Week 4 DB response 2

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Home>Homework Answsers>Nursing homework helpMSNnursinga month ago01.06.202510Report issuefiles (1)Week4DBresponse2.pdfWeek4DBresponse2.pdfTable 11-hour Oral Glucose Tolerance Test (OGTT) After a 50-g oral glucose load in pregnant womenTable 2Criteria for Abnormal Result on 100-g, 3-Hour Oral Glucose Tolerance Test in Pregnant WomenTable 3Define and differentiate between the following Postpartum Disorders:Normal Range (Negative) Abnormal Range (Positive)1 hour < 140 mg/dL 130 – 140 mg/dLBlood Sample National Diabetes Data Group CriteriaCarpenter and Coustan CriteriaFasting 105 mg/dL 95 mg/dL1 hour 190 mg/dL 180 mg/dL2 hours 165 mg/dL 155 mg/dL3 hours 145 mg/dL 140 mg/dLWhat defines a positive 3-hour glucose tolerance test result (failed result)? Two or more threshold glucose levels on the 3-hour test must be met or exceeded.Definition Signs and SymptomsManagement of the DiagnosisPostpartum BluesShort-lived mood changeSadness, weepiness, mood swings, irritability that occurs in the first few days to 10 days postpartum; lasts less than two weeksFamily support, uninterrupted rest, exercise, adequate fluids, nutritious mealsTable 4Postpartum DepressionDepression occurring within the first year postpartum that meets standard diagnostic criteria; lasts longer than two yearsCrying, feeling sad, overwhelmed, lack of interest in daily activities, lack of interest in infant, feeling sub- inadequacyHome support, therapyPostpartum Obsessive- Compulsive DisorderNeed to perform repetitive physical or mental actionsOnslaught of intrusive thoughts or rituals SSRIs and CBTPostpartum PsychosisPsychotic episode (delusions or break with reality) occurring within the first year after birthAuditory and visual hallucinations, various unexplained behaviors, i.e. smelling smokeImmediate care i.e. emergency roomDefinitionPresentation(include Signs and Symptoms)Management of the DiagnosisPuerperal FeverTemp. 100.4 F or greater duringpostpartum period caused by bacterial infection in the reproductive tract or breastsGenital tract or wound infectionsbreast engorgement, dehydration, DVTCBC w/ diff, urine analysis, cultures, radiology and/or ultrasound.Antimicrobial therapyPostpartum HematomaCollection of blood in the vaginal, perineal, pelvic, or abdominal tissue, post childbirthEvidence of blood loss:Decrease hematocritSevere perineal and/or rectal painManagement varies on size.Small hematomas can reabsorb; moderate to large hematomas may need I&DSecondary (delayed) Postpartum HemorrhageExcessive bleeding that occurs between 24 hours after birth until six weeks postpartumHemorrhage bleedingMasses suspicious for retained placental fragmentsUterotonic agents: ergonovine, methylergonovine, oxytocin, a prostaglandin analog, or tranexamic acid. Surgical referral for suction evacuation to stop bleedingSore NipplesThe most common reasons for abandoning exclusive breastfeeding.Sore, painful, cracked.infection: exudate, increased erythema, pus, or dry scabWarm compresses, green tea bag compresses, coconut oil, hydrogel dressing, nipple shields, wash nipples with soap & water once daily, topical mupirocin, peppermint oil, topical low dose steroids for inflammation; antibiotic: Miconazole forC. albicansJennifer is a G2P1, 31-year-old pregnant female at 24 weeks EGA who has come to the clinic for her 24-week prenatal visit and recommended screening tests. Jennifer’s one hour glucose test result is 156 mg/DL. Her BP is 118/78 T 98.7 F, P 68, RR 18, fundal height is 25 cm, no urine/ protein in urine, weight is 145 lbs at 5 lbs increased from last visit 4 weeks ago, her height is 5’ 5”.Demographic Data• 31-year-old-femaleMastitisAcute inflammation of the interlobular connective tissue of the breast that may include an infection. S. aureus is the main causative bacteria.Erythema, pain, swelling, fever.Pain described as sharp, needlelike, with burning sensation.Symptoms associated with infection: fever 101 F or greater, area red, tender, and hot; muscle aches & malaise, elevated heart rate, nausea, chills, red streaks on the breast.Feed or pump on the affected side. Frequent feedings, breast compressions, topical ricinoleic acid; heating pad, castor oil,Antibiotics:First line: Dicloxacillin or Flucloxacillin; CephalexinSecond line: Clindamycin or Bactrim DSBreast AbscessA potential complication of mastitis r/t untreated, delayed, inadequate, or incorrect treatment for mastitis. Abscess formation increases with smoking.Hard, red, and tender area on the breast.If incapsulated, must be drained either surgically or needle aspiration. Abscess drainage should be cultured to determine antibiotic sensitivity.Continue breast feeding and/or pumping.SubjectiveChief Complaint (CC): 31-year-old-female, G2P1 at 24 weeks EGA, presents to the clinic for a routine follow up 24-week prenatal visit and recommended screen tests.History of Present Illness (HPI): 31-year-old-female, G2P1 at 24 weeks EGA, presents to the clinic for a routine follow up 24-week prenatal visit and recommended screening tests. The one- hour glucose test result is 156 mg/dL; the patient has gained 5 lbs in the past 4 weeks; the fundal height is 25 cm; and POCT urine dipstick is (-) for protein.Past Medical History (PMH):• Medical History: o Denies history of HTN, diabetes, elevated cholesterol o Denies complications with previous pregnancy o Denies abnormal pap smears • Hospitalizations: o Spontaneous vaginal delivery: 2023- no complications • Medications: o Prenatal vitamin daily • Allergies: o No known drug allergies o No know food allergies • Immunizations: o Influenza vaccine: 10/2024 o Covid Vaccines: 2021 & 2022 o HPV Vaccines: x3 doses at 12 years old • Preventative Health Maintenance: o PAP: last pap at 30 years o Eye exams: every 2 years, last exam 2024 o Dentals exam & cleaning: last dental visit 1/2025 o STI screening: at 21 years old; 2020, and at each pregnancy diagnoses: 2023 & 2025 • Family History: o Mother: hyperlipidemia o Father: HTN, Hyperlipidemia o Maternal Grandmother: hyperlipidemia o Maternal Grandfather: HTN, Hyperlipidemia o Paternal Grandmother: hyperlipidemiao Paternal Grandfather: HTN, DM Type II o Maternal great-grandmother: hyperlipidemia o Maternal great-grandfather: HTN, Hyperlipidemia o Paternal great-grandmother: Hypertension o Paternal great-grandfather: HTN, DM Type II • Social History: o Nutrition: Eats a balanced diet and occasional take out o Exercise: denies o Denies history of illegal drug use o Sexual history: 2 lifetime partners; 1 partner for the past 5 years o Sexual intercourse with males o History of STIs: denies o Contraception: male condoms o Menstrual history: 1st menstrual cycle at 13 years old o Occupation: Elementary school teacher o Caffeine: Green and black tea o Smoking: denies cigarette and vaping o Alcohol: 2-3 glasses a week prior to pregnancyReview of Symptoms:• General: denies fever/chills, (+) fatigue, (+) increased thirst • Psychological: denies anxiety and depression • Neurological: denies headaches and dizziness • Eyes: denies blurry vision • Ears: denies ringing in ears • Nose, Mouth, and Throat: denies nasal congestion, dry mouth, sore throat • Cardiology: denies chest pain • Respiratory: denies shortness of breath • Breast: denies breast pain • Gastrointestinal: denies abdominal pain, nausea/vomiting, diarrhea, constipation, heartburn • Genitourinary: denies burning; (+) frequency and urgency • Musculoskeletal: denies muscle, joint, back pain • Skin: denies itching • Gynecological: Denies discharge, bleeding, pelvic cramping, leaking of fluids; deniesBraxton Hicks • Heme/Lymph/Endo: denies heat/cold intoleranceObjective:Vital signs: B/P: 118/78; HR: 68; T: 98.7 F; RR: 18Pain: 0/10Pre-pregnancy weight: 120 lb; Height: 65 inches; BMI: 20.0Current weight 145 lbsPregnancy gain: + 5 lbs in 4 weeksOne hour glucose test result: 156 mg/dL. Positive resultPOCT: Urine dipstick: (-) proteinPhysical exam:• Generalized: age appropriate, well developed, well-nourished, no acute distress • Neurological: alert and oriented • Cardiology: no swelling noted to BLE, no murmur • Pulmonary: regular respiratory rate; chest symmetric, no wheezing • Gastrointestinal: abdomen round; non-tender • Musculoskeletal: upper and lower extremities, full range of motion; stable gait • Integumentary: warm and dry • Psychiatric: calm and cooperative • Genitourinary: urine clear, no odor • Gynecological: no vaginal redness or discharge noted • Fundal height: 25cm (acceptable 22-26 cm)OB Abdominal ultrasound:• Intrauterine pregnancy singleton • Presentation: Vertex • Fetal cardiac activity present; HR 144 • Amniotic fluid appears adequate • Fetal movements: Yes • Fetal breathing movements: YesDifferential Diagnosis(1) Urinary tract infection:• Positives: frequency, urgency, pregnancy • Negatives: urine clear, no odor, no fevers/chills, no low abdominal/back painFinal Diagnosis(1) Gestational diabetes (GD):• Positives: maternal age > 25, weight gain +5 lbs in 4 weeks, 1-hr glucose teat 156, fatigue,
increased thirst, increased urinary frequency and urgencyPlan:Diagnostic testing• Urine POCT in office: to r/o UTI: negative for nitrite and/or leukocyte
• NST: monitors fetal heart rate in response to their movement
• CBC: monitor WBC & platelets, can increase with GD.
• 3-hour 100-g OGTT Glucose challenge: to diagnose GDMedications:Continue: Prenatal vitamin: Take 1 tablet by mouth daily.Vaccine: TdapEducation:• Normal weight pre-pregnancy: weight gain 1 lb /week during 2nd – 3rd trimester.
• Complications of GDM if noncompliant
o Maternal: Risk of high blood pressure, preeclampsia, pre-term labor, spontaneous abortion
o Fetus: microsomia, macrosomia (makes delivery difficult), still birth
o Newborn: elevated bilirubin causes jaundice, hypocalcemia, polycythemia, hypoglycemia
• Exercise 30 minutes daily 5 times a week, such as walking
• Limit carbohydrates
• Eat 3 meals and 2 snacks
• Monitor blood glucose at home 4-6 times per day: before meals, and 2 hours after
• 3-hour 100-g OGTT: in the morning after fasting overnight
• Management for Class GDMA1:
o diet, exercise, blood glucose monitoring
• Management for Class GDMA2
o Starting with Metformin 500mg by mouth once a day for one week, then increase to 500 mgto twice a day to decrease side effects
o Can increase 500 mg every week to a maximum of 2500 ng
o Most common side effects of Metformin: abdominal pain & diarrhea
• Insulin
o Recommended for BMI > 40o Serious risk factor is hypoglycemia which can lead to coma or death if not treated
immediatelyo Symptoms of hypoglycemia: shaking, sweating, agitation, rapid heart rate, clammy skin
o Blood glucose < 80 should be treated with 15 gm of glucose • Monitor for type DM and insulin resistance after deliveryReferral/Follow-up• Referral to dietician or diabetes educator- if positive • Week 28 visit: o NST: o Urogynecology for pelvic floor evaluation, exercises o Transabdominal ultrasound o Amniotic fluid index (AFI) o POCT: urine dipstick • RSV: recommended at 28 weeks to protect the infant from RSV • Tdap: recommended between 27-36 weeks to protect against pertussis (whooping cough)Health Maintenance:• Vision exams: every 2 years- 2026 • Dental exams/cleaning: 2 per year- 7/2025 • Pap: 33 years old • Vaccines: 10/2025: annual influenzaWeek4DBresponse2.pdfTable 11-hour Oral Glucose Tolerance Test (OGTT) After a 50-g oral glucose load in pregnant womenTable 2Criteria for Abnormal Result on 100-g, 3-Hour Oral Glucose Tolerance Test in Pregnant WomenTable 3Define and differentiate between the following Postpartum Disorders:Normal Range (Negative) Abnormal Range (Positive)1 hour < 140 mg/dL 130 – 140 mg/dLBlood Sample National Diabetes Data Group CriteriaCarpenter and Coustan CriteriaFasting 105 mg/dL 95 mg/dL1 hour 190 mg/dL 180 mg/dL2 hours 165 mg/dL 155 mg/dL3 hours 145 mg/dL 140 mg/dLWhat defines a positive 3-hour glucose tolerance test result (failed result)? Two or more threshold glucose levels on the 3-hour test must be met or exceeded.Definition Signs and SymptomsManagement of the DiagnosisPostpartum BluesShort-lived mood changeSadness, weepiness, mood swings, irritability that occurs in the first few days to 10 days postpartum; lasts less than two weeksFamily support, uninterrupted rest, exercise, adequate fluids, nutritious mealsTable 4Postpartum DepressionDepression occurring within the first year postpartum that meets standard diagnostic criteria; lasts longer than two yearsCrying, feeling sad, overwhelmed, lack of interest in daily activities, lack of interest in infant, feeling sub- inadequacyHome support, therapyPostpartum Obsessive- Compulsive DisorderNeed to perform repetitive physical or mental actionsOnslaught of intrusive thoughts or rituals SSRIs and CBTPostpartum PsychosisPsychotic episode (delusions or break with reality) occurring within the first year after birthAuditory and visual hallucinations, various unexplained behaviors, i.e. smelling smokeImmediate care i.e. emergency roomDefinitionPresentation(include Signs and Symptoms)Management of the DiagnosisPuerperal FeverTemp. 100.4 F or greater duringpostpartum period caused by bacterial infection in the reproductive tract or breastsGenital tract or wound infectionsbreast engorgement, dehydration, DVTCBC w/ diff, urine analysis, cultures, radiology and/or ultrasound.Antimicrobial therapyPostpartum HematomaCollection of blood in the vaginal, perineal, pelvic, or abdominal tissue, post childbirthEvidence of blood loss:Decrease hematocritSevere perineal and/or rectal painManagement varies on size.Small hematomas can reabsorb; moderate to large hematomas may need I&DSecondary (delayed) Postpartum HemorrhageExcessive bleeding that occurs between 24 hours after birth until six weeks postpartumHemorrhage bleedingMasses suspicious for retained placental fragmentsUterotonic agents: ergonovine, methylergonovine, oxytocin, a prostaglandin analog, or tranexamic acid. Surgical referral for suction evacuation to stop bleedingSore NipplesThe most common reasons for abandoning exclusive breastfeeding.Sore, painful, cracked.infection: exudate, increased erythema, pus, or dry scabWarm compresses, green tea bag compresses, coconut oil, hydrogel dressing, nipple shields, wash nipples with soap & water once daily, topical mupirocin, peppermint oil, topical low dose steroids for inflammation; antibiotic: Miconazole forC. albicansJennifer is a G2P1, 31-year-old pregnant female at 24 weeks EGA who has come to the clinic for her 24-week prenatal visit and recommended screening tests. Jennifer’s one hour glucose test result is 156 mg/DL. Her BP is 118/78 T 98.7 F, P 68, RR 18, fundal height is 25 cm, no urine/ protein in urine, weight is 145 lbs at 5 lbs increased from last visit 4 weeks ago, her height is 5’ 5”.Demographic Data• 31-year-old-femaleMastitisAcute inflammation of the interlobular connective tissue of the breast that may include an infection. S. aureus is the main causative bacteria.Erythema, pain, swelling, fever.Pain described as sharp, needlelike, with burning sensation.Symptoms associated with infection: fever 101 F or greater, area red, tender, and hot; muscle aches & malaise, elevated heart rate, nausea, chills, red streaks on the breast.Feed or pump on the affected side. Frequent feedings, breast compressions, topical ricinoleic acid; heating pad, castor oil,Antibiotics:First line: Dicloxacillin or Flucloxacillin; CephalexinSecond line: Clindamycin or Bactrim DSBreast AbscessA potential complication of mastitis r/t untreated, delayed, inadequate, or incorrect treatment for mastitis. Abscess formation increases with smoking.Hard, red, and tender area on the breast.If incapsulated, must be drained either surgically or needle aspiration. Abscess drainage should be cultured to determine antibiotic sensitivity.Continue breast feeding and/or pumping.SubjectiveChief Complaint (CC): 31-year-old-female, G2P1 at 24 weeks EGA, presents to the clinic for a routine follow up 24-week prenatal visit and recommended screen tests.History of Present Illness (HPI): 31-year-old-female, G2P1 at 24 weeks EGA, presents to the clinic for a routine follow up 24-week prenatal visit and recommended screening tests. The one- hour glucose test result is 156 mg/dL; the patient has gained 5 lbs in the past 4 weeks; the fundal height is 25 cm; and POCT urine dipstick is (-) for protein.Past Medical History (PMH):• Medical History: o Denies history of HTN, diabetes, elevated cholesterol o Denies complications with previous pregnancy o Denies abnormal pap smears • Hospitalizations: o Spontaneous vaginal delivery: 2023- no complications • Medications: o Prenatal vitamin daily • Allergies: o No known drug allergies o No know food allergies • Immunizations: o Influenza vaccine: 10/2024 o Covid Vaccines: 2021 & 2022 o HPV Vaccines: x3 doses at 12 years old • Preventative Health Maintenance: o PAP: last pap at 30 years o Eye exams: every 2 years, last exam 2024 o Dentals exam & cleaning: last dental visit 1/2025 o STI screening: at 21 years old; 2020, and at each pregnancy diagnoses: 2023 & 2025 • Family History: o Mother: hyperlipidemia o Father: HTN, Hyperlipidemia o Maternal Grandmother: hyperlipidemia o Maternal Grandfather: HTN, Hyperlipidemia o Paternal Grandmother: hyperlipidemiao Paternal Grandfather: HTN, DM Type II o Maternal great-grandmother: hyperlipidemia o Maternal great-grandfather: HTN, Hyperlipidemia o Paternal great-grandmother: Hypertension o Paternal great-grandfather: HTN, DM Type II • Social History: o Nutrition: Eats a balanced diet and occasional take out o Exercise: denies o Denies history of illegal drug use o Sexual history: 2 lifetime partners; 1 partner for the past 5 years o Sexual intercourse with males o History of STIs: denies o Contraception: male condoms o Menstrual history: 1st menstrual cycle at 13 years old o Occupation: Elementary school teacher o Caffeine: Green and black tea o Smoking: denies cigarette and vaping o Alcohol: 2-3 glasses a week prior to pregnancyReview of Symptoms:• General: denies fever/chills, (+) fatigue, (+) increased thirst • Psychological: denies anxiety and depression • Neurological: denies headaches and dizziness • Eyes: denies blurry vision • Ears: denies ringing in ears • Nose, Mouth, and Throat: denies nasal congestion, dry mouth, sore throat • Cardiology: denies chest pain • Respiratory: denies shortness of breath • Breast: denies breast pain • Gastrointestinal: denies abdominal pain, nausea/vomiting, diarrhea, constipation, heartburn • Genitourinary: denies burning; (+) frequency and urgency • Musculoskeletal: denies muscle, joint, back pain • Skin: denies itching • Gynecological: Denies discharge, bleeding, pelvic cramping, leaking of fluids; deniesBraxton Hicks • Heme/Lymph/Endo: denies heat/cold intoleranceObjective:Vital signs: B/P: 118/78; HR: 68; T: 98.7 F; RR: 18Pain: 0/10Pre-pregnancy weight: 120 lb; Height: 65 inches; BMI: 20.0Current weight 145 lbsPregnancy gain: + 5 lbs in 4 weeksOne hour glucose test result: 156 mg/dL. Positive resultPOCT: Urine dipstick: (-) proteinPhysical exam:• Generalized: age appropriate, well developed, well-nourished, no acute distress • Neurological: alert and oriented • Cardiology: no swelling noted to BLE, no murmur • Pulmonary: regular respiratory rate; chest symmetric, no wheezing • Gastrointestinal: abdomen round; non-tender • Musculoskeletal: upper and lower extremities, full range of motion; stable gait • Integumentary: warm and dry • Psychiatric: calm and cooperative • Genitourinary: urine clear, no odor • Gynecological: no vaginal redness or discharge noted • Fundal height: 25cm (acceptable 22-26 cm)OB Abdominal ultrasound:• Intrauterine pregnancy singleton • Presentation: Vertex • Fetal cardiac activity present; HR 144 • Amniotic fluid appears adequate • Fetal movements: Yes • Fetal breathing movements: YesDifferential Diagnosis(1) Urinary tract infection:• Positives: frequency, urgency, pregnancy • Negatives: urine clear, no odor, no fevers/chills, no low abdominal/back painFinal Diagnosis(1) Gestational diabetes (GD):• Positives: maternal age > 25, weight gain +5 lbs in 4 weeks, 1-hr glucose teat 156, fatigue,
increased thirst, increased urinary frequency and urgencyPlan:Diagnostic testing• Urine POCT in office: to r/o UTI: negative for nitrite and/or leukocyte
• NST: monitors fetal heart rate in response to their movement
• CBC: monitor WBC & platelets, can increase with GD.
• 3-hour 100-g OGTT Glucose challenge: to diagnose GDMedications:Continue: Prenatal vitamin: Take 1 tablet by mouth daily.Vaccine: TdapEducation:• Normal weight pre-pregnancy: weight gain 1 lb /week during 2nd – 3rd trimester.
• Complications of GDM if noncompliant
o Maternal: Risk of high blood pressure, preeclampsia, pre-term labor, spontaneous abortion
o Fetus: microsomia, macrosomia (makes delivery difficult), still birth
o Newborn: elevated bilirubin causes jaundice, hypocalcemia, polycythemia, hypoglycemia
• Exercise 30 minutes daily 5 times a week, such as walking
• Limit carbohydrates
• Eat 3 meals and 2 snacks
• Monitor blood glucose at home 4-6 times per day: before meals, and 2 hours after
• 3-hour 100-g OGTT: in the morning after fasting overnight
• Management for Class GDMA1:
o diet, exercise, blood glucose monitoring
• Management for Class GDMA2
o Starting with Metformin 500mg by mouth once a day for one week, then increase to 500 mgto twice a day to decrease side effects
o Can increase 500 mg every week to a maximum of 2500 ng
o Most common side effects of Metformin: abdominal pain & diarrhea
• Insulin
o Recommended for BMI > 40o Serious risk factor is hypoglycemia which can lead to coma or death if not treated
immediatelyo Symptoms of hypoglycemia: shaking, sweating, agitation, rapid heart rate, clammy skin
o Blood glucose < 80 should be treated with 15 gm of glucose • Monitor for type DM and insulin resistance after deliveryReferral/Follow-up• Referral to dietician or diabetes educator- if positive • Week 28 visit: o NST: o Urogynecology for pelvic floor evaluation, exercises o Transabdominal ultrasound o Amniotic fluid index (AFI) o POCT: urine dipstick • RSV: recommended at 28 weeks to protect the infant from RSV • Tdap: recommended between 27-36 weeks to protect against pertussis (whooping cough)Health Maintenance:• Vision exams: every 2 years- 2026 • Dental exams/cleaning: 2 per year- 7/2025 • Pap: 33 years old • Vaccines: 10/2025: annual influenzaBids(46)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RProf. TOPGRADEfirstclass tutorDoctor.NamiraMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganBrilliant GeekWIZARD_KIMPROF_ALISTERTeacher A+ WorkAshley ElliePremiumLarry Kellyabdul_rehman_miss AaliyahShow All Bidsother Questions(10)PROF MAURICE ONLY - Assignment 2: Diagnostic Case Reportsbusiness HWphys labI need an eight page 100% original paper on Compensation and BenefitsCCPPROF. MOSES GEEK ONLYROBOTIC SURGERY -4 PAGESDiscussion: Logistic Regression ValuesmathstatcheruHomework

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week 4 peds soap note. Well child visit

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Home>Homework Answsers>Nursing homework helpWORKstudySOAP note well visit child. APA format. Use evidence based practice and CDC recommendations due in 30 hours. Follow the template and rubricPEDSSOAPNoteTemplateweek4.docxSoapnotechecklistwellchildvisitrubric.docxa month ago01.06.202530Report issueBids(46)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_STELLAR GEEK A+WIZARD_KIMYoung NyanyaProf Double RDr. Adeline ZoePremiumIsabella HarvardMUSYOKIONES A+Dr CloverPROF_ALISTERgrA+de plusSheryl HoganShow All Bidsother Questions(10)Process of Care PaperValue chain managementHSA 599 Case Study 2…CSR Dilemmac++ lapaccounting project 2business reserachdisscussion reply to students, minimum 50 words in own wordsAs discussedA+ PaperBreach in Contract – Discussion post

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Asssigment

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Home>Homework Answsers>Nursing homework helpa month ago01.06.202515Report issuefiles (1)HealthPromotionvsPreventiveMedicinejanet.docxHealthPromotionvsPreventiveMedicinejanet.docxHealth Promotion vs Preventive MedicineWrite an essay pointing differences between Health Promotion and Preventive Medicine. Contribute a minimum of at least 3 pages. It should include at least 5 academic sources, formatted and cited in APA. with 5 yearsHealthPromotionvsPreventiveMedicinejanet.docxHealth Promotion vs Preventive MedicineWrite an essay pointing differences between Health Promotion and Preventive Medicine. Contribute a minimum of at least 3 pages. It should include at least 5 academic sources, formatted and cited in APA. with 5 yearsBids(44)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RDoctor.NamiraMiss DeannaMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruIsabella HarvardWIZARD_KIMPROF_ALISTERTeacher A+ WorkPremiumabdul_rehman_miss AaliyahPERFECT PROFMadam MichelleShow All Bidsother Questions(10)Com 156 week 2 Americans Should Not Use Credit CardsSaturdayReview the Writing Argumentative Essays section in Ch. 3 of Critical Thinkingdoes the ordered pair (2,6) satisfy the equation y=2x-4? explain your answer.FOR “WAQAS1ACA ONLY”The fifth questionCollege Admissions Essay for StanfordPlease complete the following tasks using the statistical package, Stata.Partnership vs. CorporationBSA 376 Week 4 Work-Related Project Analysis Part 3

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NUR 612 Clinical SOAP Note 1

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Home>Homework Answsers>Nursing homework helpnursinga month ago31.05.202525Report 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(47)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_STELLAR GEEK A+WIZARD_KIMProf Double RDr. Adeline Zoesherry proffPremiumIsabella HarvardMUSYOKIONES A+Dr CloverPROF_ALISTERgrA+de plusSheryl HoganShow All Bidsother Questions(10)ETH 125 Week 6 DQ 2ida-volatilaty- memory forensics2 pages on belowRouting assignment 4BIO 220 Laboratory Exercises – Part 1 & Part 2You have already compute sample parameters for the data.ECO 550 MIDTERM EXAM (PART 1 & 2) ALL CORRECTECON 550The question is belowI need a 4 pages essay to be done in 2 hours.

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Home>Homework Answsers>Nursing homework helpa month ago31.05.202515Report issuefiles (1)WEEK1RESPONDNONPRAC.docxWEEK1RESPONDNONPRAC.docxRoger BThe clinician in the YMH Boston Vignette also exhibited many of the competencies for assessing an adolescent patient with psychiatric distress. Specifically, it is noteworthy that early in the interview, the clinician achieved a rapport via a non-hostile tone, an open way of sitting, and by asking open-ended questions. The latter approach helped the adolescents feel at ease and open about sensitive matters. The provider also used active listening skills, including reflective statements and summarization of the patient’s responses, which enhanced empathy and trust. These are particularly very important for adolescents, who might be uncomfortable with a personal or traumatic experience. But the clinician was not without faults. The targeted youth was asked about his emotional and behavioral experiences. However, the student’s academic performance issues, the level of social behavior of the patient, and family problems were not explored with the patient, nor with the family. Furthermore, the clinician might have further examined safety, for example, direct inquiry about suicidal ideation, self-injurious behavior, or trauma history. Symptomatology such as a lack of interest or feeling worthless should be a focus of attention at this stage of the clinical interview, and it is important to keep in mind that the adolescent may not have articulated their feelings of depression. This justifies a detailed investigation of mood symptoms, patterns of sleep, and changes in appetite, as well as psychosocial stressors (Richter et al., 2022). An important next question would have been: Can you tell me more about your relationships at home and school? This item helps the clinician to evaluate the adolescent’s support network, identify potential conflicts or stressors, and examine social well-being, all factors known to be associated with health in youth. A comprehensive psychiatric evaluation is essential in children and adolescents, given their specific developmental, psychological, and environmental peculiarities. Deviations from these trajectories can be further complicated in a pediatric population because children may be unable to voluntarily explain their emotions and feelings (i.e., through lack of cognitive or verbal skills), thus requiring clinicians to collect information about children’s reactions by direct observation, information from others, and use of standardized assessment tools. In addition, early detection and treatment of psychiatric disorders in children can result in early interventions that are associated with more positive long-term outcomes, such as academic achievement, peer functioning, and emotional regulation. Two symptom inventories that are especially well-suited for child and adolescent evaluations are the Child Behavior Checklist (CBCL) and the Revised Children’s Anxiety and Depression Scale (RCADS). CBCL is one of the most commonly used parent-report measures, covering the emotional and behavioral functioning of a child in domains such as anxious-depressed, aggressive behavior, and attention problems. The RCADS is a self-report instrument that permits clinicians to screen for anxiety and depressive symptoms consistent with DSM-5 Criteria and has excellent reliability and validity in youth samples (Becker et al., 2019). Play therapy and parent–child interaction therapy (PCIT) are two types of treatment for children that are used less often with adults. Play therapy is especially effective for young children who have limited verbal abilities; it is the process of using play techniques to communicate and resolve difficulties. PCIT targets enhanced parent-child interactions and behaviors via live coaching that supports parents in the implementation of “best practices” in managing challenging child behaviors. Parents’ and carers’ involvement is central to the assessment of pupils. They offer valuable historical and developmental information, behavioral observations, and contextual information that children may struggle to verbalize. Furthermore, their participation is crucial for informed consent, implementing treatment decisions, and overseeing progress. Caregiver collaboration not only encourages adherence but also promotes a holistic, family-centered approach to care. Respond to this discussion by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.EDWINE EThe clinician in the YMH Boston Vignette also exhibited many of the competencies for assessing an adolescent patient with psychiatric distress. Specifically, it is noteworthy that early in the interview, the clinician achieved a rapport via a non-hostile tone, an open way of sitting, and by asking open-ended questions. The latter approach helped the adolescents feel at ease and open about sensitive matters. The provider also used active listening skills, including reflective statements and summarization of the patient’s responses, which enhanced empathy and trust. These are particularly very important for adolescents, who might be uncomfortable with a personal or traumatic experience.But the clinician was not without faults. The targeted youth was asked about his emotional and behavioral experiences. However, the student’s academic performance issues, the level of social behavior of the patient, and family problems were not explored with the patient, nor with the family. Furthermore, the clinician might have further examined safety, for example, direct inquiry about suicidal ideation, self-injurious behavior, or trauma history. Symptomatology such as a lack of interest or feeling worthless should be a focus of attention at this stage of the clinical interview, and it is important to keep in mind that the adolescent may not have articulated their feelings of depression. This justifies a detailed investigation of mood symptoms, patterns of sleep, and changes in appetite, as well as psychosocial stressors (Richter et al., 2022).An important next question would have been: Can you tell me more about your relationships at home and school? This item helps the clinician to evaluate the adolescent’s support network, identify potential conflicts or stressors, and examine social well-being, all factors known to be associated with health in youth.A comprehensive psychiatric evaluation is essential in children and adolescents, given their specific developmental, psychological, and environmental peculiarities. Deviations from these trajectories can be further complicated in a pediatric population because children may be unable to voluntarily explain their emotions and feelings (i.e., through lack of cognitive or verbal skills), thus requiring clinicians to collect information about children’s reactions by direct observation, information from others, and use of standardized assessment tools. In addition, early detection and treatment of psychiatric disorders in children can result in early interventions that are associated with more positive long-term outcomes, such as academic achievement, peer functioning, and emotional regulation.Two symptom inventories that are especially well-suited for child and adolescent evaluations are the Child Behavior Checklist (CBCL) and the Revised Children’s Anxiety and Depression Scale (RCADS). CBCL is one of the most commonly used parent-report measures, covering the emotional and behavioral functioning of a child in domains such as anxious-depressed, aggressive behavior, and attention problems. The RCADS is a self-report instrument that permits clinicians to screen for anxiety and depressive symptoms consistent with DSM-5 Criteria and has excellent reliability and validity in youth samples (Becker et al., 2019).Play therapy and parent–child interaction therapy (PCIT) are two types of treatment for children that are used less often with adults. Play therapy is especially effective for young children who have limited verbal abilities; it is the process of using play techniques to communicate and resolve difficulties. PCIT targets enhanced parent-child interactions and behaviors via live coaching that supports parents in the implementation of “best practices” in managing challenging child behaviors.Parents’ and carers’ involvement is central to the assessment of pupils. They offer valuable historical and developmental information, behavioral observations, and contextual information that children may struggle to verbalize. Furthermore, their participation is crucial for informed consent, implementing treatment decisions, and overseeing progress. Caregiver collaboration not only encourages adherence but also promotes a holistic, family-centered approach to care.Respond to at least two of your colleagues on 2 different days by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.WEEK1RESPONDNONPRAC.docxRoger BThe clinician in the YMH Boston Vignette also exhibited many of the competencies for assessing an adolescent patient with psychiatric distress. Specifically, it is noteworthy that early in the interview, the clinician achieved a rapport via a non-hostile tone, an open way of sitting, and by asking open-ended questions. The latter approach helped the adolescents feel at ease and open about sensitive matters. The provider also used active listening skills, including reflective statements and summarization of the patient’s responses, which enhanced empathy and trust. These are particularly very important for adolescents, who might be uncomfortable with a personal or traumatic experience. But the clinician was not without faults. The targeted youth was asked about his emotional and behavioral experiences. However, the student’s academic performance issues, the level of social behavior of the patient, and family problems were not explored with the patient, nor with the family. Furthermore, the clinician might have further examined safety, for example, direct inquiry about suicidal ideation, self-injurious behavior, or trauma history. Symptomatology such as a lack of interest or feeling worthless should be a focus of attention at this stage of the clinical interview, and it is important to keep in mind that the adolescent may not have articulated their feelings of depression. This justifies a detailed investigation of mood symptoms, patterns of sleep, and changes in appetite, as well as psychosocial stressors (Richter et al., 2022). An important next question would have been: Can you tell me more about your relationships at home and school? This item helps the clinician to evaluate the adolescent’s support network, identify potential conflicts or stressors, and examine social well-being, all factors known to be associated with health in youth. A comprehensive psychiatric evaluation is essential in children and adolescents, given their specific developmental, psychological, and environmental peculiarities. Deviations from these trajectories can be further complicated in a pediatric population because children may be unable to voluntarily explain their emotions and feelings (i.e., through lack of cognitive or verbal skills), thus requiring clinicians to collect information about children’s reactions by direct observation, information from others, and use of standardized assessment tools. In addition, early detection and treatment of psychiatric disorders in children can result in early interventions that are associated with more positive long-term outcomes, such as academic achievement, peer functioning, and emotional regulation. Two symptom inventories that are especially well-suited for child and adolescent evaluations are the Child Behavior Checklist (CBCL) and the Revised Children’s Anxiety and Depression Scale (RCADS). CBCL is one of the most commonly used parent-report measures, covering the emotional and behavioral functioning of a child in domains such as anxious-depressed, aggressive behavior, and attention problems. The RCADS is a self-report instrument that permits clinicians to screen for anxiety and depressive symptoms consistent with DSM-5 Criteria and has excellent reliability and validity in youth samples (Becker et al., 2019). Play therapy and parent–child interaction therapy (PCIT) are two types of treatment for children that are used less often with adults. Play therapy is especially effective for young children who have limited verbal abilities; it is the process of using play techniques to communicate and resolve difficulties. PCIT targets enhanced parent-child interactions and behaviors via live coaching that supports parents in the implementation of “best practices” in managing challenging child behaviors. Parents’ and carers’ involvement is central to the assessment of pupils. They offer valuable historical and developmental information, behavioral observations, and contextual information that children may struggle to verbalize. Furthermore, their participation is crucial for informed consent, implementing treatment decisions, and overseeing progress. Caregiver collaboration not only encourages adherence but also promotes a holistic, family-centered approach to care. Respond to this discussion by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.EDWINE EThe clinician in the YMH Boston Vignette also exhibited many of the competencies for assessing an adolescent patient with psychiatric distress. Specifically, it is noteworthy that early in the interview, the clinician achieved a rapport via a non-hostile tone, an open way of sitting, and by asking open-ended questions. The latter approach helped the adolescents feel at ease and open about sensitive matters. The provider also used active listening skills, including reflective statements and summarization of the patient’s responses, which enhanced empathy and trust. These are particularly very important for adolescents, who might be uncomfortable with a personal or traumatic experience.But the clinician was not without faults. The targeted youth was asked about his emotional and behavioral experiences. However, the student’s academic performance issues, the level of social behavior of the patient, and family problems were not explored with the patient, nor with the family. Furthermore, the clinician might have further examined safety, for example, direct inquiry about suicidal ideation, self-injurious behavior, or trauma history. Symptomatology such as a lack of interest or feeling worthless should be a focus of attention at this stage of the clinical interview, and it is important to keep in mind that the adolescent may not have articulated their feelings of depression. This justifies a detailed investigation of mood symptoms, patterns of sleep, and changes in appetite, as well as psychosocial stressors (Richter et al., 2022).An important next question would have been: Can you tell me more about your relationships at home and school? This item helps the clinician to evaluate the adolescent’s support network, identify potential conflicts or stressors, and examine social well-being, all factors known to be associated with health in youth.A comprehensive psychiatric evaluation is essential in children and adolescents, given their specific developmental, psychological, and environmental peculiarities. Deviations from these trajectories can be further complicated in a pediatric population because children may be unable to voluntarily explain their emotions and feelings (i.e., through lack of cognitive or verbal skills), thus requiring clinicians to collect information about children’s reactions by direct observation, information from others, and use of standardized assessment tools. In addition, early detection and treatment of psychiatric disorders in children can result in early interventions that are associated with more positive long-term outcomes, such as academic achievement, peer functioning, and emotional regulation.Two symptom inventories that are especially well-suited for child and adolescent evaluations are the Child Behavior Checklist (CBCL) and the Revised Children’s Anxiety and Depression Scale (RCADS). CBCL is one of the most commonly used parent-report measures, covering the emotional and behavioral functioning of a child in domains such as anxious-depressed, aggressive behavior, and attention problems. The RCADS is a self-report instrument that permits clinicians to screen for anxiety and depressive symptoms consistent with DSM-5 Criteria and has excellent reliability and validity in youth samples (Becker et al., 2019).Play therapy and parent–child interaction therapy (PCIT) are two types of treatment for children that are used less often with adults. Play therapy is especially effective for young children who have limited verbal abilities; it is the process of using play techniques to communicate and resolve difficulties. PCIT targets enhanced parent-child interactions and behaviors via live coaching that supports parents in the implementation of “best practices” in managing challenging child behaviors.Parents’ and carers’ involvement is central to the assessment of pupils. They offer valuable historical and developmental information, behavioral observations, and contextual information that children may struggle to verbalize. Furthermore, their participation is crucial for informed consent, implementing treatment decisions, and overseeing progress. Caregiver collaboration not only encourages adherence but also promotes a holistic, family-centered approach to care.Respond to at least two of your colleagues on 2 different days by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.Bids(46)Dr. Ellen RMMathProgrammingDr. Aylin JMnicohwilliamProf Double RProf. TOPGRADEEmily ClareMiss DeannaMUSYOKIONES A+Dr ClovergrA+de plusSheryl Hoganpacesetters2121ProWritingGuruIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERTeacher A+ WorkAshley EllieShow All Bidsother Questions(10)response 1POST@6Homework help NJOSH ONLYExceptionalGeekRead the incident scenario, and write a response that is at least three pages in length. Your response must include…introductionPractice of Clinical Psychology WorksheetGSBS 110 WEEK 3 McWhorter on TextingWrite a three to five (3-5) page paper in which you:Unit Q’s

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Home>Homework Answsers>Nursing homework helpa month ago31.05.202515Report issuefiles (1)WEEK2DISCUSSIONNONPRAC.docxWEEK2DISCUSSIONNONPRAC.docxTo Prepare· Select one of the following ethical/legal topics:· Autonomy· Beneficence· Justice· Fidelity· Veracity· Involuntary hospitalization and due process of civil commitment· Informed assent/consent and capacity· Duty to warn· Restraints· HIPPA· Child and elder abuse reporting· Tort law· Negligence/malpractice· In the Walden library, locate a total of four scholarly, professional, or legal resources related to this topic. One should address ethical considerations related to this topic for adults, one should be on ethical considerations related to this topic for children/adolescents, one should be on legal considerations related to this topic for adults, and one should be on legal considerations related to this topic for children/adolescents.By Day 3 of Week 2Briefly identify the topic you selected. Then, summarize the articles you selected, explaining the most salient ethical and legal issues related to the topic as they concern psychiatric-mental health practice for children/adolescents and for adults. Explain how this information could apply to your clinical practice, including specific implications for practice within your state. Attach the PDFs of your articles.Upload a copy of your discussion writing to the draft Turnitin for plagiarism check.  Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.Reada selection of your colleagues’ responses.WEEK2DISCUSSIONNONPRAC.docxTo Prepare· Select one of the following ethical/legal topics:· Autonomy· Beneficence· Justice· Fidelity· Veracity· Involuntary hospitalization and due process of civil commitment· Informed assent/consent and capacity· Duty to warn· Restraints· HIPPA· Child and elder abuse reporting· Tort law· Negligence/malpractice· In the Walden library, locate a total of four scholarly, professional, or legal resources related to this topic. One should address ethical considerations related to this topic for adults, one should be on ethical considerations related to this topic for children/adolescents, one should be on legal considerations related to this topic for adults, and one should be on legal considerations related to this topic for children/adolescents.By Day 3 of Week 2Briefly identify the topic you selected. Then, summarize the articles you selected, explaining the most salient ethical and legal issues related to the topic as they concern psychiatric-mental health practice for children/adolescents and for adults. Explain how this information could apply to your clinical practice, including specific implications for practice within your state. Attach the PDFs of your articles.Upload a copy of your discussion writing to the draft Turnitin for plagiarism check.  Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.Reada selection of your colleagues’ responses.Bids(47)Dr. Ellen RMMathProgrammingMISS HILLARY A+Dr. Aylin JMProf Double REmily ClareMiss DeannaMUSYOKIONES A+Dr ClovergrA+de plusSheryl Hoganpacesetters2121ProWritingGuruIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERTeacher A+ WorkAshley ElliePremiumShow All Bidsother Questions(10)eduactional inequalityAssignmentDesign an Ad and write a essay to explain itResearch Critiques and PICOT Statement Final DraftECO 561 Week 4 Individual Assignment Business Proposal Papermadam-professordiscussionAssignmentto catherine owenssimple questions

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Home>Homework Answsers>Nursing homework helpnursinga month ago02.06.202510Report issuefiles (1)NUR505W3.docxNUR505W3.docxDISCUSSION:A. Describe health and illness practices that may augment problems associated with the treatment of hypertension for Chinese-American clients.B. Describe the locus-of-control variable that some Filipino Americans have that may influence health-seeking behavior.C. Describe the importance of folk medicine and folk healers to Vietnamese Americans.INSTRUCTIONS:· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.· Please include introduction and conclusion paragraphs· Please write in paragraph form, no bullet points· Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).· Please ensure APA formatting is correctPLEASE SEE RUBRIC BELOW FOR SCORE OF 10 POINTSimage1.pngNUR505W3.docxDISCUSSION:A. Describe health and illness practices that may augment problems associated with the treatment of hypertension for Chinese-American clients.B. Describe the locus-of-control variable that some Filipino Americans have that may influence health-seeking behavior.C. Describe the importance of folk medicine and folk healers to Vietnamese Americans.INSTRUCTIONS:· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.· Please include introduction and conclusion paragraphs· Please write in paragraph form, no bullet points· Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).· Please ensure APA formatting is correctPLEASE SEE RUBRIC BELOW FOR SCORE OF 10 POINTSimage1.pngBids(48)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RProf. TOPGRADEEmily ClareMiss DeannaDr ClovergrA+de plusSheryl Hoganpacesetters2121ProWritingGuruIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley ElliePremiumLarry Kellyabdul_rehman_Show All Bidsother Questions(10)What does the testimony of Vladka Meed tell us about what life was like in the warsaw ghetto?Accounting”Digital Terrorism and Criminology of Computer Crime”  Please respond to the following: List at least three (3) major categories of cyber terrorism and / or information warfare. Among the chosen categories, determine the one (1) that should be the top priOps Financial DBResearch three reported data breechesShould US laws be changed to require a shorter work week and longer vacation time?You have just been hired by a company to evaluate the way the company treats its employees, suppliers, and customers….discussionSummary and Respond_150-200 wordsfor Sir_Excellence

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Home>Homework Answsers>Nursing homework helpnursingThis is an assignment + outline please review both attached documentsa month ago03.06.202512Report issuefiles (2)NUR5053AOUTLINE.docxNUR5053A.docxNUR5053AOUTLINE.docxCreate an outline for your comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient’s cultural values and preferences.OUTLINE TEMPLATE:
TitleIntroductionCapture reader’s interestBuild case through logicTopic sentence/thesis statementFirst main point (strongest)A. SupportExampleExampleB. SupportExampleExampleC. SupportExampleExampleSecond main point (second strongest)A. SupportExampleExampleB. SupportExampleExampleC. SupportExampleExampleThird main point (weakest)A. SupportExampleExampleB. SupportExampleExampleC. SupportExampleExampleConclusionRestate topicA. Summarize three main pointsRevisit introduction or tie all ideas togetherNUR5053A.docxChoose one cultural group (JAPANESE) reviewed within this course. Using Giger and Davidhizar’s Transcultural Assessment Model, perform a comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient’s cultural values and preferences.Utilize your mind map from module 1 and the textbook’s FIG. 1.1 and FIG. 1.2 in Chapter 1 to thoroughly outline your assessment and expand upon each of the six cultural phenomena for your selected group.INSTRUCTIONS:· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.· The paper should be formatted per current APA· 4-5 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within the last five years)scholarly journal articlesorprimary legal sources(statutes, court opinions) within your work.RUBRIC:MIND MAP:image1.pngimage2.pngNUR5053A.docxChoose one cultural group (JAPANESE) reviewed within this course. Using Giger and Davidhizar’s Transcultural Assessment Model, perform a comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient’s cultural values and preferences.Utilize your mind map from module 1 and the textbook’s FIG. 1.1 and FIG. 1.2 in Chapter 1 to thoroughly outline your assessment and expand upon each of the six cultural phenomena for your selected group.INSTRUCTIONS:· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.· The paper should be formatted per current APA· 4-5 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within the last five years)scholarly journal articlesorprimary legal sources(statutes, court opinions) within your work.RUBRIC:MIND MAP:image1.pngimage2.pngNUR5053AOUTLINE.docxCreate an outline for your comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient’s cultural values and preferences.OUTLINE TEMPLATE:
TitleIntroductionCapture reader’s interestBuild case through logicTopic sentence/thesis statementFirst main point (strongest)A. SupportExampleExampleB. SupportExampleExampleC. SupportExampleExampleSecond main point (second strongest)A. SupportExampleExampleB. SupportExampleExampleC. SupportExampleExampleThird main point (weakest)A. SupportExampleExampleB. SupportExampleExampleC. SupportExampleExampleConclusionRestate topicA. Summarize three main pointsRevisit introduction or tie all ideas togetherNUR5053A.docxChoose one cultural group (JAPANESE) reviewed within this course. Using Giger and Davidhizar’s Transcultural Assessment Model, perform a comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient’s cultural values and preferences.Utilize your mind map from module 1 and the textbook’s FIG. 1.1 and FIG. 1.2 in Chapter 1 to thoroughly outline your assessment and expand upon each of the six cultural phenomena for your selected group.INSTRUCTIONS:· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.· The paper should be formatted per current APA· 4-5 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within the last five years)scholarly journal articlesorprimary legal sources(statutes, court opinions) within your work.RUBRIC:MIND MAP:image1.pngimage2.pngNUR5053AOUTLINE.docxCreate an outline for your comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient’s cultural values and preferences.OUTLINE TEMPLATE:
TitleIntroductionCapture reader’s interestBuild case through logicTopic sentence/thesis statementFirst main point (strongest)A. SupportExampleExampleB. SupportExampleExampleC. SupportExampleExampleSecond main point (second strongest)A. SupportExampleExampleB. SupportExampleExampleC. SupportExampleExampleThird main point (weakest)A. SupportExampleExampleB. SupportExampleExampleC. SupportExampleExampleConclusionRestate topicA. Summarize three main pointsRevisit introduction or tie all ideas togetherNUR5053A.docxChoose one cultural group (JAPANESE) reviewed within this course. Using Giger and Davidhizar’s Transcultural Assessment Model, perform a comprehensive assessment of how your selected cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient’s cultural values and preferences.Utilize your mind map from module 1 and the textbook’s FIG. 1.1 and FIG. 1.2 in Chapter 1 to thoroughly outline your assessment and expand upon each of the six cultural phenomena for your selected group.INSTRUCTIONS:· The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.· The paper should be formatted per current APA· 4-5 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within the last five years)scholarly journal articlesorprimary legal sources(statutes, court opinions) within your work.RUBRIC:MIND MAP:image1.pngimage2.png12Bids(50)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RProf. TOPGRADEEmily ClareMiss DeannaMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley ElliePremiumLarry Kellyabdul_rehman_Show All Bidsother Questions(10)Quantitative analysisBSHS_352_WEEK_1_TO_5_COMPLETE_A+WORKACC_557_COMPLETE courseMKT 571 Week 2 Team Assignment – Kudler Fine Foods Product Offeringreporttestinghow did islam spread from mecca to much of the worldqqsStrategic CapabilitiesQuality Assessment

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Home>Homework Answsers>Nursing homework helpnursinga month ago03.06.202510Report issuefiles (1)NUR506W3.docxNUR506W3.docxDISCUSSION:What components of the ACA do you think will have a positive effect on improving health care outcomes and decreasing costs?INSTRUCTIONS:· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.· Please include introduction and conclusion paragraphs· Please write in paragraph form, no bullet points· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.· Please ensure APA formatting is correctimage1.pngNUR506W3.docxDISCUSSION:What components of the ACA do you think will have a positive effect on improving health care outcomes and decreasing costs?INSTRUCTIONS:· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.· Please include introduction and conclusion paragraphs· Please write in paragraph form, no bullet points· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.· Please ensure APA formatting is correctimage1.pngBids(47)Dr. Ellen RMDr. Aylin JMProf Double RProf. TOPGRADEEmily ClareMiss DeannaDr ClovergrA+de plusSheryl HoganProWritingGuruBrilliant GeekWIZARD_KIMPROF_ALISTERAshley ElliePremiumLarry Kellyabdul_rehman_miss AaliyahPERFECT PROFMadam MichelleShow All Bidsother Questions(10)Multiple choicenew version of MGT 330PRG 421 Complete Course Assignments Onlydefine cognitive dissonanceMultiple choiceMultiple choiceMultiple choiceMultiple choiceMultiple choiceMultiple choice

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Home>Homework Answsers>Nursing homework helpnursingNURSETo williamIt is important to understand the value of being able to distinguish the differences between qualitative and quantitative approaches. This is especially important when selecting the most effective method to explore clinical questions. Quantitative research is all about numbers. It focuses on measuring variables, analyzing data statistically, and often aims to find cause-and-effect relationships. Tools such as surveys, experiments, and structured observations are commonly used, and the findings are usually intended to apply to larger groups. A good example is the study by Abbade and colleagues (2017) on venous ulcers, which used a randomized controlled trial (RCT) to evaluate treatment effectiveness. This type of study will follow the PICOT format to ensure a better, focused, and structured approach to various research questions.However, in contrast, qualitative research is more about understanding people—their experiences, beliefs, and perspectives. Instead of relying on numbers, it draws on interviews, focus groups, or observations to gain a richer, more in-depth understanding of what patients or healthcare providers think and feel. As explained in Critical Appraisal of Nursing Studies (Elsevier, 2017), this kind of research emphasizes the importance of viewing issues through the participant’s eyes. Methods like grounded theory or phenomenology are commonly used to explore these human dimensions. While these two research styles are very different, both are essential. Quantitative methods help test ideas and measure results, while qualitative research adds depth and insight that numbers alone can’t provide.Research, whether it is quantitative or qualitative, is the foundation of evidence-based practice (EBP). Research generates evidence, and EBP applies that evidence to real-world care, combining it with clinical expertise and patient preferences. Abbade et al. (2017) highlight how the use of well-structured research questions, like those following the PICOT model, strengthens this connection by producing clear, applicable evidence for practice. Without high-quality research, EBP would not have a strong base to stand on.Nurses need to know how to critically evaluate research in order to determine whether it is reliable, relevant, and applicable to their clinical setting and practice. Elsevier (2017) outlines a process for this, emphasizing the value of understanding both the benefits and limitations of a study. This is especially important in Doctor of Nursing Practice (DNP) programs, which place strong emphasis on translating evidence into action. According to the DNP Essentials (AACN, 2006), nurses must understand the scientific foundations (Essential I) and have the analytical skills needed for evidence-based practice (Essential III). These competencies are key to improving healthcare delivery.Although research is essential, integrating it into everyday practice can still pose a challenge. White and colleagues (2021) argue that nurse leaders play an important role in fostering a culture that values research and evidence-based care. Ongoing education and system-level support are essential to ensure that evidence-based interventions are sustained.It is important to understand how qualitative and quantitative research provides nurses with various strategies to use in practice. Combining them, they provide a more complete picture and help ensure that both data and human experience inform patient care. For DNP-prepared nurses, understanding, evaluating, and applying research is essential for leading change and improving patient outcomes.ReferencesAbbade, L. P. F., Wang, M., Sriganesh, K., Jin, Y., Mbuagbaw, L., & Thabane, L. (2017). The framing of research questions using the PICOT format in randomized controlled trials of venous ulcer disease is suboptimal: A systematic survey.Wound Repair and Regeneration, 25(6), 892–900.https://doi.org/10.1111/wrr.12592American Association of Colleges of Nursing. (2006).The essentials of doctoral education for advanced nursing practice.https://www.aacnnursing.org/DNP/DNP-EssentialsElsevier Inc. (2017).Critical appraisal of nursing studies[PowerPoint slides]. Chapter 18.White, K. M., Dudley-Brown, S., & Terhaar, M. F. (2021).Translation of evidence into nursing and health care(3rd ed.). Springer Publishing Company.https://doi.org/10.1891/9780826147441a month ago01.06.202510Report issueBids(50)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double REmily ClareMiss DeannaMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruBrilliant GeekWIZARD_KIMPROF_ALISTERAshley ElliePremiumLarry Kellyabdul_rehman_miss AaliyahPERFECT PROFShow All Bidsother Questions(10)Computer Science Biometrics week 7 assignmentDischarge Teaching PlanCan I have a Week 6 done by 9 pm Sunday 8/20/2023EducationTele-health Technology for Patient Education PowerPoint Presentationweek 8 hoursmtCollaborating to Advocate for ELLsI have a log in sheethuman 2

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