Category: Nursing

  • [Solved] NGR6002c Advance Health Assessment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Directions:** Read over the SOAP note and formulate a primary diagnosis. Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and manag…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    **Directions:** Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    – [\
    \
    DOC-20250125-WA0001..pdf](https://www.sweetstudy.com/files/doc-20250125-wa0001-pdf "DOC-20250125-WA0001..pdf")

    – 2 years ago

  • [Solved] Managing Commitments in Crises

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    follow all directions – 2 years ago **files (2)** – ## ManagingCommitmentsinCrises.docx – ## retrieve.pdf **## ManagingCommitmentsinCrises.docx** Managing Commitments in Crises It can be difficult, at times, to decide how to prioritize multiple tasks. For this Discussion, you will review a crisis si…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    follow all directions

    – 2 years ago

    **files (2)**

    – ## ManagingCommitmentsinCrises.docx

    – ## retrieve.pdf

    **## ManagingCommitmentsinCrises.docx**

    Managing Commitments in Crises

    It can be difficult, at times, to decide how to prioritize multiple tasks. For this Discussion, you will review a crisis situation and consider how to best prioritize the multiple tasks associated with it.

    To Prepare

    · Review the Learning Resources and Course Announcements.

    · Review the crisis situation from the Learning Resources and the tasks and commitments associated with it (crisis situation to be developed).

    · Review the Eisenhower Method square from your Learning Resources and consider how you might use it to prioritize your tasks and commitments.

    By Day 4

    **Post** a response to the following:

    · Upload the image of your Eisenhower Method square after you have prioritized all the task and commitments.

    · Provide an explanation for why you prioritized the tasks the way you have.

    **## retrieve.pdf**

    36 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    As there are only 24 hours in any day, we must

    find ways to use them wisely. Some of us devote

    a large portion of these hours to work-related

    activities, yet struggle at times to accomplish

    what we had hoped. Others seem to invest fewer

    hours at their jobs, but somehow get more done.

    Those in this second group have the advantage

    of having learned how to effectively manage their

    time, ultimately allowing them to work smarter,

    not harder.

    In simple terms, time management is the abil-

    ity to use one’s time ef fectively to complete

    various tasks. Of course, the ef fective use of

    t ime may mean dif ferent things to di f ferent

    people, but there are some tested, basic time-

    management techniques that can guide us, and

    one of these is credited to Dwight Eisenhower,

    a very successful military commander and the

    34th president of the United States. Eisenhower

    was so effective at time management that he

    found (or perhaps “created”) time to play golf

    during the planning of the D-Day invasion, which

    the average person likely would have found to

    be a highly stressful and all-consuming activity.

    E isenhower used an “urgent / impor tant

    principle” to guide him in effectively managing

    his time. This principle helps a person prioritize

    what he or she should do by determining which

    activities are important and which are just dis-

    tractions. Eisenhower recognized that great time

    management means being effective as well as

    ef f icient, and as such, it is essential that one

    spends his or her time on things that are impor-

    tant and not just urgent.

    The difference between important activities

    and urgent activities is:

    • Important activities have an outcome that

    leads to a person achieving his or her own goals.

    • Urgent activities demand immediate atten-

    tion and are usually associated with achieving

    someone else’s goals. They are often the ones

    on which we concentrate, and they demand

    attention because the consequences of not

    dealing with them are immediate.

    Eisenhower prioritized activities using the

    following matrix (with 1 being the highest prior-

    ity and 4 the lowest):

    Urgent
    Not

    Urgent

    Important 1 2

    Not

    Important
    3 4

    Once activities are prioritized, Eisenhower

    believed they need to be addressed as follows:

    1. Important and Urgent. It is dif f icult to

    argue that such activities should not receive the

    most attention, yet there are two distinct types

    of urgent and important activities: ones that you

    Time Management –
    How Effective are You?
    Perhaps former President Eisenhower’s method for prioritizing activities can

    help you, too.

    WAYNE S. CHANESKI

    EXECUTIVE DIRECTOR

    CENTER FOR MANUFACTURING SYSTEMS

    NEW JERSEY INSTITUTE OF TECHNOLOGY

    [http://mmsonline.com](http://mmsonline.com/)

    38 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    could not have foreseen and others that you’ve

    left until the last minute. You can reduce last-

    minute activities by planning ahead and avoiding

    procrastination; however, you cannot always

    predict or avoid some issues and crises.

    The best approach to time management of

    important and urgent activities is to leave some

    time in your schedule to handle the unexpected

    and unplanned.

    2. Important, but Not Urgent. These are

    the activities that help you achieve your goals

    and complete important work. For effective time

    management, make sure you plan sufficient time

    to do these things properly, so that they do not

    fall into the urgent category.

    3. Not Important, but Urgent. Urgent-but-

    not-important activities prevent you from achiev-

    ing your goals. A common source of these

    activities is other people.

    You should make an effort to reschedule or

    delegate such activities whenever possible.

    Sometimes, it’s appropriate to say no to people

    politely, or to encourage them to handle these

    activities themselves, making it clear that you

    can provide assistance if they get stuck.

    4. Not Important and Not Urgent. These

    activities are distractions that prevent other, more

    important, activities from getting done. To help

    manage your time, you may be able to ignore or

    cancel many of them. If others want you to work

    on these activities, again, you can attempt to

    politely decline and explain your reasons. If you

    make your reasons clear to people, they may

    avoid approaching you with these types of activ-

    ities in the future.

    Try this exercise: Think about 10 or so activ-

    ities that you have on your plate, and place them

    in the urgent/important matrix. How many of

    these are in the two important quadrants and

    how many are not? Perhaps finding alternate

    ways of handling the unimportant activities will

    allow you to become a more effective manager

    of your time.

    Mitutoyo America Corporation | 1-888-mitutoyo | www.mitutoyo.com

    ABS AT1100

    Enclosed Linear Scale
    Designed for Severe Environments

    The ABSOLUTE, electromagnetic AT1100 provides
    the best defense against contamination.
    The unit’s robust housing uses industry standard,
    machine-tool mounting dimensions. All major
    control manufacturers are supported.

    View Video

    C M M • V I S I O N • F O R M A N D F I N I S H • P R E C I S I O N T O O L S A N D I N S T R U M E N T S • D A T A M A N A G E M E N T

    [http://mmsonline.com](http://mmsonline.com/)

    [http://www.mitutoyo.com](http://www.mitutoyo.com/)

    Copyright of Modern Machine Shop is the property of Gardner Publications, Inc. and its
    content may not be copied or emailed to multiple sites or posted to a listserv without the
    copyright holder's express written permission. However, users may print, download, or email
    articles for individual use.

    **## retrieve.pdf**

    36 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    As there are only 24 hours in any day, we must

    find ways to use them wisely. Some of us devote

    a large portion of these hours to work-related

    activities, yet struggle at times to accomplish

    what we had hoped. Others seem to invest fewer

    hours at their jobs, but somehow get more done.

    Those in this second group have the advantage

    of having learned how to effectively manage their

    time, ultimately allowing them to work smarter,

    not harder.

    In simple terms, time management is the abil-

    ity to use one’s time ef fectively to complete

    various tasks. Of course, the ef fective use of

    t ime may mean dif ferent things to di f ferent

    people, but there are some tested, basic time-

    management techniques that can guide us, and

    one of these is credited to Dwight Eisenhower,

    a very successful military commander and the

    34th president of the United States. Eisenhower

    was so effective at time management that he

    found (or perhaps “created”) time to play golf

    during the planning of the D-Day invasion, which

    the average person likely would have found to

    be a highly stressful and all-consuming activity.

    E isenhower used an “urgent / impor tant

    principle” to guide him in effectively managing

    his time. This principle helps a person prioritize

    what he or she should do by determining which

    activities are important and which are just dis-

    tractions. Eisenhower recognized that great time

    management means being effective as well as

    ef f icient, and as such, it is essential that one

    spends his or her time on things that are impor-

    tant and not just urgent.

    The difference between important activities

    and urgent activities is:

    • Important activities have an outcome that

    leads to a person achieving his or her own goals.

    • Urgent activities demand immediate atten-

    tion and are usually associated with achieving

    someone else’s goals. They are often the ones

    on which we concentrate, and they demand

    attention because the consequences of not

    dealing with them are immediate.

    Eisenhower prioritized activities using the

    following matrix (with 1 being the highest prior-

    ity and 4 the lowest):

    Urgent
    Not

    Urgent

    Important 1 2

    Not

    Important
    3 4

    Once activities are prioritized, Eisenhower

    believed they need to be addressed as follows:

    1. Important and Urgent. It is dif f icult to

    argue that such activities should not receive the

    most attention, yet there are two distinct types

    of urgent and important activities: ones that you

    Time Management –
    How Effective are You?
    Perhaps former President Eisenhower’s method for prioritizing activities can

    help you, too.

    WAYNE S. CHANESKI

    EXECUTIVE DIRECTOR

    CENTER FOR MANUFACTURING SYSTEMS

    NEW JERSEY INSTITUTE OF TECHNOLOGY

    [http://mmsonline.com](http://mmsonline.com/)

    38 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    could not have foreseen and others that you’ve

    left until the last minute. You can reduce last-

    minute activities by planning ahead and avoiding

    procrastination; however, you cannot always

    predict or avoid some issues and crises.

    The best approach to time management of

    important and urgent activities is to leave some

    time in your schedule to handle the unexpected

    and unplanned.

    2. Important, but Not Urgent. These are

    the activities that help you achieve your goals

    and complete important work. For effective time

    management, make sure you plan sufficient time

    to do these things properly, so that they do not

    fall into the urgent category.

    3. Not Important, but Urgent. Urgent-but-

    not-important activities prevent you from achiev-

    ing your goals. A common source of these

    activities is other people.

    You should make an effort to reschedule or

    delegate such activities whenever possible.

    Sometimes, it’s appropriate to say no to people

    politely, or to encourage them to handle these

    activities themselves, making it clear that you

    can provide assistance if they get stuck.

    4. Not Important and Not Urgent. These

    activities are distractions that prevent other, more

    important, activities from getting done. To help

    manage your time, you may be able to ignore or

    cancel many of them. If others want you to work

    on these activities, again, you can attempt to

    politely decline and explain your reasons. If you

    make your reasons clear to people, they may

    avoid approaching you with these types of activ-

    ities in the future.

    Try this exercise: Think about 10 or so activ-

    ities that you have on your plate, and place them

    in the urgent/important matrix. How many of

    these are in the two important quadrants and

    how many are not? Perhaps finding alternate

    ways of handling the unimportant activities will

    allow you to become a more effective manager

    of your time.

    Mitutoyo America Corporation | 1-888-mitutoyo | www.mitutoyo.com

    ABS AT1100

    Enclosed Linear Scale
    Designed for Severe Environments

    The ABSOLUTE, electromagnetic AT1100 provides
    the best defense against contamination.
    The unit’s robust housing uses industry standard,
    machine-tool mounting dimensions. All major
    control manufacturers are supported.

    View Video

    C M M • V I S I O N • F O R M A N D F I N I S H • P R E C I S I O N T O O L S A N D I N S T R U M E N T S • D A T A M A N A G E M E N T

    [http://mmsonline.com](http://mmsonline.com/)

    [http://www.mitutoyo.com](http://www.mitutoyo.com/)

    Copyright of Modern Machine Shop is the property of Gardner Publications, Inc. and its
    content may not be copied or emailed to multiple sites or posted to a listserv without the
    copyright holder's express written permission. However, users may print, download, or email
    articles for individual use.

    **## ManagingCommitmentsinCrises.docx**

    Managing Commitments in Crises

    It can be difficult, at times, to decide how to prioritize multiple tasks. For this Discussion, you will review a crisis situation and consider how to best prioritize the multiple tasks associated with it.

    To Prepare

    · Review the Learning Resources and Course Announcements.

    · Review the crisis situation from the Learning Resources and the tasks and commitments associated with it (crisis situation to be developed).

    · Review the Eisenhower Method square from your Learning Resources and consider how you might use it to prioritize your tasks and commitments.

    By Day 4

    **Post** a response to the following:

    · Upload the image of your Eisenhower Method square after you have prioritized all the task and commitments.

    · Provide an explanation for why you prioritized the tasks the way you have.

    **## retrieve.pdf**

    36 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    As there are only 24 hours in any day, we must

    find ways to use them wisely. Some of us devote

    a large portion of these hours to work-related

    activities, yet struggle at times to accomplish

    what we had hoped. Others seem to invest fewer

    hours at their jobs, but somehow get more done.

    Those in this second group have the advantage

    of having learned how to effectively manage their

    time, ultimately allowing them to work smarter,

    not harder.

    In simple terms, time management is the abil-

    ity to use one’s time ef fectively to complete

    various tasks. Of course, the ef fective use of

    t ime may mean dif ferent things to di f ferent

    people, but there are some tested, basic time-

    management techniques that can guide us, and

    one of these is credited to Dwight Eisenhower,

    a very successful military commander and the

    34th president of the United States. Eisenhower

    was so effective at time management that he

    found (or perhaps “created”) time to play golf

    during the planning of the D-Day invasion, which

    the average person likely would have found to

    be a highly stressful and all-consuming activity.

    E isenhower used an “urgent / impor tant

    principle” to guide him in effectively managing

    his time. This principle helps a person prioritize

    what he or she should do by determining which

    activities are important and which are just dis-

    tractions. Eisenhower recognized that great time

    management means being effective as well as

    ef f icient, and as such, it is essential that one

    spends his or her time on things that are impor-

    tant and not just urgent.

    The difference between important activities

    and urgent activities is:

    • Important activities have an outcome that

    leads to a person achieving his or her own goals.

    • Urgent activities demand immediate atten-

    tion and are usually associated with achieving

    someone else’s goals. They are often the ones

    on which we concentrate, and they demand

    attention because the consequences of not

    dealing with them are immediate.

    Eisenhower prioritized activities using the

    following matrix (with 1 being the highest prior-

    ity and 4 the lowest):

    Urgent
    Not

    Urgent

    Important 1 2

    Not

    Important
    3 4

    Once activities are prioritized, Eisenhower

    believed they need to be addressed as follows:

    1. Important and Urgent. It is dif f icult to

    argue that such activities should not receive the

    most attention, yet there are two distinct types

    of urgent and important activities: ones that you

    Time Management –
    How Effective are You?
    Perhaps former President Eisenhower’s method for prioritizing activities can

    help you, too.

    WAYNE S. CHANESKI

    EXECUTIVE DIRECTOR

    CENTER FOR MANUFACTURING SYSTEMS

    NEW JERSEY INSTITUTE OF TECHNOLOGY

    [http://mmsonline.com](http://mmsonline.com/)

    38 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    could not have foreseen and others that you’ve

    left until the last minute. You can reduce last-

    minute activities by planning ahead and avoiding

    procrastination; however, you cannot always

    predict or avoid some issues and crises.

    The best approach to time management of

    important and urgent activities is to leave some

    time in your schedule to handle the unexpected

    and unplanned.

    2. Important, but Not Urgent. These are

    the activities that help you achieve your goals

    and complete important work. For effective time

    management, make sure you plan sufficient time

    to do these things properly, so that they do not

    fall into the urgent category.

    3. Not Important, but Urgent. Urgent-but-

    not-important activities prevent you from achiev-

    ing your goals. A common source of these

    activities is other people.

    You should make an effort to reschedule or

    delegate such activities whenever possible.

    Sometimes, it’s appropriate to say no to people

    politely, or to encourage them to handle these

    activities themselves, making it clear that you

    can provide assistance if they get stuck.

    4. Not Important and Not Urgent. These

    activities are distractions that prevent other, more

    important, activities from getting done. To help

    manage your time, you may be able to ignore or

    cancel many of them. If others want you to work

    on these activities, again, you can attempt to

    politely decline and explain your reasons. If you

    make your reasons clear to people, they may

    avoid approaching you with these types of activ-

    ities in the future.

    Try this exercise: Think about 10 or so activ-

    ities that you have on your plate, and place them

    in the urgent/important matrix. How many of

    these are in the two important quadrants and

    how many are not? Perhaps finding alternate

    ways of handling the unimportant activities will

    allow you to become a more effective manager

    of your time.

    Mitutoyo America Corporation | 1-888-mitutoyo | www.mitutoyo.com

    ABS AT1100

    Enclosed Linear Scale
    Designed for Severe Environments

    The ABSOLUTE, electromagnetic AT1100 provides
    the best defense against contamination.
    The unit’s robust housing uses industry standard,
    machine-tool mounting dimensions. All major
    control manufacturers are supported.

    View Video

    C M M • V I S I O N • F O R M A N D F I N I S H • P R E C I S I O N T O O L S A N D I N S T R U M E N T S • D A T A M A N A G E M E N T

    [http://mmsonline.com](http://mmsonline.com/)

    [http://www.mitutoyo.com](http://www.mitutoyo.com/)

    Copyright of Modern Machine Shop is the property of Gardner Publications, Inc. and its
    content may not be copied or emailed to multiple sites or posted to a listserv without the
    copyright holder's express written permission. However, users may print, download, or email
    articles for individual use.

    **## ManagingCommitmentsinCrises.docx**

    Managing Commitments in Crises

    It can be difficult, at times, to decide how to prioritize multiple tasks. For this Discussion, you will review a crisis situation and consider how to best prioritize the multiple tasks associated with it.

    To Prepare

    · Review the Learning Resources and Course Announcements.

    · Review the crisis situation from the Learning Resources and the tasks and commitments associated with it (crisis situation to be developed).

    · Review the Eisenhower Method square from your Learning Resources and consider how you might use it to prioritize your tasks and commitments.

    By Day 4

    **Post** a response to the following:

    · Upload the image of your Eisenhower Method square after you have prioritized all the task and commitments.

    · Provide an explanation for why you prioritized the tasks the way you have.

    **## retrieve.pdf**

    36 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    As there are only 24 hours in any day, we must

    find ways to use them wisely. Some of us devote

    a large portion of these hours to work-related

    activities, yet struggle at times to accomplish

    what we had hoped. Others seem to invest fewer

    hours at their jobs, but somehow get more done.

    Those in this second group have the advantage

    of having learned how to effectively manage their

    time, ultimately allowing them to work smarter,

    not harder.

    In simple terms, time management is the abil-

    ity to use one’s time ef fectively to complete

    various tasks. Of course, the ef fective use of

    t ime may mean dif ferent things to di f ferent

    people, but there are some tested, basic time-

    management techniques that can guide us, and

    one of these is credited to Dwight Eisenhower,

    a very successful military commander and the

    34th president of the United States. Eisenhower

    was so effective at time management that he

    found (or perhaps “created”) time to play golf

    during the planning of the D-Day invasion, which

    the average person likely would have found to

    be a highly stressful and all-consuming activity.

    E isenhower used an “urgent / impor tant

    principle” to guide him in effectively managing

    his time. This principle helps a person prioritize

    what he or she should do by determining which

    activities are important and which are just dis-

    tractions. Eisenhower recognized that great time

    management means being effective as well as

    ef f icient, and as such, it is essential that one

    spends his or her time on things that are impor-

    tant and not just urgent.

    The difference between important activities

    and urgent activities is:

    • Important activities have an outcome that

    leads to a person achieving his or her own goals.

    • Urgent activities demand immediate atten-

    tion and are usually associated with achieving

    someone else’s goals. They are often the ones

    on which we concentrate, and they demand

    attention because the consequences of not

    dealing with them are immediate.

    Eisenhower prioritized activities using the

    following matrix (with 1 being the highest prior-

    ity and 4 the lowest):

    Urgent
    Not

    Urgent

    Important 1 2

    Not

    Important
    3 4

    Once activities are prioritized, Eisenhower

    believed they need to be addressed as follows:

    1. Important and Urgent. It is dif f icult to

    argue that such activities should not receive the

    most attention, yet there are two distinct types

    of urgent and important activities: ones that you

    Time Management –
    How Effective are You?
    Perhaps former President Eisenhower’s method for prioritizing activities can

    help you, too.

    WAYNE S. CHANESKI

    EXECUTIVE DIRECTOR

    CENTER FOR MANUFACTURING SYSTEMS

    NEW JERSEY INSTITUTE OF TECHNOLOGY

    [http://mmsonline.com](http://mmsonline.com/)

    38 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    could not have foreseen and others that you’ve

    left until the last minute. You can reduce last-

    minute activities by planning ahead and avoiding

    procrastination; however, you cannot always

    predict or avoid some issues and crises.

    The best approach to time management of

    important and urgent activities is to leave some

    time in your schedule to handle the unexpected

    and unplanned.

    2. Important, but Not Urgent. These are

    the activities that help you achieve your goals

    and complete important work. For effective time

    management, make sure you plan sufficient time

    to do these things properly, so that they do not

    fall into the urgent category.

    3. Not Important, but Urgent. Urgent-but-

    not-important activities prevent you from achiev-

    ing your goals. A common source of these

    activities is other people.

    You should make an effort to reschedule or

    delegate such activities whenever possible.

    Sometimes, it’s appropriate to say no to people

    politely, or to encourage them to handle these

    activities themselves, making it clear that you

    can provide assistance if they get stuck.

    4. Not Important and Not Urgent. These

    activities are distractions that prevent other, more

    important, activities from getting done. To help

    manage your time, you may be able to ignore or

    cancel many of them. If others want you to work

    on these activities, again, you can attempt to

    politely decline and explain your reasons. If you

    make your reasons clear to people, they may

    avoid approaching you with these types of activ-

    ities in the future.

    Try this exercise: Think about 10 or so activ-

    ities that you have on your plate, and place them

    in the urgent/important matrix. How many of

    these are in the two important quadrants and

    how many are not? Perhaps finding alternate

    ways of handling the unimportant activities will

    allow you to become a more effective manager

    of your time.

    Mitutoyo America Corporation | 1-888-mitutoyo | www.mitutoyo.com

    ABS AT1100

    Enclosed Linear Scale
    Designed for Severe Environments

    The ABSOLUTE, electromagnetic AT1100 provides
    the best defense against contamination.
    The unit’s robust housing uses industry standard,
    machine-tool mounting dimensions. All major
    control manufacturers are supported.

    View Video

    C M M • V I S I O N • F O R M A N D F I N I S H • P R E C I S I O N T O O L S A N D I N S T R U M E N T S • D A T A M A N A G E M E N T

    [http://mmsonline.com](http://mmsonline.com/)

    [http://www.mitutoyo.com](http://www.mitutoyo.com/)

    Copyright of Modern Machine Shop is the property of Gardner Publications, Inc. and its
    content may not be copied or emailed to multiple sites or posted to a listserv without the
    copyright holder's express written permission. However, users may print, download, or email
    articles for individual use.

  • [Solved] Leadership Clinical 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## ClinicalCourse2_HealthpromotionandMaintence.docx **## ClinicalCourse2_HealthpromotionandMaintence.docx** NUR4590LLCBE Section 01CBE Professional Identity of the Nurse Leader Clinical (11 Weeks) – CBE Online Course – 2025 Winter Quarter Reflection 2 – Health Promoti…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## ClinicalCourse2_HealthpromotionandMaintence.docx

    **## ClinicalCourse2_HealthpromotionandMaintence.docx**

    NUR4590LLCBE Section 01CBE Professional Identity of the Nurse Leader Clinical (11 Weeks) – CBE Online Course – 2025 Winter Quarter

    Reflection 2 – Health Promotion and Maintenance

    Top of Form

    Bottom of Form

    Assignment Content

    1.

    Top of Form

    Question <bdi></bdi>

    **Core Clinical Objective**

    Integrate knowledge of expected growth and development, health promotion and prevention strategies to achieve optimal health.

    **Student Success Criteria**

    View the grading rubric for this reflection by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Activity Statements**

    · Integrate knowledge from the arts, sciences, and humanities into nursing practice.

    · Apply behavioral change strategies to promote health and manage illness.

    **Reflection Questions**

    · How is the foundational knowledge of the arts, sciences, and humanities used to examine the impact of behavioral changes and promote health and wellness?

    · How did you use information and communication technologies with preventive care during your practicum experience and what would you do to impact your practice?

    **Instructions**

    Please review the grading rubric before beginning your reflection on the above core clinical objective. Make sure to answer the reflective questions thoroughly with substantial reference to your practicum experience.

    Bottom of Form

    **Submission**

    Rubric

    **Pass/Mastery**

    Exemplary reflection, thoroughly addressing the questions, and comprehensive example(s) provided.

    **0**

    **Pass/Proficiency**

    Effective reflection, addressing the questions, and example provided.

    **0**

    **Pass/Competence**

    Basic reflection, minimally addressing the questions, and no example provided.

    **0**

    **Fail/No Pass**

    Confusing or incomplete reflection and did not address the questions.

    **0**

    **Fail/Did Not Submit**

    Not Submitted

    **## ClinicalCourse2_HealthpromotionandMaintence.docx**

    NUR4590LLCBE Section 01CBE Professional Identity of the Nurse Leader Clinical (11 Weeks) – CBE Online Course – 2025 Winter Quarter

    Reflection 2 – Health Promotion and Maintenance

    Top of Form

    Bottom of Form

    Assignment Content

    1.

    Top of Form

    Question <bdi></bdi>

    **Core Clinical Objective**

    Integrate knowledge of expected growth and development, health promotion and prevention strategies to achieve optimal health.

    **Student Success Criteria**

    View the grading rubric for this reflection by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Activity Statements**

    · Integrate knowledge from the arts, sciences, and humanities into nursing practice.

    · Apply behavioral change strategies to promote health and manage illness.

    **Reflection Questions**

    · How is the foundational knowledge of the arts, sciences, and humanities used to examine the impact of behavioral changes and promote health and wellness?

    · How did you use information and communication technologies with preventive care during your practicum experience and what would you do to impact your practice?

    **Instructions**

    Please review the grading rubric before beginning your reflection on the above core clinical objective. Make sure to answer the reflective questions thoroughly with substantial reference to your practicum experience.

    Bottom of Form

    **Submission**

    Rubric

    **Pass/Mastery**

    Exemplary reflection, thoroughly addressing the questions, and comprehensive example(s) provided.

    **0**

    **Pass/Proficiency**

    Effective reflection, addressing the questions, and example provided.

    **0**

    **Pass/Competence**

    Basic reflection, minimally addressing the questions, and no example provided.

    **0**

    **Fail/No Pass**

    Confusing or incomplete reflection and did not address the questions.

    **0**

    **Fail/Did Not Submit**

    Not Submitted

  • [Solved] XP01WORK

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## XP4001_Template2_Option2.docx – ## XP4001_Template1.docx – ## INSTRUCTIONS.docx – XP4001_Template2_Option1.doc **## XP4001_Template2_Option2.docx** 5 **XP4001: Template 2, Option 2** Student Name Here Program Name or Degree Name, Walden University Course Numbe…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## XP4001_Template2_Option2.docx

    – ## XP4001_Template1.docx

    – ## INSTRUCTIONS.docx

    – XP4001_Template2_Option1.doc

    **## XP4001_Template2_Option2.docx**

    5

    **XP4001: Template 2, Option 2**

    Student Name Here

    Program Name or Degree Name, Walden University

    Course Number, Section, and
    _Title_

    (Example: NURS 0000 Section 01,
    _Title of Course_)

    Instructor Name

    Month, Day, Year

    (Enter the date submitted to Instructor.)

    **Option One: Public Health Intervention (PHI) Wheel Template**

    On March 11, 2020, the World Health Organization declared COVID-19 a worldwide pandemic. The disease was caused by the novel SARS-CoV2 virus emerging from Wuhan, China. On March 13, the U.S. followed suit. Statistics show that case numbers and deaths among Black, Indigenous, Hispanic/Latino and Asian Americans are higher than for White Americans (Minnesota Department of Health, 2020).

    Answer the following prompts:

    1. Why do you think statistics are lower for White Americans? What is behind the health disparities? (1 paragraph and 1 citation)

    2. Locate the PHI Wheel PowerPoint to identify how to intervene concerning the disproportionately high COVID-19 rates. Choose one
    **wedge** (there are five wedges total) on which to expand. Discuss
    **four intervention strategies** within your chosen wheel wedge that could help alter the statistical course of events. (3 paragraphs and 1 citation)

    **## XP4001_Template1.docx**

    5

    **XP4001 Template 1:**

    **Population Health Using a Community Lens**

    Student Name Here

    Program Name or Degree Name, Walden University

    Course Number, Section, and
    _Title_

    (Example: NURS 0000 Section 01,
    _Title of Course_)

    Instructor Name

    Month, Day, Year

    (Enter the date submitted to Instructor.)

    **Population Health Using a Community Lens**

    Complete the following prompts. Cite and reference in APA format.

    1. Identify a
    **community of interest**, such as your city, neighborhood, or school district. Provide details about its people, its issues, and its history. (1 paragraph)

    2. Identify and describe a population at risk or population of interest within your community that interests you
    **.**(1 paragraph)

    3. What are
    **three health problems that your chosen population** is experiencing or is at risk to experience?
    (2 paragraphs with 2 scholarly resources)

    4. Are those
    **health problems/patterns similar to populations in other states or nationally**? Provide statistical examples. (2 paragraphs with 2 scholarly resources)

    5. How are your population’s health problems
    **being addressed or prioritized globally** by the World Health Organization or other international public health agencies? (1 paragraph with 1 scholarly resource)

    6. Do you consider your population to be a
    **vulnerable** population? Why or why not? Provide a concrete example of how addressing social determinants of health (SDoH) can support the health needs of your population. (1 paragraph)

    **References**

    **## INSTRUCTIONS.docx**

    For this Performance Task Assessment, you will complete a two-part assessment. In Part 1, you will complete the Population Health Using a Community Lens template to reflect on how health problems affect a target population.

    In Part 2, you will select either the Public Health Intervention (PHI) Wheel template or the Case Study template to demonstrate your understanding of how nursing interventions improve the health of populations.

    Instructions

    **To complete this Assessment, do the following:**

    · Be sure to adhere to the indicated assignment length.

    · Download the
    [XP4001, Part 1 template](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/assets/XP4001_Template%201.docx?isCourseFile=true).

    · Download the XP4001, Part 2 template (
    [option 1](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/assets/XP4001_Template%202_Option%201.doc?isCourseFile=true) or
    [option 2](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/assets/XP4001_Template%202_Option%202.docx?isCourseFile=true)).

    [Part 1: Population Health Using a Community Lens](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/Assessment.html)

    Complete the Population Health Using a Community Lens template to reflect on how health problems affect a target population.

    [Part 2: Public Health Intervention](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/Assessment.html)

    Select either the Public Health Intervention (PHI) Wheel template or the Case Study template to complete the Part 2 template.

    **BOOKS, ARTICLES , JOURNAL**

    Stanhope, M., & Lancaster, J. (2020).
    _Public health nursing: Population-centered health care in the community_ (10th ed.). Elsevier.

    ·
    [Chapter 6, “Environmental Health” (pp. 121–148)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82261&srcou=309753)

    ·
    [Chapter 11, “Population-Based Public Nursing Practice: The Intervention Wheel” (pp. 231–254)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82262&srcou=309753)

    ·
    [Chapter 13, “Epidemiology” (pp. 269–298)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82266&srcou=309753)

    ·
    [Chapter 14, “Infectious Disease Prevention and Control” (pp. 299–332)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82264&srcou=309753)

    ·
    [Chapter 15, “Communicable and Infectious Disease Risks” (pp. 333–356)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82265&srcou=309753)

    ·
    [Nurse Expertise: A Critical Resource in the COVID-19 Pandemic Response](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7227394/)

    ·
    [Public Health Interventions: Applications for Nursing Practice](https://www.health.state.mn.us/communities/practice/research/phncouncil/wheel.html)

    **XP4001_Template2_Option1.doc**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/xp4001-template2-option1-doc)

    **XP4001_Template2_Option1.doc**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/xp4001-template2-option1-doc)

    **## XP4001_Template2_Option2.docx**

    5

    **XP4001: Template 2, Option 2**

    Student Name Here

    Program Name or Degree Name, Walden University

    Course Number, Section, and
    _Title_

    (Example: NURS 0000 Section 01,
    _Title of Course_)

    Instructor Name

    Month, Day, Year

    (Enter the date submitted to Instructor.)

    **Option One: Public Health Intervention (PHI) Wheel Template**

    On March 11, 2020, the World Health Organization declared COVID-19 a worldwide pandemic. The disease was caused by the novel SARS-CoV2 virus emerging from Wuhan, China. On March 13, the U.S. followed suit. Statistics show that case numbers and deaths among Black, Indigenous, Hispanic/Latino and Asian Americans are higher than for White Americans (Minnesota Department of Health, 2020).

    Answer the following prompts:

    1. Why do you think statistics are lower for White Americans? What is behind the health disparities? (1 paragraph and 1 citation)

    2. Locate the PHI Wheel PowerPoint to identify how to intervene concerning the disproportionately high COVID-19 rates. Choose one
    **wedge** (there are five wedges total) on which to expand. Discuss
    **four intervention strategies** within your chosen wheel wedge that could help alter the statistical course of events. (3 paragraphs and 1 citation)

    **## XP4001_Template1.docx**

    5

    **XP4001 Template 1:**

    **Population Health Using a Community Lens**

    Student Name Here

    Program Name or Degree Name, Walden University

    Course Number, Section, and
    _Title_

    (Example: NURS 0000 Section 01,
    _Title of Course_)

    Instructor Name

    Month, Day, Year

    (Enter the date submitted to Instructor.)

    **Population Health Using a Community Lens**

    Complete the following prompts. Cite and reference in APA format.

    1. Identify a
    **community of interest**, such as your city, neighborhood, or school district. Provide details about its people, its issues, and its history. (1 paragraph)

    2. Identify and describe a population at risk or population of interest within your community that interests you
    **.**(1 paragraph)

    3. What are
    **three health problems that your chosen population** is experiencing or is at risk to experience?
    (2 paragraphs with 2 scholarly resources)

    4. Are those
    **health problems/patterns similar to populations in other states or nationally**? Provide statistical examples. (2 paragraphs with 2 scholarly resources)

    5. How are your population’s health problems
    **being addressed or prioritized globally** by the World Health Organization or other international public health agencies? (1 paragraph with 1 scholarly resource)

    6. Do you consider your population to be a
    **vulnerable** population? Why or why not? Provide a concrete example of how addressing social determinants of health (SDoH) can support the health needs of your population. (1 paragraph)

    **References**

    **## INSTRUCTIONS.docx**

    For this Performance Task Assessment, you will complete a two-part assessment. In Part 1, you will complete the Population Health Using a Community Lens template to reflect on how health problems affect a target population.

    In Part 2, you will select either the Public Health Intervention (PHI) Wheel template or the Case Study template to demonstrate your understanding of how nursing interventions improve the health of populations.

    Instructions

    **To complete this Assessment, do the following:**

    · Be sure to adhere to the indicated assignment length.

    · Download the
    [XP4001, Part 1 template](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/assets/XP4001_Template%201.docx?isCourseFile=true).

    · Download the XP4001, Part 2 template (
    [option 1](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/assets/XP4001_Template%202_Option%201.doc?isCourseFile=true) or
    [option 2](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/assets/XP4001_Template%202_Option%202.docx?isCourseFile=true)).

    [Part 1: Population Health Using a Community Lens](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/Assessment.html)

    Complete the Population Health Using a Community Lens template to reflect on how health problems affect a target population.

    [Part 2: Public Health Intervention](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/Assessment.html)

    Select either the Public Health Intervention (PHI) Wheel template or the Case Study template to complete the Part 2 template.

    **BOOKS, ARTICLES , JOURNAL**

    Stanhope, M., & Lancaster, J. (2020).
    _Public health nursing: Population-centered health care in the community_ (10th ed.). Elsevier.

    ·
    [Chapter 6, “Environmental Health” (pp. 121–148)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82261&srcou=309753)

    ·
    [Chapter 11, “Population-Based Public Nursing Practice: The Intervention Wheel” (pp. 231–254)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82262&srcou=309753)

    ·
    [Chapter 13, “Epidemiology” (pp. 269–298)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82266&srcou=309753)

    ·
    [Chapter 14, “Infectious Disease Prevention and Control” (pp. 299–332)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82264&srcou=309753)

    ·
    [Chapter 15, “Communicable and Infectious Disease Risks” (pp. 333–356)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82265&srcou=309753)

    ·
    [Nurse Expertise: A Critical Resource in the COVID-19 Pandemic Response](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7227394/)

    ·
    [Public Health Interventions: Applications for Nursing Practice](https://www.health.state.mn.us/communities/practice/research/phncouncil/wheel.html)

    **XP4001_Template2_Option1.doc**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/xp4001-template2-option1-doc)

    **## XP4001_Template2_Option2.docx**

    5

    **XP4001: Template 2, Option 2**

    Student Name Here

    Program Name or Degree Name, Walden University

    Course Number, Section, and
    _Title_

    (Example: NURS 0000 Section 01,
    _Title of Course_)

    Instructor Name

    Month, Day, Year

    (Enter the date submitted to Instructor.)

    **Option One: Public Health Intervention (PHI) Wheel Template**

    On March 11, 2020, the World Health Organization declared COVID-19 a worldwide pandemic. The disease was caused by the novel SARS-CoV2 virus emerging from Wuhan, China. On March 13, the U.S. followed suit. Statistics show that case numbers and deaths among Black, Indigenous, Hispanic/Latino and Asian Americans are higher than for White Americans (Minnesota Department of Health, 2020).

    Answer the following prompts:

    1. Why do you think statistics are lower for White Americans? What is behind the health disparities? (1 paragraph and 1 citation)

    2. Locate the PHI Wheel PowerPoint to identify how to intervene concerning the disproportionately high COVID-19 rates. Choose one
    **wedge** (there are five wedges total) on which to expand. Discuss
    **four intervention strategies** within your chosen wheel wedge that could help alter the statistical course of events. (3 paragraphs and 1 citation)

    **## XP4001_Template1.docx**

    5

    **XP4001 Template 1:**

    **Population Health Using a Community Lens**

    Student Name Here

    Program Name or Degree Name, Walden University

    Course Number, Section, and
    _Title_

    (Example: NURS 0000 Section 01,
    _Title of Course_)

    Instructor Name

    Month, Day, Year

    (Enter the date submitted to Instructor.)

    **Population Health Using a Community Lens**

    Complete the following prompts. Cite and reference in APA format.

    1. Identify a
    **community of interest**, such as your city, neighborhood, or school district. Provide details about its people, its issues, and its history. (1 paragraph)

    2. Identify and describe a population at risk or population of interest within your community that interests you
    **.**(1 paragraph)

    3. What are
    **three health problems that your chosen population** is experiencing or is at risk to experience?
    (2 paragraphs with 2 scholarly resources)

    4. Are those
    **health problems/patterns similar to populations in other states or nationally**? Provide statistical examples. (2 paragraphs with 2 scholarly resources)

    5. How are your population’s health problems
    **being addressed or prioritized globally** by the World Health Organization or other international public health agencies? (1 paragraph with 1 scholarly resource)

    6. Do you consider your population to be a
    **vulnerable** population? Why or why not? Provide a concrete example of how addressing social determinants of health (SDoH) can support the health needs of your population. (1 paragraph)

    **References**

    **## INSTRUCTIONS.docx**

    For this Performance Task Assessment, you will complete a two-part assessment. In Part 1, you will complete the Population Health Using a Community Lens template to reflect on how health problems affect a target population.

    In Part 2, you will select either the Public Health Intervention (PHI) Wheel template or the Case Study template to demonstrate your understanding of how nursing interventions improve the health of populations.

    Instructions

    **To complete this Assessment, do the following:**

    · Be sure to adhere to the indicated assignment length.

    · Download the
    [XP4001, Part 1 template](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/assets/XP4001_Template%201.docx?isCourseFile=true).

    · Download the XP4001, Part 2 template (
    [option 1](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/assets/XP4001_Template%202_Option%201.doc?isCourseFile=true) or
    [option 2](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/assets/XP4001_Template%202_Option%202.docx?isCourseFile=true)).

    [Part 1: Population Health Using a Community Lens](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/Assessment.html)

    Complete the Population Health Using a Community Lens template to reflect on how health problems affect a target population.

    [Part 2: Public Health Intervention](https://tempolearning.brightspace.com/content/enforced/309753-XP4001/Assessment.html)

    Select either the Public Health Intervention (PHI) Wheel template or the Case Study template to complete the Part 2 template.

    **BOOKS, ARTICLES , JOURNAL**

    Stanhope, M., & Lancaster, J. (2020).
    _Public health nursing: Population-centered health care in the community_ (10th ed.). Elsevier.

    ·
    [Chapter 6, “Environmental Health” (pp. 121–148)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82261&srcou=309753)

    ·
    [Chapter 11, “Population-Based Public Nursing Practice: The Intervention Wheel” (pp. 231–254)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82262&srcou=309753)

    ·
    [Chapter 13, “Epidemiology” (pp. 269–298)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82266&srcou=309753)

    ·
    [Chapter 14, “Infectious Disease Prevention and Control” (pp. 299–332)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82264&srcou=309753)

    ·
    [Chapter 15, “Communicable and Infectious Disease Risks” (pp. 333–356)](https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=309753&type=lti&rcode=walden-82265&srcou=309753)

    ·
    [Nurse Expertise: A Critical Resource in the COVID-19 Pandemic Response](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7227394/)

    ·
    [Public Health Interventions: Applications for Nursing Practice](https://www.health.state.mn.us/communities/practice/research/phncouncil/wheel.html)

    **XP4001_Template2_Option1.doc**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/xp4001-template2-option1-doc)

  • [Solved] XP01DQ

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## APASTYLE.docx **## APASTYLE.docx** **APA STYLE , AT LEAST THREE REFERENCES** 1. What do public health nurses do? 2. How might social, economic, and environmental factors affect health? **## APASTYLE.docx** **APA STYLE , AT LEAST THREE REFERENCES** 1. What do publi…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## APASTYLE.docx

    **## APASTYLE.docx**

    **APA STYLE , AT LEAST THREE REFERENCES**

    1. What do public health nurses do?

    2. How might social, economic, and environmental factors affect health?

    **## APASTYLE.docx**

    **APA STYLE , AT LEAST THREE REFERENCES**

    1. What do public health nurses do?

    2. How might social, economic, and environmental factors affect health?

  • [Solved] WK 10 BLOG THEOR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Yes, identifying level 1 evidence can be challenging and insightful. It appears you were able to identify evidence at large; however, you were not bale to identify evidence specific to your demographic population. With the limitation of the lack of evidence that you were able to locate, it is import…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Yes, identifying level 1 evidence can be challenging and insightful. It appears you were able to identify evidence at large; however, you were not bale to identify evidence specific to your demographic population. With the limitation of the lack of evidence that you were able to locate, it is important that you confirm that lack of available evidence with a research librarian, especially so that you can identify and determine your next steps. If there is a lack of evidence that supports your specific topic/population, I invite you to consider searching the evidence for information about other chronic diseases and how that is addressed in rural areas. Sometimes when searching

    – [\
    \
    WK10BlogTheor.docx](https://www.sweetstudy.com/files/wk10blogtheor-docx "WK10BlogTheor.docx")

    – 2 years ago

  • [Solved] What Does a Leader Look Like?

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    follow all directions – 2 years ago **files (1)** – ## WhatDoesaLeaderLookLike.docx **## WhatDoesaLeaderLookLike.docx** What Does a Leader Look Like? The field of human services and human services organizations require effective practitioners to become strong leaders. Strong leaders can drive succes…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    follow all directions

    – 2 years ago

    **files (1)**

    – ## WhatDoesaLeaderLookLike.docx

    **## WhatDoesaLeaderLookLike.docx**

    What Does a Leader Look Like?

    The field of human services and human services organizations require effective practitioners to become strong leaders. Strong leaders can drive success and impact change in many ways. Throughout your program, you have been cultivating your leadership skills. In this Discussion, you will reflect on the kind of leader that you aspire to be and then apply your leadership skills to a scenario to guide an employee you are supervising.

    To Prepare:

    · Review the Learning Resources and Course Announcements.

    · Complete the Leadership Skills Assessment from the Learning Resources.

    · Consider how you would apply your leadership skills to the following scenario:

    You supervise Gloria, a family support coordinator. She comes to you with the following situation and is not sure how to proceed. A 17-year-old South-Asian woman named Priyha is asking for housing assistance.

    “I need housing,” she says. “I am gay. I want to move in with my girlfriend. I am 17. My family’s culture will not let this happen.”

    Priyha does not want to fill out gender, place of origin, address, or racial information, as she is afraid it will be used to contact her parents without her permission. Her girlfriend is 19 years old. Your organization’s policy is that any service user must completely fill out intake forms in order to receive services. Your employee does not know how to help her if she does not fill out the form.

    How would you guide your employee?

    By Day 4

    · Describe your reaction to your leadership assessment: What do you think it got right? Where might you not agree?

    · Describe the kind of leader you aspire to be and how you will achieve this goal.

    · Explain how, as a leader, you will guide your employee based on the case study.

    By Day 6

    **## WhatDoesaLeaderLookLike.docx**

    What Does a Leader Look Like?

    The field of human services and human services organizations require effective practitioners to become strong leaders. Strong leaders can drive success and impact change in many ways. Throughout your program, you have been cultivating your leadership skills. In this Discussion, you will reflect on the kind of leader that you aspire to be and then apply your leadership skills to a scenario to guide an employee you are supervising.

    To Prepare:

    · Review the Learning Resources and Course Announcements.

    · Complete the Leadership Skills Assessment from the Learning Resources.

    · Consider how you would apply your leadership skills to the following scenario:

    You supervise Gloria, a family support coordinator. She comes to you with the following situation and is not sure how to proceed. A 17-year-old South-Asian woman named Priyha is asking for housing assistance.

    “I need housing,” she says. “I am gay. I want to move in with my girlfriend. I am 17. My family’s culture will not let this happen.”

    Priyha does not want to fill out gender, place of origin, address, or racial information, as she is afraid it will be used to contact her parents without her permission. Her girlfriend is 19 years old. Your organization’s policy is that any service user must completely fill out intake forms in order to receive services. Your employee does not know how to help her if she does not fill out the form.

    How would you guide your employee?

    By Day 4

    · Describe your reaction to your leadership assessment: What do you think it got right? Where might you not agree?

    · Describe the kind of leader you aspire to be and how you will achieve this goal.

    · Explain how, as a leader, you will guide your employee based on the case study.

    By Day 6

  • [Solved] What causes roots

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    What causes roots – 2 years ago

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    What causes roots

    – 2 years ago

  • [Solved] SOAP NOTE: RSV (PEDIATRIC)

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    – 2 years ago **files (1)** – ## SOAPNoteTemplate3.docx **## SOAPNoteTemplate3.docx** | | | | — | — | | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance | | _Demographics_ | | | _Chief Complaint (Reason for seeking health care)_ | | | _History of Present Illness (HPI)_ | | | _Allergies_…

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    – 2 years ago

    **files (1)**

    – ## SOAPNoteTemplate3.docx

    **## SOAPNoteTemplate3.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **## SOAPNoteTemplate3.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

  • [Solved] Proposed Population-Based Intervention

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    In-depth study guidance and analytical solution covering Proposed Population-Based Intervention.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.