Geriatric SOAP Osteopenia

Home>Homework Answsers>Nursing homework helpYou are going to develop a SOAP note about a white female 65-year-old with Osteopenia. I am attaching the template and also an example of how it is supposed to be written.SOAPNoteTemplate-1.docxa month ago31.05.202510Report issueBids(49)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RProf. TOPGRADEEmily Clarefirstclass tutorDoctor.Namirasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)helpreserved on kim woodsbusinessQuantitative Analysisstatisticsreligion definition essayWhat is IT good for?statistics in criminal justice cj 4031. You own a stock, and you’re concerned that the price of the stock may decline. What might you do to minimize risk of loss on the stock?BUSINESS RESEARCH REPORT PROPOSAL

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well child wk4

Home>Homework Answsers>Nursing homework helpa month ago01.06.202550Report issuefiles (1)wellchildsoapnotetemplate.docxwellchildsoapnotetemplate.docxWell-child SOAP Note FormatDemographic Data· Age, and gender (must be HIPAA compliant)Subjective· ___-day/week old infant/child accompanied by ___________ and here for a routine well-child/baby check (and vaccines). Any parental concerns/ questions today?· Interval Events/History:· Nutrition:· Elimination:· Sleep:· Medications:· Allergies:· Past Medical·· Pregnancy and delivery?· Surgeries, hospitalizations, or serious illnesses to date?· Immunizations?· Development: (describe as applicable to age)·· Gross motor:·· Fine motor:· Cognitive:· Social/Emotional:· Communication:· Social History:· Smoking in the home?· Family life/structure/dynamics? Primary caregivers?· Stressors?·  Family History:Objective(Should be a thorough head to toe assessment)· Vital Signs/growth measurements (weight, length, head circumference, BMI, BP, HR, etc. if applicable)·· Physical findings listed by body systems, not paragraph form.· Highlight abnormal findings· Growth Chart Percentages: if applicable· Labs/Studies: if applicableAssessment· Well-child visit ICD10 code(s)Plan· Vaccines today:· Anticipatory guidance (discussed or covered in the visit)?· Health Maintenance· Return precautions?wellchildsoapnotetemplate.docxWell-child SOAP Note FormatDemographic Data· Age, and gender (must be HIPAA compliant)Subjective· ___-day/week old infant/child accompanied by ___________ and here for a routine well-child/baby check (and vaccines). Any parental concerns/ questions today?· Interval Events/History:· Nutrition:· Elimination:· Sleep:· Medications:· Allergies:· Past Medical·· Pregnancy and delivery?· Surgeries, hospitalizations, or serious illnesses to date?· Immunizations?· Development: (describe as applicable to age)·· Gross motor:·· Fine motor:· Cognitive:· Social/Emotional:· Communication:· Social History:· Smoking in the home?· Family life/structure/dynamics? Primary caregivers?· Stressors?·  Family History:Objective(Should be a thorough head to toe assessment)· Vital Signs/growth measurements (weight, length, head circumference, BMI, BP, HR, etc. if applicable)·· Physical findings listed by body systems, not paragraph form.· Highlight abnormal findings· Growth Chart Percentages: if applicable· Labs/Studies: if applicableAssessment· Well-child visit ICD10 code(s)Plan· Vaccines today:· Anticipatory guidance (discussed or covered in the visit)?· Health Maintenance· Return precautions?Bids(53)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_Doctor.NamiraSTELLAR GEEK A+ProWritingGuruWIZARD_KIMfirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumIsabella HarvardMUSYOKIONES A+Dr CloverShow All Bidsother Questions(10)3-4: Step 1: Access the CDC’s Community Health Intervention Database, identify one intervention by using the filtering options, and review your selected health intervention. Database of Interventions: CDC. Retrieved from http://wwwn.cdc.gov/chidatabaseWriting HomeworkHIM Department Management and Ongoing Training and DevelopmentPA301 Case Study 13week 2 assignmentMRKT 310 Marketers that employ Integrated Marketing CommunicationsThe Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create400 Words – Plea BargainingAssignment 1: Discussion—The Promises and Perils of Nuclear PowerAssignment 2: Pricing and Distribution Strategies

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Psychiatric Mental Health Practicum

Home>Homework Answsers>Nursing homework helpnursingTopic: Electroconvulsive therapy in the treatment of severe depression.Literature ReviewBegin by describing which databases you searched, search terms you used related to your topic, how you narrowed your search, how you selected those references you will discuss in this section.Summary of ArticleThis section should discuss at least 5 articles/peer reviews on the topic you selected. The content of this section should be separated by bolded headers between the summary of each article.references no more than 5 years.a month ago30.05.202515Report issueBids(48)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RProf. TOPGRADEEmily Clarefirstclass tutorDoctor.NamiraMiss Deannasherry proffDr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)A+ AnswersPlease follow the instructions below to visit the IMF and World Bank websites to collect data and then perform a…Finance AnalysisFinance QuestionHuman Resource ManagementThe battle of ideas according to the video was won by __________.  If we consider the Obama stimulus policy dominating…Top-Three Concepts or SkillsFinance Question – Mergers And AcquisitionFinance Investmentreally simple take an amour to do. watch the video and answer the questions in the attachment

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DB 4 PEDS

Home>Homework Answsers>Nursing homework helpa month ago30.05.202550Report issuefiles (1)PEDSDBWK4.docxPEDSDBWK4.docxWeek 4 Discussion Part ITable 1Innocent versus Pathologic MurmurAuscultatory Findings- Innocent versus Pathologic MurmurInnocent Murmur – list 4 and describe the auscultatory findingsPathologic Murmur – list 4 and describe the auscultatory findingsTable 2Pediatric Cardiac ConditionsComplete the table.Cardiac ConditionDescriptionClinical FindingsTreatment/
ManagementAtrial Septal DefectVentricular Septal DefectTetralogy of FallotCoarctation of the AortaTransposition of the Great ArteriesTable 3Differential Diagnoses for vomitingFill in the table with 5 common differential diagnoses for a chief complaint of vomiting.DifferentialDescriptionClinical Findings/PresentationManagement1.2.3.4.Table 4Do Not Miss GI ConditionsFill in the followingConditionDescriptionClinical Features/PresentationManagementForeign Body IngestionAppendicitisIntussusceptionHirschsprung DiseasePyloric StenosisTable 5EnuresisList 4 differential diagnoses for enuresis.DifferentialsDescriptionClinical Findings/PresentationManagement1.2.3.4.Table 6GU AnomaliesComplete the requested information related to Common Genitourinary AnomaliesBrief PathyphysiologyDescriptionClinical FeaturesManagementHypospadiasEpispadiasHydroceleCryptorchidismTesticular TorsionTable 7Respiratory Conditions in ChildrenComplete the information.ConditionCausative AgentsClinical FindingsTreatment/ManagementURI “common cold”Allergic rhinitisRhinosinusitisBronchiolitisRSVPneumoniaAsthmaTable 8Differential Diagnoses for Pediatric CoughList the top 3 differential diagnoses for cc: “cough” in pediatric patientsDifferentialsDescriptionClinical FindingsTreatment/Management1.2.3.Table 9National Asthma Education and Prevention Program Expert Panel Report (EPR3)Complete the information below.Asthma Classification and Step Before TreatmentSymptomsNighttime SymptomsLung FunctionStep 1: IntermittentStep 2: Mild PersistentStep 3: Moderate PersistentStep 4: Severe PersistentPART IISelect one of the following four case scenarios. Identify the prompt in the subject line of your post, for example, Case Scenario 1 – KeishaComplete all Part II elements of the discussion:· Each prompt has additional key questions to address in the body of your response to ensure an understanding of learning objectives.· Use at least one scholarly source other than your textbook to connect your response to national guidelines and evidence-based research in support of your ideas.· In your peer replies, please reply to at least two peers who chose a different case scenario – other than the one you selected. For example, if you selected Case Scenario 1, then reply to one peer who selected Case Scenario 2 and another peer who selected Case Scenario 3,4,5, or 6.· Be prepared to answer additional questions relating to a secondary diagnosis or consideration posed by faculty.Case Scenario 2 :Mr. Jones has brought in his 3-year-old daughter Clara to be seen for vomiting and diarrhea for 2 days. He states that last night she vomited 3 times. She weighs 15kg. This morning she vomited her breakfast of pancakes and sausage.· What more does the APRN need to know about Clara’s symptoms?· What should the APRN look for in the physical examination?· What are the signs and symptoms of dehydration?· What are 3 differentials the APRN should consider?· What is the calculation for pediatric volume replacement?· What type of anticipatory guidance should the APRN give Clara’s father?PEDSDBWK4.docxWeek 4 Discussion Part ITable 1Innocent versus Pathologic MurmurAuscultatory Findings- Innocent versus Pathologic MurmurInnocent Murmur – list 4 and describe the auscultatory findingsPathologic Murmur – list 4 and describe the auscultatory findingsTable 2Pediatric Cardiac ConditionsComplete the table.Cardiac ConditionDescriptionClinical FindingsTreatment/
ManagementAtrial Septal DefectVentricular Septal DefectTetralogy of FallotCoarctation of the AortaTransposition of the Great ArteriesTable 3Differential Diagnoses for vomitingFill in the table with 5 common differential diagnoses for a chief complaint of vomiting.DifferentialDescriptionClinical Findings/PresentationManagement1.2.3.4.Table 4Do Not Miss GI ConditionsFill in the followingConditionDescriptionClinical Features/PresentationManagementForeign Body IngestionAppendicitisIntussusceptionHirschsprung DiseasePyloric StenosisTable 5EnuresisList 4 differential diagnoses for enuresis.DifferentialsDescriptionClinical Findings/PresentationManagement1.2.3.4.Table 6GU AnomaliesComplete the requested information related to Common Genitourinary AnomaliesBrief PathyphysiologyDescriptionClinical FeaturesManagementHypospadiasEpispadiasHydroceleCryptorchidismTesticular TorsionTable 7Respiratory Conditions in ChildrenComplete the information.ConditionCausative AgentsClinical FindingsTreatment/ManagementURI “common cold”Allergic rhinitisRhinosinusitisBronchiolitisRSVPneumoniaAsthmaTable 8Differential Diagnoses for Pediatric CoughList the top 3 differential diagnoses for cc: “cough” in pediatric patientsDifferentialsDescriptionClinical FindingsTreatment/Management1.2.3.Table 9National Asthma Education and Prevention Program Expert Panel Report (EPR3)Complete the information below.Asthma Classification and Step Before TreatmentSymptomsNighttime SymptomsLung FunctionStep 1: IntermittentStep 2: Mild PersistentStep 3: Moderate PersistentStep 4: Severe PersistentPART IISelect one of the following four case scenarios. Identify the prompt in the subject line of your post, for example, Case Scenario 1 – KeishaComplete all Part II elements of the discussion:· Each prompt has additional key questions to address in the body of your response to ensure an understanding of learning objectives.· Use at least one scholarly source other than your textbook to connect your response to national guidelines and evidence-based research in support of your ideas.· In your peer replies, please reply to at least two peers who chose a different case scenario – other than the one you selected. For example, if you selected Case Scenario 1, then reply to one peer who selected Case Scenario 2 and another peer who selected Case Scenario 3,4,5, or 6.· Be prepared to answer additional questions relating to a secondary diagnosis or consideration posed by faculty.Case Scenario 2 :Mr. Jones has brought in his 3-year-old daughter Clara to be seen for vomiting and diarrhea for 2 days. He states that last night she vomited 3 times. She weighs 15kg. This morning she vomited her breakfast of pancakes and sausage.· What more does the APRN need to know about Clara’s symptoms?· What should the APRN look for in the physical examination?· What are the signs and symptoms of dehydration?· What are 3 differentials the APRN should consider?· What is the calculation for pediatric volume replacement?· What type of anticipatory guidance should the APRN give Clara’s father?Bids(50)PROVEN STERLINGDr. Ellen RMEmily ClareDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_Doctor.NamiraSTELLAR GEEK A+ProWritingGuruWIZARD_KIMProf. TOPGRADEfirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumIsabella HarvardMUSYOKIONES A+Dr CloverShow All Bidsother Questions(10)EnglishHealthcare Management Discussionm3 paperACCT 212 Complete Course ProjectsDevelop an application1.What is the research question? What is the research design? Was the hypothesis clearly stated or implied? What was the hypothesis for the study?the internal rate of return is analogous to the yield on a bond, because both are rates that equate inflows with outflows on a present value basis.How does mccarthy characterize the lawyers guildpart 2i need the answer ASAP

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IVF & NFP phi

Home>Homework Answsers>Nursing homework helpDescription and bioethical analysis of:Pre-implantation Genetic Diagnosis PGDSurrogate motherhood“Snowflake babies”Artificial inseminationWhat is Natural Family Planning (NFP)?Describe the 3 Primary ovulation symptoms.Describe the 7 Secondary ovulation symptoms.Describe various protocols and methods available today.Describe some ways in which NFP is healthier than contraception.Bioethical evaluation of NFP as a means and as an end.Read and summarize ERD paragraphs #: 38, 39, 42, 43, 44, 52.same attachment fromContraception / IVFa month ago30.05.202515Report issueBids(51)MathProgrammingMISS HILLARY A+Prof Double RProf. TOPGRADEEmily Clarefirstclass tutorMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruTop MalaikaDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)Organizational Change 59 pages 5 hoursdqsk2people who wanted to preserve the country for native-born white citizensIT AssignmentVisual Studio Projectpaper30chemistry reading guides 10-13Unit 9 Discussion Tax Part 1 and 2Unit 6 Essay

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GI and Musculoskeletal Systems

Home>Homework Answsers>Nursing homework helpLIFENURSEPost:GI Assessment:Provide a comprehensive list of key information to gather during an assessment of a patient with abdominal pain. Discuss any modern tools or technologies that might assist in this process.Describe the techniques you would use to assess for masses in the abdomen and how you would document such findings, including any relevant diagnostic tests or imaging that might be involved.Share an example from your clinical experience where you palpated a mass in the abdomen. Discuss the approach you took in assessing and documenting the finding, along with any follow-up actions or referrals.Musculoskeletal Assessment:Compare and contrast osteoarthritis and rheumatoid arthritis in terms of their pathophysiology. Highlight key differences in their underlying mechanisms.Discuss health promotion strategies that are appropriate for patients with each condition. Consider lifestyle changes, pain management, and any preventative measures that can slow disease progression.***Initial Post Screening” Turnitin before proceeding ****Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sourcesa month ago29.05.202515Report issueBids(52)MathProgrammingMISS HILLARY A+Prof Double RProf. TOPGRADEEmily Clarefirstclass tutorDoctor.NamiraMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)eassyQuery and update databases using SQLCase Study (International Marketing)labdaily examples of contraction and extensionpsychology graduate levelDiscussion Board ResponseDiscussion QuestionPH-04Rey Writer DB-2

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Comprehensive Genogram Draft

Home>Homework Answsers>Nursing homework helpPLAGIARISM NEEDS TO BE LESS THAN 10%. WILL BE CHECKED.This is a scaffolding assignment to help students understand how a genogram is created and how to use the various symbols to denote family relationships, marital status, family issues, family patterns of mental illness, and substance abuse.Develop a genogram illustration (HANDWRITTEN, not typed) that addresses the following criteria:Choose a family (for this assignment this can be your own family)Draw three generations of genealogy, legal family, pets, and others who have played an integral role in the family, if applicable.Use only STANDARDIZED genogram symbols (SEE SAMPLE ATTACHED) include a key to facilitate understanding and CLARITY.Show structure of family members: siblings, aunts/uncles, grandparents, remarriages, blended families (step-members and half siblings), divorces, pets, close family friends, and god families.List dates birth/death, dates of marriage, and divorce. Include the race, ethnicity, culture, place of birth, residency, cause of death, mental health, and substance abuse issues.Identify family characteristics, i.e., type of family structure, type of marriage/parental union, length of the relationship, type of family, and authority pattern (who has the power).Identify emotional patterns i.e., close, conflicted, cut off, distant, unknown, passive-aggressive (or fused & conflicted).Identify family or generational values and issues and patterns:  occupation, education, hobbies, military duty, work ethic, family business, religion, addiction/recovery, incarceration, homicide, suicide, reunions, parenting style, mental illness, emigration from the country of birth, marriage within or outside the culture, sexuality, cancer, longevity, foster care, adoption, and child abuse.  Every generation manifests its values and issues differently.Identify social patterns i.e., neighborhoods, communities, places of worship, places of work and education, social clubs.Screenshot2025-05-29at6.15.39PM.pnga month ago30.05.202520Report issueBids(52)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_STELLAR GEEK A+ProWritingGuruWIZARD_KIMProf. TOPGRADEfirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumnicohwilliamIsabella HarvardShow All Bidsother Questions(10)Unit VII Body Revision (CATHERINE OWENS ONLY)AssignmentCIS week7 DiscussionCPMGT/304 – LEADING PROJECTS IN ORGANIZATIONSShort essaymod 5 disscussionreserved for Expert_ResearcherManagement Information Systems Assignment 8hist/mktLaw

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Nursing Unit2 assignment

Home>Homework Answsers>Nursing homework helpLeadershipmanagementSee attacheda month ago30.05.202525Report issuefiles (2)DaringLeadershipAssessmentResults-DareToLeadDareToLead.PDFScreenshot_20250529_194249_Chrome.jpgDaringLeadershipAssessmentResults-DareToLeadDareToLead.PDFYOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.The Daring Leadership Assessment reviews strengths and opportunities for growthin the four courage-building skill sets. Possible scores for each skill set range from0-10. The assessment report serves as a guide to areas where:You have strengths (scores ≥ 8).You have both strengths and opportunities for growth (scores ≥ 5 and <8).You have solid opportunities for growth (scores < 5).For each of the four skill areas, we’ll share some quick learnings, and direct you torelevant sections in Dare to Lead for additional tools, skill development ideas, andpractice suggestions.Rumbling with Vulnerability: 8.8/10Rumbling with vulnerability is one of your strengths.  You have built a solidfoundation for your courage-building skills. Stay brave, stay curious, and keeplearning!Vulnerability is the emotion that we experience during times of uncertainty, risk, andemotional exposure. It’s having the courage to show up, fully engage, and be seenwhen you can’t control the outcome.The willingness and ability to rumble with vulnerability is the foundational skill ofcourage-building. Without this core skill, the other three skill sets are impossible toput into practice. Consider this carefully: Our ability to be daring leaders will neverbe greater than our capacity for vulnerability.Most of us didn’t grow up believing vulnerability was courageous, so our firstchallenge is overcoming the myths we’ve learned over the years. Myths like thinkingwe can opt out of vulnerability, or that we can engineer the uncertainty anddiscomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2from our free downloadable workbook will walk you through this.The second step is developing the skills and grounded confidence to stay invulnerability when it feels overwhelming. Many of us either avoid vulnerablesituations, armor up for them, or completely tap out when it gets too uncomfortableor awkward. Building grounded confidence means developing all of the skills andpractices explored in Part One, Sections One through Five in Dare to Lead. It’s halfthe book because it’s that important. It’s also half of the exercises in thedownloadable workbook.Living Into Your Values: 10.0/10Living into your values is one of your strengths. You’re practicing your values,not just professing them. That’s the core of integrity. Stay strong and keeppracticing–this is constant work.A value is a way of being or believing that we hold most important. Living into yourvalues requires a clear understanding of your core values, having a strong sense ofthe behaviors that are in alignment with those values, recognizing when yourbehavior is out of alignment, and course-correcting as needed.When we’re vulnerable, we will face self-doubt, hurtful comments, and fear.  Ourclarity of values is the essential support during these difficult times. If we don’t haveour values to remind us why we’re being courageous, the cynics and the critics canbring us to our knees.Living into our values means that we do more than profess our values, we practicethem. We walk our talk—we are clear about what we believe and hold important,and we take care that our intentions, words, thoughts, and behaviors align withthose beliefs.More information about the importance of living into our values and aligning withorganizational values as well as teaching on how to build this skill set can be foundin Dare to Lead, Part Two.Braving Trust: 8.4/10Braving trust is one of your strengths.  This means that you’re hitting high scoreson all seven of the trust elements (BRAVING). This can change with differentdemands and relationships, so keep practicing!Trust is built in small gestures and over time.  It is an iterative process between twopeople or within a team that is based on behaviors in seven specific areas. Theseareas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,Vault, Integrity, Nonjudgment, and Generosity).Because talking about trust is tough, and because these conversations have thepotential to go sideways fast, we often avoid the rumble. And that’s even moredangerous. First, when we’re struggling with trust and don’t have the tools or skillsto talk about it directly with the person involved, it leads us to talk about peopleinstead of to them. Second, trust is the glue that holds teams and organizationstogether. We ignore trust issues at the expense of our own performance, and alsoat the expense of our team’s and organization’s success.The BRAVING Inventory download is a great place to start working on building trust.It includes more definitions of the seven trust elements. Specific skills practice forbraving trust can be found in Dare to Lead, Part Three.Learning to Rise: 9.6/10Learning to rise is one of your strengths. Keep challenging the narratives thatget in the way of learning from setbacks. And, share your rising skills withcolleagues and team members. It’s a contagious skill.The Learning to Rise process is about getting up from our falls, overcoming ourmistakes, and facing setbacks in a way that brings more learning and strength. Astough as it is, the payoff is huge: When we have the courage to walk into our hardexperiences of failure and disappointment, and own those stories, we get to writethe ending. And when we don’t own our stories of failure, setbacks, and hurt—theyown us.Our research shows that leaders who are trained in rising skills as part of acourage-building program are more likely to engage in courageous behaviorshttps://brenebrown.com/resources/the-braving-inventory/because they know how to get back up after taking risks and being brave.The Learning to Rise process involves learning from setbacks and disappointmentsand applying key learnings to future situations. Finding the key learnings dependson recognizing and getting curious about emotion and comparing the story in ourheads with the facts.Mistakes, failures, and setbacks provide key learnings for the future, we just have tobe brave enough to own the story.Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.Screenshot_20250529_194249_Chrome.jpgThis file is too large to display.View in new windowScreenshot_20250529_194249_Chrome.jpgThis file is too large to display.View in new windowDaringLeadershipAssessmentResults-DareToLeadDareToLead.PDFYOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.The Daring Leadership Assessment reviews strengths and opportunities for growthin the four courage-building skill sets. Possible scores for each skill set range from0-10. The assessment report serves as a guide to areas where:You have strengths (scores ≥ 8).You have both strengths and opportunities for growth (scores ≥ 5 and <8).You have solid opportunities for growth (scores < 5).For each of the four skill areas, we’ll share some quick learnings, and direct you torelevant sections in Dare to Lead for additional tools, skill development ideas, andpractice suggestions.Rumbling with Vulnerability: 8.8/10Rumbling with vulnerability is one of your strengths.  You have built a solidfoundation for your courage-building skills. Stay brave, stay curious, and keeplearning!Vulnerability is the emotion that we experience during times of uncertainty, risk, andemotional exposure. It’s having the courage to show up, fully engage, and be seenwhen you can’t control the outcome.The willingness and ability to rumble with vulnerability is the foundational skill ofcourage-building. Without this core skill, the other three skill sets are impossible toput into practice. Consider this carefully: Our ability to be daring leaders will neverbe greater than our capacity for vulnerability.Most of us didn’t grow up believing vulnerability was courageous, so our firstchallenge is overcoming the myths we’ve learned over the years. Myths like thinkingwe can opt out of vulnerability, or that we can engineer the uncertainty anddiscomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2from our free downloadable workbook will walk you through this.The second step is developing the skills and grounded confidence to stay invulnerability when it feels overwhelming. Many of us either avoid vulnerablesituations, armor up for them, or completely tap out when it gets too uncomfortableor awkward. Building grounded confidence means developing all of the skills andpractices explored in Part One, Sections One through Five in Dare to Lead. It’s halfthe book because it’s that important. It’s also half of the exercises in thedownloadable workbook.Living Into Your Values: 10.0/10Living into your values is one of your strengths. You’re practicing your values,not just professing them. That’s the core of integrity. Stay strong and keeppracticing–this is constant work.A value is a way of being or believing that we hold most important. Living into yourvalues requires a clear understanding of your core values, having a strong sense ofthe behaviors that are in alignment with those values, recognizing when yourbehavior is out of alignment, and course-correcting as needed.When we’re vulnerable, we will face self-doubt, hurtful comments, and fear.  Ourclarity of values is the essential support during these difficult times. If we don’t haveour values to remind us why we’re being courageous, the cynics and the critics canbring us to our knees.Living into our values means that we do more than profess our values, we practicethem. We walk our talk—we are clear about what we believe and hold important,and we take care that our intentions, words, thoughts, and behaviors align withthose beliefs.More information about the importance of living into our values and aligning withorganizational values as well as teaching on how to build this skill set can be foundin Dare to Lead, Part Two.Braving Trust: 8.4/10Braving trust is one of your strengths.  This means that you’re hitting high scoreson all seven of the trust elements (BRAVING). This can change with differentdemands and relationships, so keep practicing!Trust is built in small gestures and over time.  It is an iterative process between twopeople or within a team that is based on behaviors in seven specific areas. Theseareas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,Vault, Integrity, Nonjudgment, and Generosity).Because talking about trust is tough, and because these conversations have thepotential to go sideways fast, we often avoid the rumble. And that’s even moredangerous. First, when we’re struggling with trust and don’t have the tools or skillsto talk about it directly with the person involved, it leads us to talk about peopleinstead of to them. Second, trust is the glue that holds teams and organizationstogether. We ignore trust issues at the expense of our own performance, and alsoat the expense of our team’s and organization’s success.The BRAVING Inventory download is a great place to start working on building trust.It includes more definitions of the seven trust elements. Specific skills practice forbraving trust can be found in Dare to Lead, Part Three.Learning to Rise: 9.6/10Learning to rise is one of your strengths. Keep challenging the narratives thatget in the way of learning from setbacks. And, share your rising skills withcolleagues and team members. It’s a contagious skill.The Learning to Rise process is about getting up from our falls, overcoming ourmistakes, and facing setbacks in a way that brings more learning and strength. Astough as it is, the payoff is huge: When we have the courage to walk into our hardexperiences of failure and disappointment, and own those stories, we get to writethe ending. And when we don’t own our stories of failure, setbacks, and hurt—theyown us.Our research shows that leaders who are trained in rising skills as part of acourage-building program are more likely to engage in courageous behaviorshttps://brenebrown.com/resources/the-braving-inventory/because they know how to get back up after taking risks and being brave.The Learning to Rise process involves learning from setbacks and disappointmentsand applying key learnings to future situations. Finding the key learnings dependson recognizing and getting curious about emotion and comparing the story in ourheads with the facts.Mistakes, failures, and setbacks provide key learnings for the future, we just have tobe brave enough to own the story.Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.Screenshot_20250529_194249_Chrome.jpgThis file is too large to display.View in new windowDaringLeadershipAssessmentResults-DareToLeadDareToLead.PDFYOUR SCORES FOR EACH SET OF SKILLS ARE SHOWN BELOW.The Daring Leadership Assessment reviews strengths and opportunities for growthin the four courage-building skill sets. Possible scores for each skill set range from0-10. The assessment report serves as a guide to areas where:You have strengths (scores ≥ 8).You have both strengths and opportunities for growth (scores ≥ 5 and <8).You have solid opportunities for growth (scores < 5).For each of the four skill areas, we’ll share some quick learnings, and direct you torelevant sections in Dare to Lead for additional tools, skill development ideas, andpractice suggestions.Rumbling with Vulnerability: 8.8/10Rumbling with vulnerability is one of your strengths.  You have built a solidfoundation for your courage-building skills. Stay brave, stay curious, and keeplearning!Vulnerability is the emotion that we experience during times of uncertainty, risk, andemotional exposure. It’s having the courage to show up, fully engage, and be seenwhen you can’t control the outcome.The willingness and ability to rumble with vulnerability is the foundational skill ofcourage-building. Without this core skill, the other three skill sets are impossible toput into practice. Consider this carefully: Our ability to be daring leaders will neverbe greater than our capacity for vulnerability.Most of us didn’t grow up believing vulnerability was courageous, so our firstchallenge is overcoming the myths we’ve learned over the years. Myths like thinkingwe can opt out of vulnerability, or that we can engineer the uncertainty anddiscomfort out of vulnerability, or simply that vulnerability is weakness. Exercise #2from our free downloadable workbook will walk you through this.The second step is developing the skills and grounded confidence to stay invulnerability when it feels overwhelming. Many of us either avoid vulnerablesituations, armor up for them, or completely tap out when it gets too uncomfortableor awkward. Building grounded confidence means developing all of the skills andpractices explored in Part One, Sections One through Five in Dare to Lead. It’s halfthe book because it’s that important. It’s also half of the exercises in thedownloadable workbook.Living Into Your Values: 10.0/10Living into your values is one of your strengths. You’re practicing your values,not just professing them. That’s the core of integrity. Stay strong and keeppracticing–this is constant work.A value is a way of being or believing that we hold most important. Living into yourvalues requires a clear understanding of your core values, having a strong sense ofthe behaviors that are in alignment with those values, recognizing when yourbehavior is out of alignment, and course-correcting as needed.When we’re vulnerable, we will face self-doubt, hurtful comments, and fear.  Ourclarity of values is the essential support during these difficult times. If we don’t haveour values to remind us why we’re being courageous, the cynics and the critics canbring us to our knees.Living into our values means that we do more than profess our values, we practicethem. We walk our talk—we are clear about what we believe and hold important,and we take care that our intentions, words, thoughts, and behaviors align withthose beliefs.More information about the importance of living into our values and aligning withorganizational values as well as teaching on how to build this skill set can be foundin Dare to Lead, Part Two.Braving Trust: 8.4/10Braving trust is one of your strengths.  This means that you’re hitting high scoreson all seven of the trust elements (BRAVING). This can change with differentdemands and relationships, so keep practicing!Trust is built in small gestures and over time.  It is an iterative process between twopeople or within a team that is based on behaviors in seven specific areas. Theseareas are captured by the acronym BRAVING (Boundaries, Reliability, Accountability,Vault, Integrity, Nonjudgment, and Generosity).Because talking about trust is tough, and because these conversations have thepotential to go sideways fast, we often avoid the rumble. And that’s even moredangerous. First, when we’re struggling with trust and don’t have the tools or skillsto talk about it directly with the person involved, it leads us to talk about peopleinstead of to them. Second, trust is the glue that holds teams and organizationstogether. We ignore trust issues at the expense of our own performance, and alsoat the expense of our team’s and organization’s success.The BRAVING Inventory download is a great place to start working on building trust.It includes more definitions of the seven trust elements. Specific skills practice forbraving trust can be found in Dare to Lead, Part Three.Learning to Rise: 9.6/10Learning to rise is one of your strengths. Keep challenging the narratives thatget in the way of learning from setbacks. And, share your rising skills withcolleagues and team members. It’s a contagious skill.The Learning to Rise process is about getting up from our falls, overcoming ourmistakes, and facing setbacks in a way that brings more learning and strength. Astough as it is, the payoff is huge: When we have the courage to walk into our hardexperiences of failure and disappointment, and own those stories, we get to writethe ending. And when we don’t own our stories of failure, setbacks, and hurt—theyown us.Our research shows that leaders who are trained in rising skills as part of acourage-building program are more likely to engage in courageous behaviorshttps://brenebrown.com/resources/the-braving-inventory/because they know how to get back up after taking risks and being brave.The Learning to Rise process involves learning from setbacks and disappointmentsand applying key learnings to future situations. Finding the key learnings dependson recognizing and getting curious about emotion and comparing the story in ourheads with the facts.Mistakes, failures, and setbacks provide key learnings for the future, we just have tobe brave enough to own the story.Specific skills practice for learning to rise can be found in Dare to Lead, Part Four.Screenshot_20250529_194249_Chrome.jpgThis file is too large to display.View in new window12Bids(52)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_STELLAR GEEK A+ProWritingGuruProf. TOPGRADEfirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumnicohwilliamIsabella HarvardMUSYOKIONES A+Show All Bidsother Questions(10)FOR PERFECT PROF ONLYMKTG 420 Salesmenship All Quizzes Week 2,4,6 Devry"Project Management" Please respond to the following:info technologyRead case for chapter 8 and write page and half.What is the auditor's responsibility if, in using the Codificationeconomics.phyllis young LOG 490 Case 3Psychology reaction paper. MIDTERM. Very important.essay

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Nursing Homework week 4

Home>Homework Answsers>Nursing homework helpLiterature review about Picot question, instruction attacheda month ago30.05.202518Report issuefiles (2)AboutPicotQuestion.docxPICOWORKSHEET.docxAboutPicotQuestion.docx· This paper IS NOT A RESEARCH·You are expected to develop a Literature review about the topic -PICO selected·PLEASE, be brief, concise and clear. Use the following headings:1.Introduction:Background of the topic. Significance -Why did you select this topic?2.Discussion:I ask that you DO NOT DISCUSS ANY RESULTS because you are not performing a research. Here you discuss about what you find in literature regarding the PICO, how the problem is approach, and the practice implications.3.Conclusion:You will make a brief summary of your paper.Maximum 2 pages.Please refer to the discussion rubric.APA style required.PICOWORKSHEET.docxArlinis Cabrera GarcesMiami Regional UniversityMSN5300. Advanced Nursing Inquiry and Evidence-Based PracticeProfessor: Patricio Bidart, DNP, FNP-CMay 17, 2025PICO WorksheetOriginal RevisedDefine your Question using PICOPAdults aged 30–65 years with a confirmed diagnosis of Type 2 Diabetes Mellitus for at least one year, currently receiving outpatient care in primary healthcare settings.Diabetes Mellitus is one of the most frequently occurring chronic diseases in the practice of Family Nurse Practitioners. Addressing this health problem contributes to reducing the different complications associated with this pathology that interfere with the quality of life and also increase the morbidity and mortality in the community.IImplementation of real-time continuous glucose monitoring (CGM) devices as part of routine diabetes management for a minimum duration of 6 monthsMethodologyQuantitative research; Randomized Controlled Trial (RCT) to assess differences in HbA1c outcomes and adherence rates between CGM and SMBG usersCUse of standard self-monitoring of blood glucose (SMBG) via finger-stick testing performed at home as recommended by ADA guidelinesOReduction in HbA1c levels by ≥0.5% over 6 months, improvement in glycemic variability, and increased patient adherence to monitoring protocolsState your Question resulting from PICO:In adults aged 30–65 with Type 2 Diabetes Mellitus, does real-time continuous glucose monitoring for 6 months, compared to traditional finger-stick self-monitoring, result in a ≥0.5% reduction in HbA1c and improved adherence to glucose monitoring?Rev. May 2020 MSN5300 KmRKey Words· Type 2 Diabetes Mellitus· Continuous Glucose Monitoring· Self-monitoring of Blood Glucose· HbA1c reduction· Glycemic control· Adherence· Randomized Controlled TrialOther Criteria· Age: 30–65 years· English language· Published within the last 10 years (2015–2025)· Peer-reviewed journals· Outpatient/primary care settingsData bases· CINAHL· PubMed· Cochrane Library· MEDLINE· Scopusimage1.pngPICOWORKSHEET.docxArlinis Cabrera GarcesMiami Regional UniversityMSN5300. Advanced Nursing Inquiry and Evidence-Based PracticeProfessor: Patricio Bidart, DNP, FNP-CMay 17, 2025PICO WorksheetOriginal RevisedDefine your Question using PICOPAdults aged 30–65 years with a confirmed diagnosis of Type 2 Diabetes Mellitus for at least one year, currently receiving outpatient care in primary healthcare settings.Diabetes Mellitus is one of the most frequently occurring chronic diseases in the practice of Family Nurse Practitioners. Addressing this health problem contributes to reducing the different complications associated with this pathology that interfere with the quality of life and also increase the morbidity and mortality in the community.IImplementation of real-time continuous glucose monitoring (CGM) devices as part of routine diabetes management for a minimum duration of 6 monthsMethodologyQuantitative research; Randomized Controlled Trial (RCT) to assess differences in HbA1c outcomes and adherence rates between CGM and SMBG usersCUse of standard self-monitoring of blood glucose (SMBG) via finger-stick testing performed at home as recommended by ADA guidelinesOReduction in HbA1c levels by ≥0.5% over 6 months, improvement in glycemic variability, and increased patient adherence to monitoring protocolsState your Question resulting from PICO:In adults aged 30–65 with Type 2 Diabetes Mellitus, does real-time continuous glucose monitoring for 6 months, compared to traditional finger-stick self-monitoring, result in a ≥0.5% reduction in HbA1c and improved adherence to glucose monitoring?Rev. May 2020 MSN5300 KmRKey Words· Type 2 Diabetes Mellitus· Continuous Glucose Monitoring· Self-monitoring of Blood Glucose· HbA1c reduction· Glycemic control· Adherence· Randomized Controlled TrialOther Criteria· Age: 30–65 years· English language· Published within the last 10 years (2015–2025)· Peer-reviewed journals· Outpatient/primary care settingsData bases· CINAHL· PubMed· Cochrane Library· MEDLINE· Scopusimage1.pngAboutPicotQuestion.docx· This paper IS NOT A RESEARCH·You are expected to develop a Literature review about the topic -PICO selected·PLEASE, be brief, concise and clear. Use the following headings:1.Introduction:Background of the topic. Significance -Why did you select this topic?2.Discussion:I ask that you DO NOT DISCUSS ANY RESULTS because you are not performing a research. Here you discuss about what you find in literature regarding the PICO, how the problem is approach, and the practice implications.3.Conclusion:You will make a brief summary of your paper.Maximum 2 pages.Please refer to the discussion rubric.APA style required.PICOWORKSHEET.docxArlinis Cabrera GarcesMiami Regional UniversityMSN5300. Advanced Nursing Inquiry and Evidence-Based PracticeProfessor: Patricio Bidart, DNP, FNP-CMay 17, 2025PICO WorksheetOriginal RevisedDefine your Question using PICOPAdults aged 30–65 years with a confirmed diagnosis of Type 2 Diabetes Mellitus for at least one year, currently receiving outpatient care in primary healthcare settings.Diabetes Mellitus is one of the most frequently occurring chronic diseases in the practice of Family Nurse Practitioners. Addressing this health problem contributes to reducing the different complications associated with this pathology that interfere with the quality of life and also increase the morbidity and mortality in the community.IImplementation of real-time continuous glucose monitoring (CGM) devices as part of routine diabetes management for a minimum duration of 6 monthsMethodologyQuantitative research; Randomized Controlled Trial (RCT) to assess differences in HbA1c outcomes and adherence rates between CGM and SMBG usersCUse of standard self-monitoring of blood glucose (SMBG) via finger-stick testing performed at home as recommended by ADA guidelinesOReduction in HbA1c levels by ≥0.5% over 6 months, improvement in glycemic variability, and increased patient adherence to monitoring protocolsState your Question resulting from PICO:In adults aged 30–65 with Type 2 Diabetes Mellitus, does real-time continuous glucose monitoring for 6 months, compared to traditional finger-stick self-monitoring, result in a ≥0.5% reduction in HbA1c and improved adherence to glucose monitoring?Rev. May 2020 MSN5300 KmRKey Words· Type 2 Diabetes Mellitus· Continuous Glucose Monitoring· Self-monitoring of Blood Glucose· HbA1c reduction· Glycemic control· Adherence· Randomized Controlled TrialOther Criteria· Age: 30–65 years· English language· Published within the last 10 years (2015–2025)· Peer-reviewed journals· Outpatient/primary care settingsData bases· CINAHL· PubMed· Cochrane Library· MEDLINE· Scopusimage1.pngAboutPicotQuestion.docx· This paper IS NOT A RESEARCH·You are expected to develop a Literature review about the topic -PICO selected·PLEASE, be brief, concise and clear. Use the following headings:1.Introduction:Background of the topic. Significance -Why did you select this topic?2.Discussion:I ask that you DO NOT DISCUSS ANY RESULTS because you are not performing a research. Here you discuss about what you find in literature regarding the PICO, how the problem is approach, and the practice implications.3.Conclusion:You will make a brief summary of your paper.Maximum 2 pages.Please refer to the discussion rubric.APA style required.PICOWORKSHEET.docxArlinis Cabrera GarcesMiami Regional UniversityMSN5300. Advanced Nursing Inquiry and Evidence-Based PracticeProfessor: Patricio Bidart, DNP, FNP-CMay 17, 2025PICO WorksheetOriginal RevisedDefine your Question using PICOPAdults aged 30–65 years with a confirmed diagnosis of Type 2 Diabetes Mellitus for at least one year, currently receiving outpatient care in primary healthcare settings.Diabetes Mellitus is one of the most frequently occurring chronic diseases in the practice of Family Nurse Practitioners. Addressing this health problem contributes to reducing the different complications associated with this pathology that interfere with the quality of life and also increase the morbidity and mortality in the community.IImplementation of real-time continuous glucose monitoring (CGM) devices as part of routine diabetes management for a minimum duration of 6 monthsMethodologyQuantitative research; Randomized Controlled Trial (RCT) to assess differences in HbA1c outcomes and adherence rates between CGM and SMBG usersCUse of standard self-monitoring of blood glucose (SMBG) via finger-stick testing performed at home as recommended by ADA guidelinesOReduction in HbA1c levels by ≥0.5% over 6 months, improvement in glycemic variability, and increased patient adherence to monitoring protocolsState your Question resulting from PICO:In adults aged 30–65 with Type 2 Diabetes Mellitus, does real-time continuous glucose monitoring for 6 months, compared to traditional finger-stick self-monitoring, result in a ≥0.5% reduction in HbA1c and improved adherence to glucose monitoring?Rev. May 2020 MSN5300 KmRKey Words· Type 2 Diabetes Mellitus· Continuous Glucose Monitoring· Self-monitoring of Blood Glucose· HbA1c reduction· Glycemic control· Adherence· Randomized Controlled TrialOther Criteria· Age: 30–65 years· English language· Published within the last 10 years (2015–2025)· Peer-reviewed journals· Outpatient/primary care settingsData bases· CINAHL· PubMed· Cochrane Library· MEDLINE· Scopusimage1.png12Bids(48)Dr. Ellen RMMathProgrammingMISS HILLARY A+Dr. Aylin JMProf Double REmily Clarefirstclass tutorMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)Assignment 23 Justification Report – Part 3 (Final)cs questionRespond to Discussion Question 4Marketing Management QuizUsing Strengths to Increase MotivationWhich protocol was used for the telephone to attempt to register with the PBXcase studiesMatlab AssignmentApplication: Product Strategy, Pricing, and Distribution Marketing information is critical throughout the product life cycle. The marketing function also plays an essential role in determining pricing and distribution for products or services. Prepare fSex and Violence Paper

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disc3CL

Home>Homework Answsers>Nursing homework helpsummarize the case in your video:What was the case aboutWho did it involveWhat happened in the caseWhat caused the distressAn Interview with a Depressed and Suicidal Patienta month ago02.06.202510Report issueBids(48)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RProf. TOPGRADEEmily Clarefirstclass tutorMiss Deannasherry proffMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)ACC 291 Week 4 Wiley Work Latest 2016 Versionoperation management and Liner programming questions.Research Project-8- to 12-page paperFor A-Plus Writer Onlyi need help with homeworkMental Health DisciplinesWEEK 3 QUESTIONSelaborate on Empowering the Power of Social Mediasee attachmentResponses must demonstrate your ability to synthesize information appropriate to each business situation, and presented in a clear, concise, and organized manner. Supporting evidence must be drawn from reliable sources in the literature and referenced usi

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