
 more
 accurate
 in
 diagnosing
 an
 acute
 
myocardial
 infarction
 (O)?
 

 
Etiology:
 Are
 30-­‐
 to
 50-­‐year-­‐old
 women
 (P)
 who
 have
 high
 blood
 pressure
 (I)
 compared
 with
 
those
 without
 high
 blood
 pressure
 (C)
 at
 increased
 risk
 for
 an
 acute
 myocardial
 infarction
 (O)
 
during
 the
 first
 year
 after
 hysterectomy
 (T)?
 

 
Meaning:
 How
 do
 young
 males
 (P)
 with
 a
 diagnosis
 of
 below
 the
 waist
 paralysis
 (I)
 perceive
 
their
 interactions
 with
 their
 romantic
 significant
 others
 (O)
 during
 the
 first
 year
 after
 their
 
diagnosis
 (T)?downloadfile8.PDFAdapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.Template
 for
 Asking
 PICOT
 QuestionsINTERVENTIONIn
 ____________________(P),
 how
 does
 ____________________
 (I)
 compared
 to____________________(C)
 affect
 _____________________(O)
 within
 ___________(T)?THERAPYIn
 __________________(P),
 what
 is
 the
 effect
 of
 __________________(I)
 compared
 to_____________
 (C)
 on
 ________________(O
 within
 _____________(T)?PROGNOSIS/PREDICTION
 
In
 ______________
 (P),
 how
 does
 ___________________
 (I)
 compared
 to
 _____________(C)influence
 __________________
 (O)
 over
 _______________
 (T)?DIAGNOSIS
 OR
 DIAGNOSTIC
 TESTIn
 ___________________(P)
 are/is
 ____________________(I)
 
 compared
 with_______________________(C)
 more
 accurate
 in
 diagnosing
 _________________(O)?ETIOLOGYAre____________________
 (P),
 who
 have
 ____________________
 (I)
 compared
 with
 thosewithout
 ____________________(C)
 at
 ____________
 risk
 for/of____________________(O)
 over
 ________________(T)?MEANINGHow
 do
 _______________________
 (P)
 with
 _______________________
 (I)
 
 perceive_______________________
 (O)
 during
 ________________(T)?Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.Short
 Definitions
 of
 Different
 Types
 of
 Questions
 

 
Intervention/Therapy:
 Questions
 addressing
 the
 treatment
 of
 an
 illness
 or
 disability.
 

 
Etiology:
 Questions
 addressing
 the
 causes
 or
 origins
 of
 disease
 (i.e.,
 factors
 that
 produce
 or
 
predispose
 toward
 a
 certain
 disease
 or
 disorder).
 

 
Diagnosis:
 Questions
 addressing
 the
 act
 or
 process
 of
 identifying
 or
 determining
 the
 nature
 and
 
cause
 of
 a
 disease
 or
 injury
 through
 evaluation.
 

 
Prognosis/Prediction:
 Questions
 addressing
 the
 prediction
 of
 the
 course
 of
 a
 disease.
 

 
Meaning:
 Questions
 addressing
 how
 one
 experiences
 a
 phenomenon.Sample
 Questions:
 

 
Intervention:
 In
 African-­‐American
 female
 adolescents
 with
 hepatitis
 B
 (P),
 how
 does
 
acetaminophen
 (I)
 compared
 to
 ibuprofen
 (C)
 affect
 liver
 function
 (O)?
 

 
Therapy:
 In
 children
 with
 spastic
 cerebral
 palsy
 (P),
 what
 is
 the
 effect
 of
 splinting
 and
 casting(I)
 
compared
 to
 constraint-­‐
 induced
 therapy
 (C)
 on
 two-­‐handed
 skill
 development
 (O)?
 

 
Prognosis/Prediction:
 
 
1)
 For
 patients
 65
 years
 and
 older
 (P),
 how
 does
 the
 use
 of
 an
 influenza
 vaccine
 (I)
 compared
 to
 
not
 received
 the
 vaccine
 (C)
 influence
 the
 risk
 of
 developing
 pneumonia
 (O)
 during
 flu
 season
 
(T)?
 
 
2)
 In
 patients
 who
 have
 experienced
 an
 acute
 myocardial
 infarction
 (P),
 how
 does
 being
 a
 
smoker
 (I)
 compared
 to
 a
 non-­‐smoker
 (C)
 influence
 death
 and
 infarction
 rates
 (O)
 during
 the
 
first
 5
 years
 after
 the
 myocardial
 infarction
 (T)?
 

 
Diagnosis:
 In
 middle-­‐aged
 males
 with
 suspected
 myocardial
 infarction
 (P),
 are
 serial
 12-­‐lead
 
ECGs
 (I)
 compared
 to
 one
 initial
 12-­‐lead
 ECG
 (C)
 more
 accurate
 in
 diagnosing
 an
 acute
 
myocardial
 infarction
 (O)?
 

 
Etiology:
 Are
 30-­‐
 to
 50-­‐year-­‐old
 women
 (P)
 who
 have
 high
 blood
 pressure
 (I)
 compared
 with
 
those
 without
 high
 blood
 pressure
 (C)
 at
 increased
 risk
 for
 an
 acute
 myocardial
 infarction
 (O)
 
during
 the
 first
 year
 after
 hysterectomy
 (T)?
 

 
Meaning:
 How
 do
 young
 males
 (P)
 with
 a
 diagnosis
 of
 below
 the
 waist
 paralysis
 (I)
 perceive
 
their
 interactions
 with
 their
 romantic
 significant
 others
 (O)
 during
 the
 first
 year
 after
 their
 
diagnosis
 (T)?QAPI1.docx2DiscussionStudent’s NameInstitutional AffiliationProfessor’s NameCourse NameDue DateThe uniqueness of Continuing Care Retirement Communities (CCRCs) needs to be maintained as their services are extended. Learning from the market, the demographics of the immediate area, and the changing needs of older persons is the first step towards strategic expansion. CCRCs need to advocate for health, independence, and care continuity in a person-centered manner. The SQUIRE 2.0 framework fosters responsible expansion through contextual awareness, theory-guided interventions, and careful evaluation (Ogrinc et al., 2015). Adapting expansion plans to the surrounding area’s values, interests, and needs facilitates scaling and sustaining healthcare ecosystems.One of the most critical aspects of a CCRC’s growth plan must be developing successful, not competing, relationships with the hospital and other long-term care organizations. Partnerships with local hospitals, university programs, and telemedicine providers may enhance specialist care and reduce hospital readmissions without compromising the CCRC’s goal. Using external knowledge and internal autonomy, CCRCs may become major healthcare players. Integrating electronic health records and predictive analytics for resident health monitoring increases operational efficiency and resident outcomes, harmonizing with SQUIRE 2.0’s “systems” approach to linked healthcare services (Ogrinc et al., 2015).Growing without losing its identity requires a solid communication strategy that defines the CCRC. Comprehensive care, resident empowerment, and aging continuity must be promoted in community marketing. Service design should include regular needs assessments and stakeholder input to enhance quality (Brown et al., 2021). It creates a feedback-rich environment where growth attempts match resident and community expectations. Transparency in decision-making and resident and family participation in governance committees may strengthen community ownership and reduce alienation as the organization grows.The importance of ethical considerations in growth cannot be overstated. Expanding too quickly or without enough infrastructure might undermine care quality and staff well-being, breaking quality improvement framework ethics (Ogrinc et al., 2015). Before implementing interventions, CCRCs must consider opportunity costs, such as diverting resources from current programs, and rigorously analyze treatments. Sustainable development must be iterative and led by real-world data, as SQUIRE studies treatments and adapts depending on contextual input. CCRCs may grow while retaining their identity and value to communities by following this balanced, ethical, and data-driven plan.ReferencesBrown, H., Jacobson, S., Cockrell, M., Sutt, J., Allen, K., & Copeland, A. (2021). A Five-Step Stakeholder Communication Plan for More Effective Natural Resource Management.Journal of Extension,59(Autumn 2021). https://doi.org/10.34068/joe.59.04.06Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2015). Squire 2.0 (Standards for Quality Improvement Reporting Excellence): Revised Publication Guidelines From a Detailed Consensus Process.American Journal of Critical Care,24(6), 466–473. https://doi.org/10.4037/ajcc2015455downloadfile8.PDFAdapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.Template
 for
 Asking
 PICOT
 QuestionsINTERVENTIONIn
 ____________________(P),
 how
 does
 ____________________
 (I)
 compared
 to____________________(C)
 affect
 _____________________(O)
 within
 ___________(T)?THERAPYIn
 __________________(P),
 what
 is
 the
 effect
 of
 __________________(I)
 compared
 to_____________
 (C)
 on
 ________________(O
 within
 _____________(T)?PROGNOSIS/PREDICTION
 
In
 ______________
 (P),
 how
 does
 ___________________
 (I)
 compared
 to
 _____________(C)influence
 __________________
 (O)
 over
 _______________
 (T)?DIAGNOSIS
 OR
 DIAGNOSTIC
 TESTIn
 ___________________(P)
 are/is
 ____________________(I)
 
 compared
 with_______________________(C)
 more
 accurate
 in
 diagnosing
 _________________(O)?ETIOLOGYAre____________________
 (P),
 who
 have
 ____________________
 (I)
 compared
 with
 thosewithout
 ____________________(C)
 at
 ____________
 risk
 for/of____________________(O)
 over
 ________________(T)?MEANINGHow
 do
 _______________________
 (P)
 with
 _______________________
 (I)
 
 perceive_______________________
 (O)
 during
 ________________(T)?Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.Short
 Definitions
 of
 Different
 Types
 of
 Questions
 

 
Intervention/Therapy:
 Questions
 addressing
 the
 treatment
 of
 an
 illness
 or
 disability.
 

 
Etiology:
 Questions
 addressing
 the
 causes
 or
 origins
 of
 disease
 (i.e.,
 factors
 that
 produce
 or
 
predispose
 toward
 a
 certain
 disease
 or
 disorder).
 

 
Diagnosis:
 Questions
 addressing
 the
 act
 or
 process
 of
 identifying
 or
 determining
 the
 nature
 and
 
cause
 of
 a
 disease
 or
 injury
 through
 evaluation.
 

 
Prognosis/Prediction:
 Questions
 addressing
 the
 prediction
 of
 the
 course
 of
 a
 disease.
 

 
Meaning:
 Questions
 addressing
 how
 one
 experiences
 a
 phenomenon.Sample
 Questions:
 

 
Intervention:
 In
 African-­‐American
 female
 adolescents
 with
 hepatitis
 B
 (P),
 how
 does
 
acetaminophen
 (I)
 compared
 to
 ibuprofen
 (C)
 affect
 liver
 function
 (O)?
 

 
Therapy:
 In
 children
 with
 spastic
 cerebral
 palsy
 (P),
 what
 is
 the
 effect
 of
 splinting
 and
 casting(I)
 
compared
 to
 constraint-­‐
 induced
 therapy
 (C)
 on
 two-­‐handed
 skill
 development
 (O)?
 

 
Prognosis/Prediction:
 
 
1)
 For
 patients
 65
 years
 and
 older
 (P),
 how
 does
 the
 use
 of
 an
 influenza
 vaccine
 (I)
 compared
 to
 
not
 received
 the
 vaccine
 (C)
 influence
 the
 risk
 of
 developing
 pneumonia
 (O)
 during
 flu
 season
 
(T)?
 
 
2)
 In
 patients
 who
 have
 experienced
 an
 acute
 myocardial
 infarction
 (P),
 how
 does
 being
 a
 
smoker
 (I)
 compared
 to
 a
 non-­‐smoker
 (C)
 influence
 death
 and
 infarction
 rates
 (O)
 during
 the
 
first
 5
 years
 after
 the
 myocardial
 infarction
 (T)?
 

 
Diagnosis:
 In
 middle-­‐aged
 males
 with
 suspected
 myocardial
 infarction
 (P),
 are
 serial
 12-­‐lead
 
ECGs
 (I)
 compared
 to
 one
 initial
 12-­‐lead
 ECG
 (C)
 more
 accurate
 in
 diagnosing
 an
 acute
 
myocardial
 infarction
 (O)?
 

 
Etiology:
 Are
 30-­‐
 to
 50-­‐year-­‐old
 women
 (P)
 who
 have
 high
 blood
 pressure
 (I)
 compared
 with
 
those
 without
 high
 blood
 pressure
 (C)
 at
 increased
 risk
 for
 an
 acute
 myocardial
 infarction
 (O)
 
during
 the
 first
 year
 after
 hysterectomy
 (T)?
 

 
Meaning:
 How
 do
 young
 males
 (P)
 with
 a
 diagnosis
 of
 below
 the
 waist
 paralysis
 (I)
 perceive
 
their
 interactions
 with
 their
 romantic
 significant
 others
 (O)
 during
 the
 first
 year
 after
 their
 
diagnosis
 (T)?QAPI1.docx2DiscussionStudent’s NameInstitutional AffiliationProfessor’s NameCourse NameDue DateThe uniqueness of Continuing Care Retirement Communities (CCRCs) needs to be maintained as their services are extended. Learning from the market, the demographics of the immediate area, and the changing needs of older persons is the first step towards strategic expansion. CCRCs need to advocate for health, independence, and care continuity in a person-centered manner. The SQUIRE 2.0 framework fosters responsible expansion through contextual awareness, theory-guided interventions, and careful evaluation (Ogrinc et al., 2015). Adapting expansion plans to the surrounding area’s values, interests, and needs facilitates scaling and sustaining healthcare ecosystems.One of the most critical aspects of a CCRC’s growth plan must be developing successful, not competing, relationships with the hospital and other long-term care organizations. Partnerships with local hospitals, university programs, and telemedicine providers may enhance specialist care and reduce hospital readmissions without compromising the CCRC’s goal. Using external knowledge and internal autonomy, CCRCs may become major healthcare players. Integrating electronic health records and predictive analytics for resident health monitoring increases operational efficiency and resident outcomes, harmonizing with SQUIRE 2.0’s “systems” approach to linked healthcare services (Ogrinc et al., 2015).Growing without losing its identity requires a solid communication strategy that defines the CCRC. Comprehensive care, resident empowerment, and aging continuity must be promoted in community marketing. Service design should include regular needs assessments and stakeholder input to enhance quality (Brown et al., 2021). It creates a feedback-rich environment where growth attempts match resident and community expectations. Transparency in decision-making and resident and family participation in governance committees may strengthen community ownership and reduce alienation as the organization grows.The importance of ethical considerations in growth cannot be overstated. Expanding too quickly or without enough infrastructure might undermine care quality and staff well-being, breaking quality improvement framework ethics (Ogrinc et al., 2015). Before implementing interventions, CCRCs must consider opportunity costs, such as diverting resources from current programs, and rigorously analyze treatments. Sustainable development must be iterative and led by real-world data, as SQUIRE studies treatments and adapts depending on contextual input. CCRCs may grow while retaining their identity and value to communities by following this balanced, ethical, and data-driven plan.ReferencesBrown, H., Jacobson, S., Cockrell, M., Sutt, J., Allen, K., & Copeland, A. (2021). A Five-Step Stakeholder Communication Plan for More Effective Natural Resource Management.Journal of Extension,59(Autumn 2021). https://doi.org/10.34068/joe.59.04.06Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2015). Squire 2.0 (Standards for Quality Improvement Reporting Excellence): Revised Publication Guidelines From a Detailed Consensus Process.American Journal of Critical Care,24(6), 466–473. https://doi.org/10.4037/ajcc2015455downloadfile8.PDFAdapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.Template
 for
 Asking
 PICOT
 QuestionsINTERVENTIONIn
 ____________________(P),
 how
 does
 ____________________
 (I)
 compared
 to____________________(C)
 affect
 _____________________(O)
 within
 ___________(T)?THERAPYIn
 __________________(P),
 what
 is
 the
 effect
 of
 __________________(I)
 compared
 to_____________
 (C)
 on
 ________________(O
 within
 _____________(T)?PROGNOSIS/PREDICTION
 
In
 ______________
 (P),
 how
 does
 ___________________
 (I)
 compared
 to
 _____________(C)influence
 __________________
 (O)
 over
 _______________
 (T)?DIAGNOSIS
 OR
 DIAGNOSTIC
 TESTIn
 ___________________(P)
 are/is
 ____________________(I)
 
 compared
 with_______________________(C)
 more
 accurate
 in
 diagnosing
 _________________(O)?ETIOLOGYAre____________________
 (P),
 who
 have
 ____________________
 (I)
 compared
 with
 thosewithout
 ____________________(C)
 at
 ____________
 risk
 for/of____________________(O)
 over
 ________________(T)?MEANINGHow
 do
 _______________________
 (P)
 with
 _______________________
 (I)
 
 perceive_______________________
 (O)
 during
 ________________(T)?Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission.Short
 Definitions
 of
 Different
 Types
 of
 Questions
 

 
Intervention/Therapy:
 Questions
 addressing
 the
 treatment
 of
 an
 illness
 or
 disability.
 

 
Etiology:
 Questions
 addressing
 the
 causes
 or
 origins
 of
 disease
 (i.e.,
 factors
 that
 produce
 or
 
predispose
 toward
 a
 certain
 disease
 or
 disorder).
 

 
Diagnosis:
 Questions
 addressing
 the
 act
 or
 process
 of
 identifying
 or
 determining
 the
 nature
 and
 
cause
 of
 a
 disease
 or
 injury
 through
 evaluation.
 

 
Prognosis/Prediction:
 Questions
 addressing
 the
 prediction
 of
 the
 course
 of
 a
 disease.
 

 
Meaning:
 Questions
 addressing
 how
 one
 experiences
 a
 phenomenon.Sample
 Questions:
 

 
Intervention:
 In
 African-­‐American
 female
 adolescents
 with
 hepatitis
 B
 (P),
 how
 does
 
acetaminophen
 (I)
 compared
 to
 ibuprofen
 (C)
 affect
 liver
 function
 (O)?
 

 
Therapy:
 In
 children
 with
 spastic
 cerebral
 palsy
 (P),
 what
 is
 the
 effect
 of
 splinting
 and
 casting(I)
 
compared
 to
 constraint-­‐
 induced
 therapy
 (C)
 on
 two-­‐handed
 skill
 development
 (O)?
 

 
Prognosis/Prediction:
 
 
1)
 For
 patients
 65
 years
 and
 older
 (P),
 how
 does
 the
 use
 of
 an
 influenza
 vaccine
 (I)
 compared
 to
 
not
 received
 the
 vaccine
 (C)
 influence
 the
 risk
 of
 developing
 pneumonia
 (O)
 during
 flu
 season
 
(T)?
 
 
2)
 In
 patients
 who
 have
 experienced
 an
 acute
 myocardial
 infarction
 (P),
 how
 does
 being
 a
 
smoker
 (I)
 compared
 to
 a
 non-­‐smoker
 (C)
 influence
 death
 and
 infarction
 rates
 (O)
 during
 the
 
first
 5
 years
 after
 the
 myocardial
 infarction
 (T)?
 

 
Diagnosis:
 In
 middle-­‐aged
 males
 with
 suspected
 myocardial
 infarction
 (P),
 are
 serial
 12-­‐lead
 
ECGs
 (I)
 compared
 to
 one
 initial
 12-­‐lead
 ECG
 (C)
 more
 accurate
 in
 diagnosing
 an
 acute
 
myocardial
 infarction
 (O)?
 

 
Etiology:
 Are
 30-­‐
 to
 50-­‐year-­‐old
 women
 (P)
 who
 have
 high
 blood
 pressure
 (I)
 compared
 with
 
those
 without
 high
 blood
 pressure
 (C)
 at
 increased
 risk
 for
 an
 acute
 myocardial
 infarction
 (O)
 
during
 the
 first
 year
 after
 hysterectomy
 (T)?
 

 
Meaning:
 How
 do
 young
 males
 (P)
 with
 a
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 below
 the
 waist
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 (I)
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their
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 with
 their
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 others
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 during
 the
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 (T)?12Bids(51)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMEmily ClareDr. Sarah Blakefirstclass tutorMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganPROF_ALISTERpacesetters2121ProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekAleena SheikhTeacher A+ WorkShow All Bidsother Questions(10)Intro to Programming/ International Relationsmod las 3 lasa 2 psy 308 argosy unversityECN 601work 1Week 3.4Discussion QuestionnullHomework 1 , Design of Machine ElementsDDBA 8006 Week 1 SELF ASSESSMENT PAPEREffects of News Media Assignment Options

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POWER POINT PRESENTATION

Home>Homework Answsers>Nursing homework helpnursingDevelop a PowerPoint presentation on a Mitral valve prolapse discussed in the McCance & Huether’s Pathophysiology, 9th Edition text book.The presentation must provide information about the incidence, prevalence, and pathophysiology of the disease/disorder to the cellular level. The presentation must educate advanced practice nurses on assessment and care/treatment, including genetics/genomics—specific for this disorder. Patient education for management, cultural, and spiritual considerations for care must also be addressed. The presentation must specifically address how the disease/disorder affects 1 of the following age groups: infant/child, adult, or elderly.Format Requirements:Followed APA format including citation of references.Power point presentation with 10-15 slides were clear and easy to read. Speaker notes expanded upon and clarified content on the slides.Incorporate a minimum of 4 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 APA style (the library has a copy of the APA Manual).Content Requirements:Provide information about the incidence, prevalence, and pathophysiology of the mitral valve prolapse to the cellular level.Educate advanced practice nurses on assessment and care/treatment, including genetics/genomics—specific for this mitral valve prolapseProvide patient education for management, cultural, and spiritual considerations for care must also be addressed.Must specifically address how the mitral valve prolapse affects 1 of the following age groups: infant/child, adult, or elderly.17 days ago21.06.202513Report issueBids(59)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf. TOPGRADEEmily ClareDr. Sarah Blakefirstclass tutorDoctor.NamiraMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganPROF_ALISTERpacesetters2121ProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekShow All Bidsother Questions(10)Assment 7MN502 Discussion Question2getting students to think about their thinkingCJA 484 Week 2 Individual Assignment Ethics in Criminal Justice Administration AnalysisBUS 201 Week 2 Assignment Competitive AdvantageBSHS 382 Week 4 Correlation DiscussionBSHS 312 Week 5 Individual Assignment Personal Model of HelpingSOC 333 Week 4 Individual Assignment Communication Differences and Strategiesreflection paper

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NUR 612 Clinical SOAP Note 2

Home>Homework Answsers>Nursing homework helpnursing16 days ago15.06.202525Report issuefiles (3)ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docxSOAPNoteTemplate-1.docxSoapNoterubric.docxASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docxA SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.Instructions:SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:S=Subjective data: Patient’s Chief Complaint (CC).O=Objective data: Including client behavior, physical assessment, vital signs, and meds.A=Assessment: Diagnosis of the patient’s condition. Include differential diagnosis.P=Plan: Treatment, diagnostic testing, and follow upSOAPNoteTemplate-1.docxSOAP NOTE TEMPLATEReview the Rubric for more GuidanceDemographicsChief Complaint (Reason for seeking health care)History of Present Illness (HPI)AllergiesReview of Systems (ROS)General:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:Nutrition:Sleep/Rest:LMP:STI Hx:Vital SignsLabsMedicationsPast Medical HistoryPast Surgical HistoryFamily HistorySocial HistoryHealth Maintenance/ ScreeningsPhysical ExaminationGeneral:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:DiagnosisDifferential DiagnosisICD 10 CodingPharmacologic treatment planDiagnostic/Lab TestingEducationAnticipatory GuidanceFollow up planPrescriptionSee Below (scroll down)ReferencesGrammarEA#: 101010101 STU Clinic LIC# 10000000Tel: (000) 555-1234 FAX: (000) 555-12222Patient Name: (Initials)______________________________ Age ___________Date: _______________RX ______________________________________SIG:Dispense: ___________ Refill: _________________No SubstitutionSignature:____________________________________________________________Signature (with appropriate credentials):_____________________________________References (must use current evidence-based guidelines used to guide the care [Mandatory])SoapNoterubric.docxDemographics1 to >0.8 ptsBegins with patient initials, age, race, ethnicity and gender (5 demographics)Chief Complaint (Reason for seeking health care)4 to >3 ptsIncludes a direct quote from patient about presenting problemHistory of the Present Illness (HPI)5 to >3 ptsIncludes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)Allergies2 to >1.5 ptsIncludes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)Review of Systems (ROS)2 to >1.5 ptsIncludes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.Labs4 to >2 ptsIncludes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)Past Medical History3 to >2 ptsIncludes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or currentPast Surgical History3 to >2 ptsIncludes, for each surgical procedure, the year of procedure and the indication for the procedureFamily History3 to >2 ptsIncludes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.Social History3 to >2 ptsIncludes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situationHealth Maintenance / Screenings3 to >2 ptsIncludes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening testsPhysical Examination15 to >8 ptsIncludes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaintDiagnosis5 to >3 ptsIncludes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)Differential Diagnosis5 to >3 ptsIncludes at least 3 differential diagnoses for the principal diagnosisPharmacologic treatment plan5 to >3 ptsIncludes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.Diagnostic / Lab Testing3 to >2 ptsIncludes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”Education3 to >2 ptsIncludes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their livesAnticipatory Guidance3 to >2 ptsIncludes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))Follow Up Plan2 to >1 ptsIncludes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)Prescription3 to >2 ptsPrescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentialsWriting Mechanics, Citations, and APA Style3 to >2 ptsEffectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.SoapNoterubric.docxDemographics1 to >0.8 ptsBegins with patient initials, age, race, ethnicity and gender (5 demographics)Chief Complaint (Reason for seeking health care)4 to >3 ptsIncludes a direct quote from patient about presenting problemHistory of the Present Illness (HPI)5 to >3 ptsIncludes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)Allergies2 to >1.5 ptsIncludes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)Review of Systems (ROS)2 to >1.5 ptsIncludes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.Labs4 to >2 ptsIncludes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)Past Medical History3 to >2 ptsIncludes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or currentPast Surgical History3 to >2 ptsIncludes, for each surgical procedure, the year of procedure and the indication for the procedureFamily History3 to >2 ptsIncludes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.Social History3 to >2 ptsIncludes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situationHealth Maintenance / Screenings3 to >2 ptsIncludes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening testsPhysical Examination15 to >8 ptsIncludes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaintDiagnosis5 to >3 ptsIncludes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)Differential Diagnosis5 to >3 ptsIncludes at least 3 differential diagnoses for the principal diagnosisPharmacologic treatment plan5 to >3 ptsIncludes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.Diagnostic / Lab Testing3 to >2 ptsIncludes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”Education3 to >2 ptsIncludes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their livesAnticipatory Guidance3 to >2 ptsIncludes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))Follow Up Plan2 to >1 ptsIncludes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)Prescription3 to >2 ptsPrescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentialsWriting Mechanics, Citations, and APA Style3 to >2 ptsEffectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docxA SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.Instructions:SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:S=Subjective data: Patient’s Chief Complaint (CC).O=Objective data: Including client behavior, physical assessment, vital signs, and meds.A=Assessment: Diagnosis of the patient’s condition. Include differential diagnosis.P=Plan: Treatment, diagnostic testing, and follow upSOAPNoteTemplate-1.docxSOAP NOTE TEMPLATEReview the Rubric for more GuidanceDemographicsChief Complaint (Reason for seeking health care)History of Present Illness (HPI)AllergiesReview of Systems (ROS)General:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:Nutrition:Sleep/Rest:LMP:STI Hx:Vital SignsLabsMedicationsPast Medical HistoryPast Surgical HistoryFamily HistorySocial HistoryHealth Maintenance/ ScreeningsPhysical ExaminationGeneral:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:DiagnosisDifferential DiagnosisICD 10 CodingPharmacologic treatment planDiagnostic/Lab TestingEducationAnticipatory GuidanceFollow up planPrescriptionSee Below (scroll down)ReferencesGrammarEA#: 101010101 STU Clinic LIC# 10000000Tel: (000) 555-1234 FAX: (000) 555-12222Patient Name: (Initials)______________________________ Age ___________Date: _______________RX ______________________________________SIG:Dispense: ___________ Refill: _________________No SubstitutionSignature:____________________________________________________________Signature (with appropriate credentials):_____________________________________References (must use current evidence-based guidelines used to guide the care [Mandatory])SoapNoterubric.docxDemographics1 to >0.8 ptsBegins with patient initials, age, race, ethnicity and gender (5 demographics)Chief Complaint (Reason for seeking health care)4 to >3 ptsIncludes a direct quote from patient about presenting problemHistory of the Present Illness (HPI)5 to >3 ptsIncludes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)Allergies2 to >1.5 ptsIncludes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)Review of Systems (ROS)2 to >1.5 ptsIncludes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.Labs4 to >2 ptsIncludes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)Past Medical History3 to >2 ptsIncludes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or currentPast Surgical History3 to >2 ptsIncludes, for each surgical procedure, the year of procedure and the indication for the procedureFamily History3 to >2 ptsIncludes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.Social History3 to >2 ptsIncludes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situationHealth Maintenance / Screenings3 to >2 ptsIncludes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening testsPhysical Examination15 to >8 ptsIncludes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaintDiagnosis5 to >3 ptsIncludes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)Differential Diagnosis5 to >3 ptsIncludes at least 3 differential diagnoses for the principal diagnosisPharmacologic treatment plan5 to >3 ptsIncludes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.Diagnostic / Lab Testing3 to >2 ptsIncludes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”Education3 to >2 ptsIncludes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their livesAnticipatory Guidance3 to >2 ptsIncludes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))Follow Up Plan2 to >1 ptsIncludes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)Prescription3 to >2 ptsPrescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentialsWriting Mechanics, Citations, and APA Style3 to >2 ptsEffectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docxA SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.Instructions:SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:S=Subjective data: Patient’s Chief Complaint (CC).O=Objective data: Including client behavior, physical assessment, vital signs, and meds.A=Assessment: Diagnosis of the patient’s condition. Include differential diagnosis.P=Plan: Treatment, diagnostic testing, and follow upSOAPNoteTemplate-1.docxSOAP NOTE TEMPLATEReview the Rubric for more GuidanceDemographicsChief Complaint (Reason for seeking health care)History of Present Illness (HPI)AllergiesReview of Systems (ROS)General:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:Nutrition:Sleep/Rest:LMP:STI Hx:Vital SignsLabsMedicationsPast Medical HistoryPast Surgical HistoryFamily HistorySocial HistoryHealth Maintenance/ ScreeningsPhysical ExaminationGeneral:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:DiagnosisDifferential DiagnosisICD 10 CodingPharmacologic treatment planDiagnostic/Lab TestingEducationAnticipatory GuidanceFollow up planPrescriptionSee Below (scroll down)ReferencesGrammarEA#: 101010101 STU Clinic LIC# 10000000Tel: (000) 555-1234 FAX: (000) 555-12222Patient Name: (Initials)______________________________ Age ___________Date: _______________RX ______________________________________SIG:Dispense: ___________ Refill: _________________No SubstitutionSignature:____________________________________________________________Signature (with appropriate credentials):_____________________________________References (must use current evidence-based guidelines used to guide the care [Mandatory])SoapNoterubric.docxDemographics1 to >0.8 ptsBegins with patient initials, age, race, ethnicity and gender (5 demographics)Chief Complaint (Reason for seeking health care)4 to >3 ptsIncludes a direct quote from patient about presenting problemHistory of the Present Illness (HPI)5 to >3 ptsIncludes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)Allergies2 to >1.5 ptsIncludes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)Review of Systems (ROS)2 to >1.5 ptsIncludes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.Labs4 to >2 ptsIncludes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)Past Medical History3 to >2 ptsIncludes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or currentPast Surgical History3 to >2 ptsIncludes, for each surgical procedure, the year of procedure and the indication for the procedureFamily History3 to >2 ptsIncludes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.Social History3 to >2 ptsIncludes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situationHealth Maintenance / Screenings3 to >2 ptsIncludes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening testsPhysical Examination15 to >8 ptsIncludes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaintDiagnosis5 to >3 ptsIncludes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)Differential Diagnosis5 to >3 ptsIncludes at least 3 differential diagnoses for the principal diagnosisPharmacologic treatment plan5 to >3 ptsIncludes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.Diagnostic / Lab Testing3 to >2 ptsIncludes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”Education3 to >2 ptsIncludes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their livesAnticipatory Guidance3 to >2 ptsIncludes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))Follow Up Plan2 to >1 ptsIncludes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)Prescription3 to >2 ptsPrescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentialsWriting Mechanics, Citations, and APA Style3 to >2 ptsEffectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.123Bids(52)PROVEN STERLINGDr. Ellen RMEmily ClareMathProgrammingDr. Aylin JMDr. Sarah BlakeMISS HILLARY A+abdul_rehman_STELLAR GEEK A+ProWritingGuruYoung Nyanyafirstclass tutorDr. Adeline Zoesherry proffnicohwilliamIsabella HarvardMUSYOKIONES A+Dr CloverPROF_ALISTERgrA+de plusShow All Bidsother Questions(10)Need helpZero Personal Income TaxassignmentC#Due in 25 hours Finance HomeworkFinal ExamcaseDDBA 8151 Week 2 Uncovering Leadership StylesAmerican studiesfinance law homework

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