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  • [Solved] Nursing Mi week 2 assignment see attached

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    MI week 2 assignment see attached – 2 years ago **files (1)** – ## NU621Unit2AnemiaAssignment1.pdf **## NU621Unit2AnemiaAssignment1.pdf** Anemia Classification Instructions: For each of the scenarios below, identify the following: 1. Type of anemia a. Folate Deficiency b. Anemia of Inflammation c. …

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    MI week 2 assignment see attached

    – 2 years ago

    **files (1)**

    – ## NU621Unit2AnemiaAssignment1.pdf

    **## NU621Unit2AnemiaAssignment1.pdf**

    Anemia Classification

    Instructions:

    For each of the scenarios below, identify the following:

    1. Type of anemia
    a. Folate Deficiency
    b. Anemia of Inflammation
    c. Iron Deficiency Anemia
    d. Vitamin B12 Deficiency
    e. Thalassemia

    2. Classification of anemia
    a. Microcytic-hypochromic
    b. Macrocytic-normochromic
    c. Normocytic-normochromic

    3. After identifying the type and class, describe the pathophysiology of each of the
    anemias.

    Use the following normal CBC ranges

    WBC 4500-11,000/mm³

    RBC Male: 4.3-5.9 million/mm³
    Female: 3.5-5.5 million/mm³

    Hemoglobin Male: 13.5-17.5 g/dL
    Female: 12.0-16.0 g/dL

    Hematocrit Male: 41%-53%
    Female: 36%-46%

    Mean corpuscular volume 80-100 µ³

    Mean corpuscular hemoglobin concentration 32-36 g/dL

    Serum iron Males: 50-150 mcg/dL
    Females: 35-145 mcg/dL

    Ferritin Males: 30-400 ng/mL
    Females: 13-150 ng/mL

    Total iron-binding capacity 240-450 mcg/dL

    Transferrin saturation Males: 20-50%
    Females: 15-50%

    Reticulocyte count 0.5-2.17%

    Vitamin B12 160-950 pg/mL

    Folate 2.7-17.0 ng/mL

    Scenario 1

    • Hemoglobin (Hgb): 9.5 g/dL
    • Hematocrit (Hct): 28%
    • Mean Corpuscular Volume (MCV): 68 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
    • Serum Iron: 25 mcg/dL
    • Ferritin: 10 ng/mL
    • Total Iron-Binding Capacity (TIBC): 470 mcg/dL
    • Transferrin Saturation: 5%
    • Reticulocyte Count: 1%

    Scenario 2

    • Hemoglobin (Hgb): 8.9 g/dL
    • Hematocrit (Hct): 26%
    • Mean Corpuscular Volume (MCV): 115 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Vitamin B12: 120 pg/mL
    • Folate: 6 ng/mL
    • Reticulocyte Count: 0.3%

    Scenario 3

    • Hemoglobin (Hgb): 9.1 g/dL
    • Hematocrit (Hct): 27%
    • Mean Corpuscular Volume (MCV): 112 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
    • Serum Folate: 1.8 ng/mL
    • Vitamin B12: 380 pg/mL
    • Reticulocyte Count: 1.2%

    Scenario 4

    • Hemoglobin (Hgb): 10.5 g/dL
    • Hematocrit (Hct): 32%
    • Mean Corpuscular Volume (MCV): 80 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Iron: 30 mcg/dL
    • Ferritin: 500 ng/mL
    • Total Iron-Binding Capacity (TIBC): 220 mcg/dL
    • Transferrin Saturation: 12%
    • Reticulocyte Count: 1%

    Scenario 5

    • Hemoglobin (Hgb): 10.0 g/dL
    • Hematocrit (Hct): 30%
    • Mean Corpuscular Volume (MCV): 65 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
    • Serum Iron: 80 mcg/dL
    • Ferritin: 150 ng/mL
    • Total Iron-Binding Capacity (TIBC): 300 mcg/dL
    • Transferrin Saturation: 27%

    **## NU621Unit2AnemiaAssignment1.pdf**

    Anemia Classification

    Instructions:

    For each of the scenarios below, identify the following:

    1. Type of anemia
    a. Folate Deficiency
    b. Anemia of Inflammation
    c. Iron Deficiency Anemia
    d. Vitamin B12 Deficiency
    e. Thalassemia

    2. Classification of anemia
    a. Microcytic-hypochromic
    b. Macrocytic-normochromic
    c. Normocytic-normochromic

    3. After identifying the type and class, describe the pathophysiology of each of the
    anemias.

    Use the following normal CBC ranges

    WBC 4500-11,000/mm³

    RBC Male: 4.3-5.9 million/mm³
    Female: 3.5-5.5 million/mm³

    Hemoglobin Male: 13.5-17.5 g/dL
    Female: 12.0-16.0 g/dL

    Hematocrit Male: 41%-53%
    Female: 36%-46%

    Mean corpuscular volume 80-100 µ³

    Mean corpuscular hemoglobin concentration 32-36 g/dL

    Serum iron Males: 50-150 mcg/dL
    Females: 35-145 mcg/dL

    Ferritin Males: 30-400 ng/mL
    Females: 13-150 ng/mL

    Total iron-binding capacity 240-450 mcg/dL

    Transferrin saturation Males: 20-50%
    Females: 15-50%

    Reticulocyte count 0.5-2.17%

    Vitamin B12 160-950 pg/mL

    Folate 2.7-17.0 ng/mL

    Scenario 1

    • Hemoglobin (Hgb): 9.5 g/dL
    • Hematocrit (Hct): 28%
    • Mean Corpuscular Volume (MCV): 68 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
    • Serum Iron: 25 mcg/dL
    • Ferritin: 10 ng/mL
    • Total Iron-Binding Capacity (TIBC): 470 mcg/dL
    • Transferrin Saturation: 5%
    • Reticulocyte Count: 1%

    Scenario 2

    • Hemoglobin (Hgb): 8.9 g/dL
    • Hematocrit (Hct): 26%
    • Mean Corpuscular Volume (MCV): 115 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Vitamin B12: 120 pg/mL
    • Folate: 6 ng/mL
    • Reticulocyte Count: 0.3%

    Scenario 3

    • Hemoglobin (Hgb): 9.1 g/dL
    • Hematocrit (Hct): 27%
    • Mean Corpuscular Volume (MCV): 112 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
    • Serum Folate: 1.8 ng/mL
    • Vitamin B12: 380 pg/mL
    • Reticulocyte Count: 1.2%

    Scenario 4

    • Hemoglobin (Hgb): 10.5 g/dL
    • Hematocrit (Hct): 32%
    • Mean Corpuscular Volume (MCV): 80 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Iron: 30 mcg/dL
    • Ferritin: 500 ng/mL
    • Total Iron-Binding Capacity (TIBC): 220 mcg/dL
    • Transferrin Saturation: 12%
    • Reticulocyte Count: 1%

    Scenario 5

    • Hemoglobin (Hgb): 10.0 g/dL
    • Hematocrit (Hct): 30%
    • Mean Corpuscular Volume (MCV): 65 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
    • Serum Iron: 80 mcg/dL
    • Ferritin: 150 ng/mL
    • Total Iron-Binding Capacity (TIBC): 300 mcg/dL
    • Transferrin Saturation: 27%

  • [Solved] Social Media Intelligence Tools

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    [>Machine Learning homework help](https://www.sweetstudy.com/fields/computer-science-machine-learning) Research the social media intelligence tools in the text. Give a thorough review of each tool’s strengths and weaknesses. Develop a visual display of the comparison as though it is to be presented …

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    [>Machine Learning homework help](https://www.sweetstudy.com/fields/computer-science-machine-learning)

    Research the social media intelligence tools in the text. Give a thorough review of each tool’s strengths and weaknesses. Develop a visual display of the comparison as though it is to be presented to decision-makers for purchase. Ensure a recommendation is provided with a detailed reason.

    This research paper must be in APA 7 format with at least three reputable sources. Note: The textbooks can be only one of those sources. In-text citations are required. This paper must be at least two (2) complete pages of topic discussion.

    – 2 years ago

  • [Solved] SOAP Note 1 Comprehensive SOAP on Pediatrics HEENT

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    – 2 years ago **files (3)** – ## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.docx – ## PediatricSOAPNoteExample.pdf – PediatricSOAPTemplateandRubric-1.docx **## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.docx** **Please follow APA format, add citations and references. Document will be verified for …

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    – 2 years ago

    **files (3)**

    – ## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.docx

    – ## PediatricSOAPNoteExample.pdf

    – PediatricSOAPTemplateandRubric-1.docx

    **## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **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.

    · Upload a copy of your completed SOAP note.

    · Upload a copy of the evaluation & management score sheet.

    **Case Study:** A 3-year-old girl is brought to your office by her mother because she has a fever and complains that her right ear hurts. She has no significant medical history. The child is not pleased to be in the PCP's office and has been crying. Her mother explains that she developed a “cold” about 3 days ago with sniffles. Her temperature is 37.8°C (100°F).  Physical exam was completed with some difficulty because of the child's irritability.    The only abnormalities are slight redness of the throat, a nose full of thick green mucus, and injected tympanic membranes. She denies nausea, vomiting, diarrhea, headache, or change in urine output.

    **## PediatricSOAPNoteExample.pdf**

    Running head: STREPTOCOCCAL PHARYNGITIS 1

    First Name, Last Name

    Florida International University

    Professor

    Date

    STREPTOCOCCAL PHARYNGITIS 2

    Subjective

    Initials of Patient: C.T

    Patient Age: 8 years old

    Patient Gender: Female

    Patient Ethnicity: American-Haitian

    Source of information: Patient’s mother and patient, reliable

    Chief Complaint: Sudden onset of sore throat started this morning, cough, fever started 2 days,

    and feeling malaise

    History of Present Illness:

    C.T. is a 8-year old female who presents today accompanied by her mother due to sudden

    onset of sore throat, a recent fever, a cough, and feeling malaise. The mother reports that the

    child has been sick for about two days, the child started with a fever of 101.0 and a non-

    productive cough. For the fever, she has been giving the child Tylenol which helps in reducing the

    fever and the child’s max temperature was 101.5. The mother verbalize that the child woke up

    this morning with complaining of severe sore throat and the child complains of pain with

    swallowing. The mother states that she can see the child’s throat is red and irritated. She had the

    child gargle with some warm salt water which did not help. In addition, she verbalized a decrease

    in the child’s appetite for about 2 days.

    Past Medical History:

    Unremarkable

    Past Surgical History:

    None

    Family History:

    STREPTOCOCCAL PHARYNGITIS 3

    Mother, 34 years old, alive, unremarkable

    Father, 36 years old, alive, HTN

    Brother 3 years old, alive, unremarkable

    Maternal Grandmother 62 years old, alive, no health issues

    Maternal Grandfather 65 years old, alive, Type 2 Diabetes mellitus, Hyperlipidemia

    Paternal Grandmother 66 years old), alive, Type 2 Diabetes mellitus, HTN

    Paternal Grandfather 70 years old, alive, HTN

    Social History:

    C.T. is well develop and well-nourish 8 year old girl. She is fully immunized. C.T. lives

    with both parents. Her mother is a teacher at a local elementary school. Her father is a real

    estate agent. The maternal set of grandparents live nearby and visit the children on often. C.T.

    enjoys playing with her little brother after school and she in gymnastic after school. She often

    visits her grandparents during the weekends. She loves to play outdoors and riding her bicycle

    Medications Taken at home:

    Medication Name Indication

    Acetaminophen 1 tsp po every 4-6 hours PRN for fever

    Allergies:

    No known drug or food allergies.

    Immunizations:

    Immunizations: (vaccine & date given) – Patient is up-to-date on all immunizations as per CDC

    Birth- HepB

    2 months – HepB, DTaP, Hib, IPV, PCV, RV given (11/02/2010)

    STREPTOCOCCAL PHARYNGITIS 4

    4 months – DtaP, Hib, IPV, PCV, RV given (01/06/2011)

    6 months – HepB, DtaP, Hib, IPV, PCV, RV given (03/04/2011)

    12 months – Hib, PCV, Varicella, MMR, HepA given (09/05/2011)

    16 months – DtaP, Influenza given (01/05/2012)

    18 months – HepA given (04/06/2012)

    28 months – Influenza given (02/07/2013)

    40 months – Influenza given (02/06/2014)

    48 months – DtaP IPV, MMR, Varicella given (12/05/2014)

    Review of Systems:

    General:

    Integumentary:

    Recent fever, fatigue, and malaise. Denies weight loss or poor weight

    gain.

    Denies any rash. Denies itchiness, no bruises or lesions.

    Neurological: Denies dizziness, loss of consciousness, or seizure activity, numbness

    or tingling.

    Head:

    Eyes:

    Ears:

    Nose/Mouth/Throat:

    Normocephalic. Denies any hair loss, no lesions.

    Denies any blurred vision, no difficulty focusing, vision 20/20.

    Denies any ear pain, hearing loss, ringing in ears, discharge.

    Positive for sore throat, swollen glands, and redness to pharynx.

    Denies nose bleed, dysphagia, hoarseness, or nasal congestion.

    Cardio: Denies chest pain, no palpitations or peripheral edema.

    Respiratory: Non-productive cough. Denies shortness of breath, wheezing or night

    sweats.

    STREPTOCOCCAL PHARYNGITIS 5

    GI: Decrease appetite for the past 2 days. Patient denies abdominal pain,

    nausea, vomiting, or change in stool pattern or color.

    GU: Denies dysuria, urgency, frequency, hematuria or suprapubic pain.

    Musculoskeletal:

    Developmental:

    Milestone

    Behavior/Psychiatric:

    Patient denies muscle or joint pain, paralysis, or ataxia.

    C.T. is in third grade gifted program. She can bathe and dress herself,

    and brush her teeth independently. She enjoys gymnastic, singing, and

    reading story books.

    Denies any mood swings, tantrums, behavioral disorders, sleeping

    problems, psychotic disorders, or mental health problems.

    Objective

    Vital Signs and Other Measurements:

    Age Gender Ethnicity Height Weight BMI

    8 years old Female American-

    Haitian

    54

    inches

    65 lbs 9.8%

    Temp HR BP RR O2Sat

    102 F 98 100/54 24 98%

    Physical Exam:

    STREPTOCOCCAL PHARYNGITIS 6

    General: Patient is alert and calm, is properly dressed and appears well-

    nourished. No signs of acute distress. Her BMI is in the 47th

    percentile. There are no concerns for abuse.

    Neurological: Patient is alert & oriented x 4. Cranial nerves II-XII grossly intact,

    has normal speech, no difficulty in concentration. Muscle tone and

    reflexes appear normal. All deep tendon reflexes 2+, no focal

    deficits.

    Head:

    Eyes:

    Ears:

    Nose:

    Throat/Mouth:

    Head and characteristic facies symmetry noted. Hair distribution

    even.

    PERRLA. Corneal light reflex and red reflex present. No strabismus.

    Canals patent, TM’s are normal. No purulent drainage noted.

    Nares symmetrical. Nasal mucosa with no inflammation, normal

    appearing turbinate.

    Pharynx is severely erythematous with +2 tonsils outside of the

    pillars with white exudates. Submandibular glands are tender to

    touch, palatal petechia noted.

    Neck: Anterior cervical lymphadenopathy present. Trachea midline. Neck

    supple with full ROM.

    Lungs: RR: 24. O2 sat: 98% on room air. Breaths are regular and unlabored.

    Chest movement is symmetrical. Clear breath sounds bilaterally in all

    lobes.

    STREPTOCOCCAL PHARYNGITIS 7

    Cardio: HR: 98. S1 and S2 present, with normal rhythm and rate. No heart

    murmurs, S3, or S4 noted. BP: 100/54. Capillary refill within normal

    limits. No peripheral edema. Radial and pedal pulses +2.

    GI: Abdomen is soft without organomegaly. Bowel sounds present x 4

    quadrants. No masses, no rebound tenderness. No distention noted.

    GU: Bladder is non-distended. No costovertebral angle tenderness noted.

    Musculoskeletal: Spine is straight with no scoliosis or kyphosis noted. Full ROM

    against gravity with full resistance in all extremities noted. No

    edema, ecchymosis or erythema noted.

    Integumentary: Skin texture is warm, smooth, and soft. No lesions, no rash, no

    bruising or scars noted. Capillary refill less than 2 seconds.

    Behavior/Psychiatric: Alert and oriented. No distress. Behavior appropriate for age.

    Exams:

    Rapid strep swab administered in the office, the test is positive (sent for culture).

    The gold standard for diagnosing group A beta-hemolytic streptococcal

    (GABHS) pharyngitis is a throat swab culture. The sensitivity is 90% to 95%

    but results are delayed. The Rapid Antigen Detection Test (RADT) yields

    results in minutes (Borchardt, 2013).

    Assessment

    Current Diagnosis: Streptococcal Pharyngitis

    Differential Diagnoses:

    STREPTOCOCCAL PHARYNGITIS 8

    1. Upper respiratory infection (URI)

    2. Influenza

    3. Viral Pharyngitis

    Plan

    1. Amoxicillin (400mg/5ml) 5ml PO every 12 hours x 10 days # 200ml no refills as per

    Epocrates, weight dosing at 40mg/kg per day.

    2. Use acetaminophen or ibuprofen to treat pain and fever as ordered.

    3. No vaccines administered this visit. Parent counseled on yearly influenza vaccinations

    and on the next set of recommended vaccinations due at ages 11-12 per CDC guidelines

    (CDC, 2017). Strep swab sent for culture for pyrogenic types of strep and parent to be

    notified if positive. It will not change treatment plan.

    4. Complete antibiotics for full course even if symptoms disappear. Strep throat will be

    contagious until 24 hours of antibiotic use. Avoid sharing personal items with other

    siblings or household members, change toothbrush out in 36 hours. Adequate and

    frequent hand washing to avoid transmission of virus to others. Drink plenty of fluids to

    avoid dehydration. Return to school once fever free for at least 24 hours (Ferri, 2016).

    5. Be sure that the patient gets plenty of rest and increase activity as tolerated. Warm salt

    gargles for sore throat. Ensure that the patient drinks 6-8 glasses of water daily to stay

    hydrated and increase intake of fluids with a fever. Be sure that the patient eats a

    nutritious diet (Cash & Glass, 2014).

    6. Preventive Care: Diet appropriate for child age, healthy eating habits, focus in school, no

    arguing in the presence of the child. Safety: helmet, seat belt, no gun in the house, no

    STREPTOCOCCAL PHARYNGITIS 9

    smoking, stay active, adequate nutrition, fresh food and fruit, listen to parents and

    teachers, be respectful.

    Subjective Analysis

    Streptococcal Pharyngitis, also known as strep throat is a bacterial infection caused by

    Streptococcus pyogenes, also known as group A streptococcus. Group A streptococci (GAS) are

    gram-positive bacteria which cause acute pharyngitis and is accountable for about 20-30% of

    sore throat cases in children (Martin, 2015). GABHS pharyngitis is usually associated with

    painful cervical adenopathy, chills, high fever, pharyngeal exudate, scarlatiniform rash, and

    headache. While viral pharyngitis is accompanied by symptoms of cough, sneezing hoarseness,

    and rhinorrhea (Martin, 2015).

    Streptococcal bacteria are highly contagious. They can spread through airborne droplets

    when someone with the infection sneezes or coughs, also through shared drinks or foods. In

    addition, the bacteria can be transmitted through surfaces such as a doorknob or other surfaces

    and one can transfer the bacteria through your mucous membranes. GAS pharyngitis is very

    common amongst school-age children around the winter and spring time. Elementary school

    children often develop one to three new streptococcal infections each school year (Martin,

    2015). Furthermore, it is most commonly found in ages 5 years to 15 years old children. In

    C.T.’s scenario, she is complaining of sudden onset of sore throat, fever, pain with swallowing,

    and generalized malaise. These symptoms point to streptococcal pharyngitis.

    Objective Analysis

    Upon physical exam, C.T. has a fever of 102, her tonsils size are 2+ with an overlying

    white exudate and her throat is erythematous. In addition, C.T. has tender anterior cervical

    STREPTOCOCCAL PHARYNGITIS 10

    lymphadenopathy and palatal petechia. About 50% of children with Streptococcal pharyngitis

    have tender and enlarged cervical lymph nodes (Martin, 2015). Furthermore, 25% of cases of

    streptococcal pharyngitis, the tonsils and pharynx may appear erythematous with

    exudate (Martin, 2015). The history and physical examination solely cannot discern between

    streptococcal pharyngitis versus an infection due to other causes. Laboratory confirmation is the

    accurate method of making a diagnosis of GAS. In cases where GAS is suspected, it is essential

    to obtain a rapid antigen test by swabbing the surface of the tonsils and posterior pharynx and

    send the culture, which is the gold standard testing for GAS. Although the rapid antigen test has

    a specificity of greater than 95%, the sensitivity of the test depends on the method used and that

    is why a throat culture should be done to assess for GAS (Martin, 2015).

    Assessment Analysis

    The differential diagnoses for this patient are an upper respiratory infection (URI),

    influenza, and viral pharyngitis. In upper respiratory infection, which is a viral infection, the

    usual presenting symptoms include nasal congestion, headache, rhinorrhea, cough, and fever.

    With GABHS, the patient can also have symptoms of fever and headache, however nasal

    congestion, cough, and rhinorrhea are uncommon (Burns et al., 2017). In addition, with URI no

    antibiotics are required and symptoms usually decrease or resolved in 7-10 days. With influenza,

    the patient can present with similar symptoms that may resemble GABHS which are malaise,

    fever, and sore throat. In C.T. case, the sudden onset of severe sore throat yields more towards

    GABHS versus influenza. Another differential diagnosis would be viral pharyngitis. When a

    patient is presented with a sore throat it can be difficult to differentiate between viral and

    bacterial causes (Burns et al., 2017). However, symptoms with a cough, conjunctivitis,

    STREPTOCOCCAL PHARYNGITIS 11

    rhinorrhea, and hoarseness are usually presented with viral pharyngitis instead of streptococcal

    pharyngitis.

    Plan Analysis

    Antibiotic treatment is the first line of treatment for patients with streptococcal

    pharyngitis who are symptomatic and test positive for GABHS. The patient should be treated

    with an antibiotic that is sensitive to GAS. Antibiotics have shown to be effective in reducing

    symptoms, prevent the spread to others and reduce the risk of developing complications such

    as rheumatic fever, acute glomerulonephritis, and post-streptococcal reactive arthritis (Burns et

    al., 2017).

    Streptococcus pyogenes (Group A streptococcus), the bacteria that causes strep throat

    have remained sensitive to penicillin and overall when treating a bacterial infection, it is

    desirable to use the most narrow-spectrum antibiotic that will treat the infection. Penicillin is a

    narrow spectrum antibiotic which is a good option since it is well tolerated, has minimal side

    effects, is not expensive, and has proven to be effective in treating streptococcal pharyngitis

    (Burns et al., 2017). However, in treating children with GABHS, amoxicillin is frequently

    substituted for penicillin for a more pleasant taste in liquid suspension and the efficacy is equal

    to penicillin.

    Supportive care such as antipyretic Acetaminophen, fluids, and rest are also

    recommended. Noncompliance with the full course of antibiotic treatment can lead to treatment

    failure and its vital that patient complete full course of antibiotic even though symptoms have

    resolved. In addition, the patient's toothbrush should be discarded within 24 hours after the use of

    antibiotics (Burns et al., 2017). Personal items should not be shared with siblings or household

    members. The child can return to school after 24 hours after taking antibiotics and is afebrile.

    STREPTOCOCCAL PHARYNGITIS 12

    Culture Components

    C.T. is Haitian-American and was born and raised in Boynton Beach, Florida. Her father

    is White American and mother is Haitian. C.T. mostly speaks English with a few words of

    Creole. C. T’s parent follows the Western cultural tradition since they reside in the United States

    most of the lives. They have a strong family relationship and are Christians. In America, most

    religions are practiced which is originated on the basis of religious freedom, however, most

    Americans are Christians (Zimmermann, 2017). Although certain foods such as hamburgers,

    potato chips, macaroni and cheese, and meatloaf are commonly considered American dishes, C.

    T.’s family practice healthy eating habits which consist of heart-healthy foods. In addition, they

    practice preventive care, good health habits such as staying physically active and managing

    stress effectively. Western culture refers mainly to the United States and Europe (Zimmermann,

    2017). With the United States becoming more diverse, the U.S. is referred to as the “melting pot”

    at times in which various cultures have contributed to their own diversity of flavors to the

    American culture (Zimmermann, 2017).

    STREPTOCOCCAL PHARYNGITIS 13

    References

    Borchardt, R. A. (2013). Diagnosis and management of group A beta-hemolytic streptococcal

    pharyngitis. Journal of the American Academy of Physician Assistants, 26(9), 53-54.

    doi:10.1097/01.JAA.0000433876.39648.52

    Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., Blosser, C. G., & Garzon, D. L. (2017).

    Pediatric primary care. (6th ed.). St. Louis, MI: Elsevier.

    Cash, J. C., & Glass, C. A. (2014). Family practice guidelines. (3rd ed.). New York, NY:

    Springer Publishing Company, LLC.

    Center for Disease Control and Prevention. (2017). Recommended immunization schedule for

    children and adolescents aged 18 and younger, United States, 2017. Retrieved from

    https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-

    schedule.pdf

    Ferri, F. F. (2016). Ferris clinical advisor: 5 books in 1. Philadelphia, PA: Elsevier.

    Martin, J. M. (2015). The mysteries of streptococcal pharyngitis. Current Treat Options

    Pediatric, 1(2): 180–189. doi:10.1007/s40746-015-0013-9.

    Zimmermann, K. A. (2017). American culture: Traditions and customs of the United States.

    Retrieved from https://www.livescience.com/28945-american-culture.html.

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.livescience.com/28945-american-culture.html](https://www.livescience.com/28945-american-culture.html)

    STREPTOCOCCAL PHARYNGITIS 14

    **PediatricSOAPTemplateandRubric-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pediatricsoaptemplateandrubric-1-docx-10153701)

    **PediatricSOAPTemplateandRubric-1.docx**

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    **## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **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.

    · Upload a copy of your completed SOAP note.

    · Upload a copy of the evaluation & management score sheet.

    **Case Study:** A 3-year-old girl is brought to your office by her mother because she has a fever and complains that her right ear hurts. She has no significant medical history. The child is not pleased to be in the PCP's office and has been crying. Her mother explains that she developed a “cold” about 3 days ago with sniffles. Her temperature is 37.8°C (100°F).  Physical exam was completed with some difficulty because of the child's irritability.    The only abnormalities are slight redness of the throat, a nose full of thick green mucus, and injected tympanic membranes. She denies nausea, vomiting, diarrhea, headache, or change in urine output.

    **## PediatricSOAPNoteExample.pdf**

    Running head: STREPTOCOCCAL PHARYNGITIS 1

    First Name, Last Name

    Florida International University

    Professor

    Date

    STREPTOCOCCAL PHARYNGITIS 2

    Subjective

    Initials of Patient: C.T

    Patient Age: 8 years old

    Patient Gender: Female

    Patient Ethnicity: American-Haitian

    Source of information: Patient’s mother and patient, reliable

    Chief Complaint: Sudden onset of sore throat started this morning, cough, fever started 2 days,

    and feeling malaise

    History of Present Illness:

    C.T. is a 8-year old female who presents today accompanied by her mother due to sudden

    onset of sore throat, a recent fever, a cough, and feeling malaise. The mother reports that the

    child has been sick for about two days, the child started with a fever of 101.0 and a non-

    productive cough. For the fever, she has been giving the child Tylenol which helps in reducing the

    fever and the child’s max temperature was 101.5. The mother verbalize that the child woke up

    this morning with complaining of severe sore throat and the child complains of pain with

    swallowing. The mother states that she can see the child’s throat is red and irritated. She had the

    child gargle with some warm salt water which did not help. In addition, she verbalized a decrease

    in the child’s appetite for about 2 days.

    Past Medical History:

    Unremarkable

    Past Surgical History:

    None

    Family History:

    STREPTOCOCCAL PHARYNGITIS 3

    Mother, 34 years old, alive, unremarkable

    Father, 36 years old, alive, HTN

    Brother 3 years old, alive, unremarkable

    Maternal Grandmother 62 years old, alive, no health issues

    Maternal Grandfather 65 years old, alive, Type 2 Diabetes mellitus, Hyperlipidemia

    Paternal Grandmother 66 years old), alive, Type 2 Diabetes mellitus, HTN

    Paternal Grandfather 70 years old, alive, HTN

    Social History:

    C.T. is well develop and well-nourish 8 year old girl. She is fully immunized. C.T. lives

    with both parents. Her mother is a teacher at a local elementary school. Her father is a real

    estate agent. The maternal set of grandparents live nearby and visit the children on often. C.T.

    enjoys playing with her little brother after school and she in gymnastic after school. She often

    visits her grandparents during the weekends. She loves to play outdoors and riding her bicycle

    Medications Taken at home:

    Medication Name Indication

    Acetaminophen 1 tsp po every 4-6 hours PRN for fever

    Allergies:

    No known drug or food allergies.

    Immunizations:

    Immunizations: (vaccine & date given) – Patient is up-to-date on all immunizations as per CDC

    Birth- HepB

    2 months – HepB, DTaP, Hib, IPV, PCV, RV given (11/02/2010)

    STREPTOCOCCAL PHARYNGITIS 4

    4 months – DtaP, Hib, IPV, PCV, RV given (01/06/2011)

    6 months – HepB, DtaP, Hib, IPV, PCV, RV given (03/04/2011)

    12 months – Hib, PCV, Varicella, MMR, HepA given (09/05/2011)

    16 months – DtaP, Influenza given (01/05/2012)

    18 months – HepA given (04/06/2012)

    28 months – Influenza given (02/07/2013)

    40 months – Influenza given (02/06/2014)

    48 months – DtaP IPV, MMR, Varicella given (12/05/2014)

    Review of Systems:

    General:

    Integumentary:

    Recent fever, fatigue, and malaise. Denies weight loss or poor weight

    gain.

    Denies any rash. Denies itchiness, no bruises or lesions.

    Neurological: Denies dizziness, loss of consciousness, or seizure activity, numbness

    or tingling.

    Head:

    Eyes:

    Ears:

    Nose/Mouth/Throat:

    Normocephalic. Denies any hair loss, no lesions.

    Denies any blurred vision, no difficulty focusing, vision 20/20.

    Denies any ear pain, hearing loss, ringing in ears, discharge.

    Positive for sore throat, swollen glands, and redness to pharynx.

    Denies nose bleed, dysphagia, hoarseness, or nasal congestion.

    Cardio: Denies chest pain, no palpitations or peripheral edema.

    Respiratory: Non-productive cough. Denies shortness of breath, wheezing or night

    sweats.

    STREPTOCOCCAL PHARYNGITIS 5

    GI: Decrease appetite for the past 2 days. Patient denies abdominal pain,

    nausea, vomiting, or change in stool pattern or color.

    GU: Denies dysuria, urgency, frequency, hematuria or suprapubic pain.

    Musculoskeletal:

    Developmental:

    Milestone

    Behavior/Psychiatric:

    Patient denies muscle or joint pain, paralysis, or ataxia.

    C.T. is in third grade gifted program. She can bathe and dress herself,

    and brush her teeth independently. She enjoys gymnastic, singing, and

    reading story books.

    Denies any mood swings, tantrums, behavioral disorders, sleeping

    problems, psychotic disorders, or mental health problems.

    Objective

    Vital Signs and Other Measurements:

    Age Gender Ethnicity Height Weight BMI

    8 years old Female American-

    Haitian

    54

    inches

    65 lbs 9.8%

    Temp HR BP RR O2Sat

    102 F 98 100/54 24 98%

    Physical Exam:

    STREPTOCOCCAL PHARYNGITIS 6

    General: Patient is alert and calm, is properly dressed and appears well-

    nourished. No signs of acute distress. Her BMI is in the 47th

    percentile. There are no concerns for abuse.

    Neurological: Patient is alert & oriented x 4. Cranial nerves II-XII grossly intact,

    has normal speech, no difficulty in concentration. Muscle tone and

    reflexes appear normal. All deep tendon reflexes 2+, no focal

    deficits.

    Head:

    Eyes:

    Ears:

    Nose:

    Throat/Mouth:

    Head and characteristic facies symmetry noted. Hair distribution

    even.

    PERRLA. Corneal light reflex and red reflex present. No strabismus.

    Canals patent, TM’s are normal. No purulent drainage noted.

    Nares symmetrical. Nasal mucosa with no inflammation, normal

    appearing turbinate.

    Pharynx is severely erythematous with +2 tonsils outside of the

    pillars with white exudates. Submandibular glands are tender to

    touch, palatal petechia noted.

    Neck: Anterior cervical lymphadenopathy present. Trachea midline. Neck

    supple with full ROM.

    Lungs: RR: 24. O2 sat: 98% on room air. Breaths are regular and unlabored.

    Chest movement is symmetrical. Clear breath sounds bilaterally in all

    lobes.

    STREPTOCOCCAL PHARYNGITIS 7

    Cardio: HR: 98. S1 and S2 present, with normal rhythm and rate. No heart

    murmurs, S3, or S4 noted. BP: 100/54. Capillary refill within normal

    limits. No peripheral edema. Radial and pedal pulses +2.

    GI: Abdomen is soft without organomegaly. Bowel sounds present x 4

    quadrants. No masses, no rebound tenderness. No distention noted.

    GU: Bladder is non-distended. No costovertebral angle tenderness noted.

    Musculoskeletal: Spine is straight with no scoliosis or kyphosis noted. Full ROM

    against gravity with full resistance in all extremities noted. No

    edema, ecchymosis or erythema noted.

    Integumentary: Skin texture is warm, smooth, and soft. No lesions, no rash, no

    bruising or scars noted. Capillary refill less than 2 seconds.

    Behavior/Psychiatric: Alert and oriented. No distress. Behavior appropriate for age.

    Exams:

    Rapid strep swab administered in the office, the test is positive (sent for culture).

    The gold standard for diagnosing group A beta-hemolytic streptococcal

    (GABHS) pharyngitis is a throat swab culture. The sensitivity is 90% to 95%

    but results are delayed. The Rapid Antigen Detection Test (RADT) yields

    results in minutes (Borchardt, 2013).

    Assessment

    Current Diagnosis: Streptococcal Pharyngitis

    Differential Diagnoses:

    STREPTOCOCCAL PHARYNGITIS 8

    1. Upper respiratory infection (URI)

    2. Influenza

    3. Viral Pharyngitis

    Plan

    1. Amoxicillin (400mg/5ml) 5ml PO every 12 hours x 10 days # 200ml no refills as per

    Epocrates, weight dosing at 40mg/kg per day.

    2. Use acetaminophen or ibuprofen to treat pain and fever as ordered.

    3. No vaccines administered this visit. Parent counseled on yearly influenza vaccinations

    and on the next set of recommended vaccinations due at ages 11-12 per CDC guidelines

    (CDC, 2017). Strep swab sent for culture for pyrogenic types of strep and parent to be

    notified if positive. It will not change treatment plan.

    4. Complete antibiotics for full course even if symptoms disappear. Strep throat will be

    contagious until 24 hours of antibiotic use. Avoid sharing personal items with other

    siblings or household members, change toothbrush out in 36 hours. Adequate and

    frequent hand washing to avoid transmission of virus to others. Drink plenty of fluids to

    avoid dehydration. Return to school once fever free for at least 24 hours (Ferri, 2016).

    5. Be sure that the patient gets plenty of rest and increase activity as tolerated. Warm salt

    gargles for sore throat. Ensure that the patient drinks 6-8 glasses of water daily to stay

    hydrated and increase intake of fluids with a fever. Be sure that the patient eats a

    nutritious diet (Cash & Glass, 2014).

    6. Preventive Care: Diet appropriate for child age, healthy eating habits, focus in school, no

    arguing in the presence of the child. Safety: helmet, seat belt, no gun in the house, no

    STREPTOCOCCAL PHARYNGITIS 9

    smoking, stay active, adequate nutrition, fresh food and fruit, listen to parents and

    teachers, be respectful.

    Subjective Analysis

    Streptococcal Pharyngitis, also known as strep throat is a bacterial infection caused by

    Streptococcus pyogenes, also known as group A streptococcus. Group A streptococci (GAS) are

    gram-positive bacteria which cause acute pharyngitis and is accountable for about 20-30% of

    sore throat cases in children (Martin, 2015). GABHS pharyngitis is usually associated with

    painful cervical adenopathy, chills, high fever, pharyngeal exudate, scarlatiniform rash, and

    headache. While viral pharyngitis is accompanied by symptoms of cough, sneezing hoarseness,

    and rhinorrhea (Martin, 2015).

    Streptococcal bacteria are highly contagious. They can spread through airborne droplets

    when someone with the infection sneezes or coughs, also through shared drinks or foods. In

    addition, the bacteria can be transmitted through surfaces such as a doorknob or other surfaces

    and one can transfer the bacteria through your mucous membranes. GAS pharyngitis is very

    common amongst school-age children around the winter and spring time. Elementary school

    children often develop one to three new streptococcal infections each school year (Martin,

    2015). Furthermore, it is most commonly found in ages 5 years to 15 years old children. In

    C.T.’s scenario, she is complaining of sudden onset of sore throat, fever, pain with swallowing,

    and generalized malaise. These symptoms point to streptococcal pharyngitis.

    Objective Analysis

    Upon physical exam, C.T. has a fever of 102, her tonsils size are 2+ with an overlying

    white exudate and her throat is erythematous. In addition, C.T. has tender anterior cervical

    STREPTOCOCCAL PHARYNGITIS 10

    lymphadenopathy and palatal petechia. About 50% of children with Streptococcal pharyngitis

    have tender and enlarged cervical lymph nodes (Martin, 2015). Furthermore, 25% of cases of

    streptococcal pharyngitis, the tonsils and pharynx may appear erythematous with

    exudate (Martin, 2015). The history and physical examination solely cannot discern between

    streptococcal pharyngitis versus an infection due to other causes. Laboratory confirmation is the

    accurate method of making a diagnosis of GAS. In cases where GAS is suspected, it is essential

    to obtain a rapid antigen test by swabbing the surface of the tonsils and posterior pharynx and

    send the culture, which is the gold standard testing for GAS. Although the rapid antigen test has

    a specificity of greater than 95%, the sensitivity of the test depends on the method used and that

    is why a throat culture should be done to assess for GAS (Martin, 2015).

    Assessment Analysis

    The differential diagnoses for this patient are an upper respiratory infection (URI),

    influenza, and viral pharyngitis. In upper respiratory infection, which is a viral infection, the

    usual presenting symptoms include nasal congestion, headache, rhinorrhea, cough, and fever.

    With GABHS, the patient can also have symptoms of fever and headache, however nasal

    congestion, cough, and rhinorrhea are uncommon (Burns et al., 2017). In addition, with URI no

    antibiotics are required and symptoms usually decrease or resolved in 7-10 days. With influenza,

    the patient can present with similar symptoms that may resemble GABHS which are malaise,

    fever, and sore throat. In C.T. case, the sudden onset of severe sore throat yields more towards

    GABHS versus influenza. Another differential diagnosis would be viral pharyngitis. When a

    patient is presented with a sore throat it can be difficult to differentiate between viral and

    bacterial causes (Burns et al., 2017). However, symptoms with a cough, conjunctivitis,

    STREPTOCOCCAL PHARYNGITIS 11

    rhinorrhea, and hoarseness are usually presented with viral pharyngitis instead of streptococcal

    pharyngitis.

    Plan Analysis

    Antibiotic treatment is the first line of treatment for patients with streptococcal

    pharyngitis who are symptomatic and test positive for GABHS. The patient should be treated

    with an antibiotic that is sensitive to GAS. Antibiotics have shown to be effective in reducing

    symptoms, prevent the spread to others and reduce the risk of developing complications such

    as rheumatic fever, acute glomerulonephritis, and post-streptococcal reactive arthritis (Burns et

    al., 2017).

    Streptococcus pyogenes (Group A streptococcus), the bacteria that causes strep throat

    have remained sensitive to penicillin and overall when treating a bacterial infection, it is

    desirable to use the most narrow-spectrum antibiotic that will treat the infection. Penicillin is a

    narrow spectrum antibiotic which is a good option since it is well tolerated, has minimal side

    effects, is not expensive, and has proven to be effective in treating streptococcal pharyngitis

    (Burns et al., 2017). However, in treating children with GABHS, amoxicillin is frequently

    substituted for penicillin for a more pleasant taste in liquid suspension and the efficacy is equal

    to penicillin.

    Supportive care such as antipyretic Acetaminophen, fluids, and rest are also

    recommended. Noncompliance with the full course of antibiotic treatment can lead to treatment

    failure and its vital that patient complete full course of antibiotic even though symptoms have

    resolved. In addition, the patient's toothbrush should be discarded within 24 hours after the use of

    antibiotics (Burns et al., 2017). Personal items should not be shared with siblings or household

    members. The child can return to school after 24 hours after taking antibiotics and is afebrile.

    STREPTOCOCCAL PHARYNGITIS 12

    Culture Components

    C.T. is Haitian-American and was born and raised in Boynton Beach, Florida. Her father

    is White American and mother is Haitian. C.T. mostly speaks English with a few words of

    Creole. C. T’s parent follows the Western cultural tradition since they reside in the United States

    most of the lives. They have a strong family relationship and are Christians. In America, most

    religions are practiced which is originated on the basis of religious freedom, however, most

    Americans are Christians (Zimmermann, 2017). Although certain foods such as hamburgers,

    potato chips, macaroni and cheese, and meatloaf are commonly considered American dishes, C.

    T.’s family practice healthy eating habits which consist of heart-healthy foods. In addition, they

    practice preventive care, good health habits such as staying physically active and managing

    stress effectively. Western culture refers mainly to the United States and Europe (Zimmermann,

    2017). With the United States becoming more diverse, the U.S. is referred to as the “melting pot”

    at times in which various cultures have contributed to their own diversity of flavors to the

    American culture (Zimmermann, 2017).

    STREPTOCOCCAL PHARYNGITIS 13

    References

    Borchardt, R. A. (2013). Diagnosis and management of group A beta-hemolytic streptococcal

    pharyngitis. Journal of the American Academy of Physician Assistants, 26(9), 53-54.

    doi:10.1097/01.JAA.0000433876.39648.52

    Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., Blosser, C. G., & Garzon, D. L. (2017).

    Pediatric primary care. (6th ed.). St. Louis, MI: Elsevier.

    Cash, J. C., & Glass, C. A. (2014). Family practice guidelines. (3rd ed.). New York, NY:

    Springer Publishing Company, LLC.

    Center for Disease Control and Prevention. (2017). Recommended immunization schedule for

    children and adolescents aged 18 and younger, United States, 2017. Retrieved from

    https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-

    schedule.pdf

    Ferri, F. F. (2016). Ferris clinical advisor: 5 books in 1. Philadelphia, PA: Elsevier.

    Martin, J. M. (2015). The mysteries of streptococcal pharyngitis. Current Treat Options

    Pediatric, 1(2): 180–189. doi:10.1007/s40746-015-0013-9.

    Zimmermann, K. A. (2017). American culture: Traditions and customs of the United States.

    Retrieved from https://www.livescience.com/28945-american-culture.html.

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.livescience.com/28945-american-culture.html](https://www.livescience.com/28945-american-culture.html)

    STREPTOCOCCAL PHARYNGITIS 14

    **PediatricSOAPTemplateandRubric-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pediatricsoaptemplateandrubric-1-docx-10153701)

    **## SOAPNote1ComprehensiveSOAPonPediatricsHEENT.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **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.

    · Upload a copy of your completed SOAP note.

    · Upload a copy of the evaluation & management score sheet.

    **Case Study:** A 3-year-old girl is brought to your office by her mother because she has a fever and complains that her right ear hurts. She has no significant medical history. The child is not pleased to be in the PCP's office and has been crying. Her mother explains that she developed a “cold” about 3 days ago with sniffles. Her temperature is 37.8°C (100°F).  Physical exam was completed with some difficulty because of the child's irritability.    The only abnormalities are slight redness of the throat, a nose full of thick green mucus, and injected tympanic membranes. She denies nausea, vomiting, diarrhea, headache, or change in urine output.

    **## PediatricSOAPNoteExample.pdf**

    Running head: STREPTOCOCCAL PHARYNGITIS 1

    First Name, Last Name

    Florida International University

    Professor

    Date

    STREPTOCOCCAL PHARYNGITIS 2

    Subjective

    Initials of Patient: C.T

    Patient Age: 8 years old

    Patient Gender: Female

    Patient Ethnicity: American-Haitian

    Source of information: Patient’s mother and patient, reliable

    Chief Complaint: Sudden onset of sore throat started this morning, cough, fever started 2 days,

    and feeling malaise

    History of Present Illness:

    C.T. is a 8-year old female who presents today accompanied by her mother due to sudden

    onset of sore throat, a recent fever, a cough, and feeling malaise. The mother reports that the

    child has been sick for about two days, the child started with a fever of 101.0 and a non-

    productive cough. For the fever, she has been giving the child Tylenol which helps in reducing the

    fever and the child’s max temperature was 101.5. The mother verbalize that the child woke up

    this morning with complaining of severe sore throat and the child complains of pain with

    swallowing. The mother states that she can see the child’s throat is red and irritated. She had the

    child gargle with some warm salt water which did not help. In addition, she verbalized a decrease

    in the child’s appetite for about 2 days.

    Past Medical History:

    Unremarkable

    Past Surgical History:

    None

    Family History:

    STREPTOCOCCAL PHARYNGITIS 3

    Mother, 34 years old, alive, unremarkable

    Father, 36 years old, alive, HTN

    Brother 3 years old, alive, unremarkable

    Maternal Grandmother 62 years old, alive, no health issues

    Maternal Grandfather 65 years old, alive, Type 2 Diabetes mellitus, Hyperlipidemia

    Paternal Grandmother 66 years old), alive, Type 2 Diabetes mellitus, HTN

    Paternal Grandfather 70 years old, alive, HTN

    Social History:

    C.T. is well develop and well-nourish 8 year old girl. She is fully immunized. C.T. lives

    with both parents. Her mother is a teacher at a local elementary school. Her father is a real

    estate agent. The maternal set of grandparents live nearby and visit the children on often. C.T.

    enjoys playing with her little brother after school and she in gymnastic after school. She often

    visits her grandparents during the weekends. She loves to play outdoors and riding her bicycle

    Medications Taken at home:

    Medication Name Indication

    Acetaminophen 1 tsp po every 4-6 hours PRN for fever

    Allergies:

    No known drug or food allergies.

    Immunizations:

    Immunizations: (vaccine & date given) – Patient is up-to-date on all immunizations as per CDC

    Birth- HepB

    2 months – HepB, DTaP, Hib, IPV, PCV, RV given (11/02/2010)

    STREPTOCOCCAL PHARYNGITIS 4

    4 months – DtaP, Hib, IPV, PCV, RV given (01/06/2011)

    6 months – HepB, DtaP, Hib, IPV, PCV, RV given (03/04/2011)

    12 months – Hib, PCV, Varicella, MMR, HepA given (09/05/2011)

    16 months – DtaP, Influenza given (01/05/2012)

    18 months – HepA given (04/06/2012)

    28 months – Influenza given (02/07/2013)

    40 months – Influenza given (02/06/2014)

    48 months – DtaP IPV, MMR, Varicella given (12/05/2014)

    Review of Systems:

    General:

    Integumentary:

    Recent fever, fatigue, and malaise. Denies weight loss or poor weight

    gain.

    Denies any rash. Denies itchiness, no bruises or lesions.

    Neurological: Denies dizziness, loss of consciousness, or seizure activity, numbness

    or tingling.

    Head:

    Eyes:

    Ears:

    Nose/Mouth/Throat:

    Normocephalic. Denies any hair loss, no lesions.

    Denies any blurred vision, no difficulty focusing, vision 20/20.

    Denies any ear pain, hearing loss, ringing in ears, discharge.

    Positive for sore throat, swollen glands, and redness to pharynx.

    Denies nose bleed, dysphagia, hoarseness, or nasal congestion.

    Cardio: Denies chest pain, no palpitations or peripheral edema.

    Respiratory: Non-productive cough. Denies shortness of breath, wheezing or night

    sweats.

    STREPTOCOCCAL PHARYNGITIS 5

    GI: Decrease appetite for the past 2 days. Patient denies abdominal pain,

    nausea, vomiting, or change in stool pattern or color.

    GU: Denies dysuria, urgency, frequency, hematuria or suprapubic pain.

    Musculoskeletal:

    Developmental:

    Milestone

    Behavior/Psychiatric:

    Patient denies muscle or joint pain, paralysis, or ataxia.

    C.T. is in third grade gifted program. She can bathe and dress herself,

    and brush her teeth independently. She enjoys gymnastic, singing, and

    reading story books.

    Denies any mood swings, tantrums, behavioral disorders, sleeping

    problems, psychotic disorders, or mental health problems.

    Objective

    Vital Signs and Other Measurements:

    Age Gender Ethnicity Height Weight BMI

    8 years old Female American-

    Haitian

    54

    inches

    65 lbs 9.8%

    Temp HR BP RR O2Sat

    102 F 98 100/54 24 98%

    Physical Exam:

    STREPTOCOCCAL PHARYNGITIS 6

    General: Patient is alert and calm, is properly dressed and appears well-

    nourished. No signs of acute distress. Her BMI is in the 47th

    percentile. There are no concerns for abuse.

    Neurological: Patient is alert & oriented x 4. Cranial nerves II-XII grossly intact,

    has normal speech, no difficulty in concentration. Muscle tone and

    reflexes appear normal. All deep tendon reflexes 2+, no focal

    deficits.

    Head:

    Eyes:

    Ears:

    Nose:

    Throat/Mouth:

    Head and characteristic facies symmetry noted. Hair distribution

    even.

    PERRLA. Corneal light reflex and red reflex present. No strabismus.

    Canals patent, TM’s are normal. No purulent drainage noted.

    Nares symmetrical. Nasal mucosa with no inflammation, normal

    appearing turbinate.

    Pharynx is severely erythematous with +2 tonsils outside of the

    pillars with white exudates. Submandibular glands are tender to

    touch, palatal petechia noted.

    Neck: Anterior cervical lymphadenopathy present. Trachea midline. Neck

    supple with full ROM.

    Lungs: RR: 24. O2 sat: 98% on room air. Breaths are regular and unlabored.

    Chest movement is symmetrical. Clear breath sounds bilaterally in all

    lobes.

    STREPTOCOCCAL PHARYNGITIS 7

    Cardio: HR: 98. S1 and S2 present, with normal rhythm and rate. No heart

    murmurs, S3, or S4 noted. BP: 100/54. Capillary refill within normal

    limits. No peripheral edema. Radial and pedal pulses +2.

    GI: Abdomen is soft without organomegaly. Bowel sounds present x 4

    quadrants. No masses, no rebound tenderness. No distention noted.

    GU: Bladder is non-distended. No costovertebral angle tenderness noted.

    Musculoskeletal: Spine is straight with no scoliosis or kyphosis noted. Full ROM

    against gravity with full resistance in all extremities noted. No

    edema, ecchymosis or erythema noted.

    Integumentary: Skin texture is warm, smooth, and soft. No lesions, no rash, no

    bruising or scars noted. Capillary refill less than 2 seconds.

    Behavior/Psychiatric: Alert and oriented. No distress. Behavior appropriate for age.

    Exams:

    Rapid strep swab administered in the office, the test is positive (sent for culture).

    The gold standard for diagnosing group A beta-hemolytic streptococcal

    (GABHS) pharyngitis is a throat swab culture. The sensitivity is 90% to 95%

    but results are delayed. The Rapid Antigen Detection Test (RADT) yields

    results in minutes (Borchardt, 2013).

    Assessment

    Current Diagnosis: Streptococcal Pharyngitis

    Differential Diagnoses:

    STREPTOCOCCAL PHARYNGITIS 8

    1. Upper respiratory infection (URI)

    2. Influenza

    3. Viral Pharyngitis

    Plan

    1. Amoxicillin (400mg/5ml) 5ml PO every 12 hours x 10 days # 200ml no refills as per

    Epocrates, weight dosing at 40mg/kg per day.

    2. Use acetaminophen or ibuprofen to treat pain and fever as ordered.

    3. No vaccines administered this visit. Parent counseled on yearly influenza vaccinations

    and on the next set of recommended vaccinations due at ages 11-12 per CDC guidelines

    (CDC, 2017). Strep swab sent for culture for pyrogenic types of strep and parent to be

    notified if positive. It will not change treatment plan.

    4. Complete antibiotics for full course even if symptoms disappear. Strep throat will be

    contagious until 24 hours of antibiotic use. Avoid sharing personal items with other

    siblings or household members, change toothbrush out in 36 hours. Adequate and

    frequent hand washing to avoid transmission of virus to others. Drink plenty of fluids to

    avoid dehydration. Return to school once fever free for at least 24 hours (Ferri, 2016).

    5. Be sure that the patient gets plenty of rest and increase activity as tolerated. Warm salt

    gargles for sore throat. Ensure that the patient drinks 6-8 glasses of water daily to stay

    hydrated and increase intake of fluids with a fever. Be sure that the patient eats a

    nutritious diet (Cash & Glass, 2014).

    6. Preventive Care: Diet appropriate for child age, healthy eating habits, focus in school, no

    arguing in the presence of the child. Safety: helmet, seat belt, no gun in the house, no

    STREPTOCOCCAL PHARYNGITIS 9

    smoking, stay active, adequate nutrition, fresh food and fruit, listen to parents and

    teachers, be respectful.

    Subjective Analysis

    Streptococcal Pharyngitis, also known as strep throat is a bacterial infection caused by

    Streptococcus pyogenes, also known as group A streptococcus. Group A streptococci (GAS) are

    gram-positive bacteria which cause acute pharyngitis and is accountable for about 20-30% of

    sore throat cases in children (Martin, 2015). GABHS pharyngitis is usually associated with

    painful cervical adenopathy, chills, high fever, pharyngeal exudate, scarlatiniform rash, and

    headache. While viral pharyngitis is accompanied by symptoms of cough, sneezing hoarseness,

    and rhinorrhea (Martin, 2015).

    Streptococcal bacteria are highly contagious. They can spread through airborne droplets

    when someone with the infection sneezes or coughs, also through shared drinks or foods. In

    addition, the bacteria can be transmitted through surfaces such as a doorknob or other surfaces

    and one can transfer the bacteria through your mucous membranes. GAS pharyngitis is very

    common amongst school-age children around the winter and spring time. Elementary school

    children often develop one to three new streptococcal infections each school year (Martin,

    2015). Furthermore, it is most commonly found in ages 5 years to 15 years old children. In

    C.T.’s scenario, she is complaining of sudden onset of sore throat, fever, pain with swallowing,

    and generalized malaise. These symptoms point to streptococcal pharyngitis.

    Objective Analysis

    Upon physical exam, C.T. has a fever of 102, her tonsils size are 2+ with an overlying

    white exudate and her throat is erythematous. In addition, C.T. has tender anterior cervical

    STREPTOCOCCAL PHARYNGITIS 10

    lymphadenopathy and palatal petechia. About 50% of children with Streptococcal pharyngitis

    have tender and enlarged cervical lymph nodes (Martin, 2015). Furthermore, 25% of cases of

    streptococcal pharyngitis, the tonsils and pharynx may appear erythematous with

    exudate (Martin, 2015). The history and physical examination solely cannot discern between

    streptococcal pharyngitis versus an infection due to other causes. Laboratory confirmation is the

    accurate method of making a diagnosis of GAS. In cases where GAS is suspected, it is essential

    to obtain a rapid antigen test by swabbing the surface of the tonsils and posterior pharynx and

    send the culture, which is the gold standard testing for GAS. Although the rapid antigen test has

    a specificity of greater than 95%, the sensitivity of the test depends on the method used and that

    is why a throat culture should be done to assess for GAS (Martin, 2015).

    Assessment Analysis

    The differential diagnoses for this patient are an upper respiratory infection (URI),

    influenza, and viral pharyngitis. In upper respiratory infection, which is a viral infection, the

    usual presenting symptoms include nasal congestion, headache, rhinorrhea, cough, and fever.

    With GABHS, the patient can also have symptoms of fever and headache, however nasal

    congestion, cough, and rhinorrhea are uncommon (Burns et al., 2017). In addition, with URI no

    antibiotics are required and symptoms usually decrease or resolved in 7-10 days. With influenza,

    the patient can present with similar symptoms that may resemble GABHS which are malaise,

    fever, and sore throat. In C.T. case, the sudden onset of severe sore throat yields more towards

    GABHS versus influenza. Another differential diagnosis would be viral pharyngitis. When a

    patient is presented with a sore throat it can be difficult to differentiate between viral and

    bacterial causes (Burns et al., 2017). However, symptoms with a cough, conjunctivitis,

    STREPTOCOCCAL PHARYNGITIS 11

    rhinorrhea, and hoarseness are usually presented with viral pharyngitis instead of streptococcal

    pharyngitis.

    Plan Analysis

    Antibiotic treatment is the first line of treatment for patients with streptococcal

    pharyngitis who are symptomatic and test positive for GABHS. The patient should be treated

    with an antibiotic that is sensitive to GAS. Antibiotics have shown to be effective in reducing

    symptoms, prevent the spread to others and reduce the risk of developing complications such

    as rheumatic fever, acute glomerulonephritis, and post-streptococcal reactive arthritis (Burns et

    al., 2017).

    Streptococcus pyogenes (Group A streptococcus), the bacteria that causes strep throat

    have remained sensitive to penicillin and overall when treating a bacterial infection, it is

    desirable to use the most narrow-spectrum antibiotic that will treat the infection. Penicillin is a

    narrow spectrum antibiotic which is a good option since it is well tolerated, has minimal side

    effects, is not expensive, and has proven to be effective in treating streptococcal pharyngitis

    (Burns et al., 2017). However, in treating children with GABHS, amoxicillin is frequently

    substituted for penicillin for a more pleasant taste in liquid suspension and the efficacy is equal

    to penicillin.

    Supportive care such as antipyretic Acetaminophen, fluids, and rest are also

    recommended. Noncompliance with the full course of antibiotic treatment can lead to treatment

    failure and its vital that patient complete full course of antibiotic even though symptoms have

    resolved. In addition, the patient's toothbrush should be discarded within 24 hours after the use of

    antibiotics (Burns et al., 2017). Personal items should not be shared with siblings or household

    members. The child can return to school after 24 hours after taking antibiotics and is afebrile.

    STREPTOCOCCAL PHARYNGITIS 12

    Culture Components

    C.T. is Haitian-American and was born and raised in Boynton Beach, Florida. Her father

    is White American and mother is Haitian. C.T. mostly speaks English with a few words of

    Creole. C. T’s parent follows the Western cultural tradition since they reside in the United States

    most of the lives. They have a strong family relationship and are Christians. In America, most

    religions are practiced which is originated on the basis of religious freedom, however, most

    Americans are Christians (Zimmermann, 2017). Although certain foods such as hamburgers,

    potato chips, macaroni and cheese, and meatloaf are commonly considered American dishes, C.

    T.’s family practice healthy eating habits which consist of heart-healthy foods. In addition, they

    practice preventive care, good health habits such as staying physically active and managing

    stress effectively. Western culture refers mainly to the United States and Europe (Zimmermann,

    2017). With the United States becoming more diverse, the U.S. is referred to as the “melting pot”

    at times in which various cultures have contributed to their own diversity of flavors to the

    American culture (Zimmermann, 2017).

    STREPTOCOCCAL PHARYNGITIS 13

    References

    Borchardt, R. A. (2013). Diagnosis and management of group A beta-hemolytic streptococcal

    pharyngitis. Journal of the American Academy of Physician Assistants, 26(9), 53-54.

    doi:10.1097/01.JAA.0000433876.39648.52

    Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., Blosser, C. G., & Garzon, D. L. (2017).

    Pediatric primary care. (6th ed.). St. Louis, MI: Elsevier.

    Cash, J. C., & Glass, C. A. (2014). Family practice guidelines. (3rd ed.). New York, NY:

    Springer Publishing Company, LLC.

    Center for Disease Control and Prevention. (2017). Recommended immunization schedule for

    children and adolescents aged 18 and younger, United States, 2017. Retrieved from

    https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-

    schedule.pdf

    Ferri, F. F. (2016). Ferris clinical advisor: 5 books in 1. Philadelphia, PA: Elsevier.

    Martin, J. M. (2015). The mysteries of streptococcal pharyngitis. Current Treat Options

    Pediatric, 1(2): 180–189. doi:10.1007/s40746-015-0013-9.

    Zimmermann, K. A. (2017). American culture: Traditions and customs of the United States.

    Retrieved from https://www.livescience.com/28945-american-culture.html.

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf](https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-combined-schedule.pdf)

    [https://www.livescience.com/28945-american-culture.html](https://www.livescience.com/28945-american-culture.html)

    STREPTOCOCCAL PHARYNGITIS 14

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    – ## PreparationforFinalProjectAgencyPresentationConversation.docx

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    **## PreparationforFinalProjectAgencyPresentationConversation.docx**

    Preparation for Final Project Agency Presentation Conversation: Mission and Social Problem

    This week, you work outward from the micro to the mezzo when focusing on community contexts of practice. Next week, you extend further into the characteristics of macro practice when engaging more fully with how a social work agency’s mission may relate to a social problem. In your identification and analysis of community context this week, perhaps you see connections between these various features of practice?

    For this next Discussion in the Agency Presentation sequence, recall that you upload the indicated slide from your Agency Presentation for comparison and online Discussion this week, as well as possible Synchronous Video Conference Meeting Discussion
    **next** week.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/144284/modules/items/5685561)

    To Prepare

    · Develop the slide for the Week 9 Assignment, focusing on the agency's mission statement and how that connects to a social problem.

    · Recall that the goal of the Agency Presentation is to examine the characteristics of your agency in reference to the field of social work and the types of services offered to clients.

    ·
    **Note:** Your complete Week 9 Final Project submission requires a reference page. Be sure to continue compiling your reference list before your final submission next week.

    ASSIGNMENT BELOW Only one slide

    · Upload the slide from your Agency Presentation that relates to how the agency's mission statement connects to a social problem.

    · Identify other organizations, in the community, that also address this problem.

    · Identify challenges to meeting the needs of the community faced by your agency and the ways in which your agency meets those challenges.

    · Does your agency have to refer clients to organizations outside your community? Why?

    NOTE FROM STUDENT: ATTACHED separately WILL BE THE UNIVERSITY PPT SLIDE that the professors wants the information’s on. Please use one of the university slide that is attached.

    **Agency below.**

    Note: Light house treatment center of Augusta GA.

    **About Lighthouse Care Center of Augusta**

    Lighthouse Care Center of Augusta is a mental health treatment facility in Augusta, Georgia. Children, adolescents and adults who are struggling to cope with mental health concerns can receive support at this center. They provide partial hospitalization programs, medication management, crisis stabilization services and acute residential care to individuals over the age of five. The facility maintains the Joint Commission’s gold seal of approval accreditation, and they’re LegitScript certified.

    This clinic seeks to provide care to as many patients as possible, so they accept many types of insurance policies from Georgia Managed Medicaid, Aetna, and Cigna to UnitedHealthCare and Blue Cross-Blue Shield. If you find yourself out of network, then the facility will work with you on creating a single case agreement plan. This type of arrangement between your provider and the facility might allow you to get the coverage and care you need without having to search for a different facility or provider.

    One great thing about this facility is that they have an onsite school that can help children and adolescents meet their educational goals. The school, which is accredited by the Georgia Accrediting Commission, can help interested individuals receive their GED or high school diploma, learn independent living skills and build upon their vocational goals.

    Patients who seek help at the clinic will undergo an evaluation before being provided with an individualized treatment plan that considers their strengths and weaknesses. The facility can help patients who are experiencing anxiety, mood disorders, paranoia, depression, homicidal thoughts and self-harming behaviors. Behavioral Health Resources

    Admissions Documents

    ·
    [Admissions application and checklist](https://lighthousecarecenters.com/wp-content/uploads/2019/04/ARC-011-Admission-Application.pdf)

    ·
    [Acute unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/06/acute-consents-lighthouse-care-center-of-augusta.pdf)

    ·
    [Residential unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/04/RTC-Consents.pdf)

    Educational Documents

    ·
    [Complaint procedure](https://lighthousecarecenters.com/wp-content/uploads/2019/04/Complaint-procedures.pdf)

    ·
    [Student compact](https://lighthousecarecenters.com/wp-content/uploads/2019/04/Student-compact.pdf)

    ·
    [Parents’ Right to Know letter](https://lighthousecarecenters.com/wp-content/uploads/2019/04/Parents-Right-to-Know-letter.pdf)

    Action Alliance Partnership

    The National Action Alliance for Suicide Prevention, a public-private partnership, has partnered with Lighthouse Care Center of Augusta to strengthen the country’s clinical capacity to provide innovative suicide prevention and care. The partnership significantly advances one of the central priorities of the Action Alliance—to transform health systems and reduce suicides—and marks Lighthouse Care Center of Augusta’s commitment to be at the leading edge of the transformation.

    As a proud supporter of the National Action Alliance for Suici

    Admissions

    ![our team member](https://www.sweetstudy.com/questions/slide-3)

    Lighthouse Care Center of Augusta is located in Augusta, Georgia, which is nestled along the banks of the Savanna River. We provide treatment to children and adolescents experiencing emotional, behavioral and psychological issues. In addition to our clinical care services, we also provide a variety of recreational opportunities and an accredited on-campus school. We assist our patients in recovery by keeping their minds and bodies active and providing an opportunity for social interaction.

    If you are a clinical professional seeking behavioral health treatment for your patient, please use our
    [online referral form](https://lighthousecarecenters.com/admissions/professionals/).

    For questions about our services,
    [insurance coverage](https://lighthousecarecenters.com/admissions/insurance-information/) or to make a referral by phone, please call
    [706-651-0005](tel:706-651-0005).

    Important Admissions Documents

    ·
    [Admissions application and checklist](https://lighthousecarecenters.com/wp-content/uploads/2019/04/ARC-011-Admission-Application.pdf)

    ·
    [Acute unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/06/acute-consents-lighthouse-care-center-of-augusta.pdf)

    ·
    [Residential unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/04/RTC-Consents.pdf)

    ![help](https://www.sweetstudy.com/questions/slide-3)

    Get Help Today

    Please contact our admission department at
    [706-651-0005](tel:706-651-0005) for questions about insurance or to schedule a confidential, no-cost assessment. For a less immediate response, you may also use our
    [online contact form](https://lighthousecarecenters.com/admissions/).

    If you are experiencing a medical emergency, please dial 911 or seek the nearest emergency room right away.

    ## image1.jpeg

    ## image2.png

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    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/apa-presentation-template-apa-7-pptx-10155009)

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    **## PreparationforFinalProjectAgencyPresentationConversation.docx**

    Preparation for Final Project Agency Presentation Conversation: Mission and Social Problem

    This week, you work outward from the micro to the mezzo when focusing on community contexts of practice. Next week, you extend further into the characteristics of macro practice when engaging more fully with how a social work agency’s mission may relate to a social problem. In your identification and analysis of community context this week, perhaps you see connections between these various features of practice?

    For this next Discussion in the Agency Presentation sequence, recall that you upload the indicated slide from your Agency Presentation for comparison and online Discussion this week, as well as possible Synchronous Video Conference Meeting Discussion
    **next** week.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/144284/modules/items/5685561)

    To Prepare

    · Develop the slide for the Week 9 Assignment, focusing on the agency's mission statement and how that connects to a social problem.

    · Recall that the goal of the Agency Presentation is to examine the characteristics of your agency in reference to the field of social work and the types of services offered to clients.

    ·
    **Note:** Your complete Week 9 Final Project submission requires a reference page. Be sure to continue compiling your reference list before your final submission next week.

    ASSIGNMENT BELOW Only one slide

    · Upload the slide from your Agency Presentation that relates to how the agency's mission statement connects to a social problem.

    · Identify other organizations, in the community, that also address this problem.

    · Identify challenges to meeting the needs of the community faced by your agency and the ways in which your agency meets those challenges.

    · Does your agency have to refer clients to organizations outside your community? Why?

    NOTE FROM STUDENT: ATTACHED separately WILL BE THE UNIVERSITY PPT SLIDE that the professors wants the information’s on. Please use one of the university slide that is attached.

    **Agency below.**

    Note: Light house treatment center of Augusta GA.

    **About Lighthouse Care Center of Augusta**

    Lighthouse Care Center of Augusta is a mental health treatment facility in Augusta, Georgia. Children, adolescents and adults who are struggling to cope with mental health concerns can receive support at this center. They provide partial hospitalization programs, medication management, crisis stabilization services and acute residential care to individuals over the age of five. The facility maintains the Joint Commission’s gold seal of approval accreditation, and they’re LegitScript certified.

    This clinic seeks to provide care to as many patients as possible, so they accept many types of insurance policies from Georgia Managed Medicaid, Aetna, and Cigna to UnitedHealthCare and Blue Cross-Blue Shield. If you find yourself out of network, then the facility will work with you on creating a single case agreement plan. This type of arrangement between your provider and the facility might allow you to get the coverage and care you need without having to search for a different facility or provider.

    One great thing about this facility is that they have an onsite school that can help children and adolescents meet their educational goals. The school, which is accredited by the Georgia Accrediting Commission, can help interested individuals receive their GED or high school diploma, learn independent living skills and build upon their vocational goals.

    Patients who seek help at the clinic will undergo an evaluation before being provided with an individualized treatment plan that considers their strengths and weaknesses. The facility can help patients who are experiencing anxiety, mood disorders, paranoia, depression, homicidal thoughts and self-harming behaviors. Behavioral Health Resources

    Admissions Documents

    ·
    [Admissions application and checklist](https://lighthousecarecenters.com/wp-content/uploads/2019/04/ARC-011-Admission-Application.pdf)

    ·
    [Acute unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/06/acute-consents-lighthouse-care-center-of-augusta.pdf)

    ·
    [Residential unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/04/RTC-Consents.pdf)

    Educational Documents

    ·
    [Complaint procedure](https://lighthousecarecenters.com/wp-content/uploads/2019/04/Complaint-procedures.pdf)

    ·
    [Student compact](https://lighthousecarecenters.com/wp-content/uploads/2019/04/Student-compact.pdf)

    ·
    [Parents’ Right to Know letter](https://lighthousecarecenters.com/wp-content/uploads/2019/04/Parents-Right-to-Know-letter.pdf)

    Action Alliance Partnership

    The National Action Alliance for Suicide Prevention, a public-private partnership, has partnered with Lighthouse Care Center of Augusta to strengthen the country’s clinical capacity to provide innovative suicide prevention and care. The partnership significantly advances one of the central priorities of the Action Alliance—to transform health systems and reduce suicides—and marks Lighthouse Care Center of Augusta’s commitment to be at the leading edge of the transformation.

    As a proud supporter of the National Action Alliance for Suici

    Admissions

    ![our team member](https://www.sweetstudy.com/questions/slide-3)

    Lighthouse Care Center of Augusta is located in Augusta, Georgia, which is nestled along the banks of the Savanna River. We provide treatment to children and adolescents experiencing emotional, behavioral and psychological issues. In addition to our clinical care services, we also provide a variety of recreational opportunities and an accredited on-campus school. We assist our patients in recovery by keeping their minds and bodies active and providing an opportunity for social interaction.

    If you are a clinical professional seeking behavioral health treatment for your patient, please use our
    [online referral form](https://lighthousecarecenters.com/admissions/professionals/).

    For questions about our services,
    [insurance coverage](https://lighthousecarecenters.com/admissions/insurance-information/) or to make a referral by phone, please call
    [706-651-0005](tel:706-651-0005).

    Important Admissions Documents

    ·
    [Admissions application and checklist](https://lighthousecarecenters.com/wp-content/uploads/2019/04/ARC-011-Admission-Application.pdf)

    ·
    [Acute unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/06/acute-consents-lighthouse-care-center-of-augusta.pdf)

    ·
    [Residential unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/04/RTC-Consents.pdf)

    ![help](https://www.sweetstudy.com/questions/slide-3)

    Get Help Today

    Please contact our admission department at
    [706-651-0005](tel:706-651-0005) for questions about insurance or to schedule a confidential, no-cost assessment. For a less immediate response, you may also use our
    [online contact form](https://lighthousecarecenters.com/admissions/).

    If you are experiencing a medical emergency, please dial 911 or seek the nearest emergency room right away.

    ## image1.jpeg

    ## image2.png

    **APA_Presentation_Template_APA_7.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/apa-presentation-template-apa-7-pptx-10155009)

    **## PreparationforFinalProjectAgencyPresentationConversation.docx**

    Preparation for Final Project Agency Presentation Conversation: Mission and Social Problem

    This week, you work outward from the micro to the mezzo when focusing on community contexts of practice. Next week, you extend further into the characteristics of macro practice when engaging more fully with how a social work agency’s mission may relate to a social problem. In your identification and analysis of community context this week, perhaps you see connections between these various features of practice?

    For this next Discussion in the Agency Presentation sequence, recall that you upload the indicated slide from your Agency Presentation for comparison and online Discussion this week, as well as possible Synchronous Video Conference Meeting Discussion
    **next** week.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/144284/modules/items/5685561)

    To Prepare

    · Develop the slide for the Week 9 Assignment, focusing on the agency's mission statement and how that connects to a social problem.

    · Recall that the goal of the Agency Presentation is to examine the characteristics of your agency in reference to the field of social work and the types of services offered to clients.

    ·
    **Note:** Your complete Week 9 Final Project submission requires a reference page. Be sure to continue compiling your reference list before your final submission next week.

    ASSIGNMENT BELOW Only one slide

    · Upload the slide from your Agency Presentation that relates to how the agency's mission statement connects to a social problem.

    · Identify other organizations, in the community, that also address this problem.

    · Identify challenges to meeting the needs of the community faced by your agency and the ways in which your agency meets those challenges.

    · Does your agency have to refer clients to organizations outside your community? Why?

    NOTE FROM STUDENT: ATTACHED separately WILL BE THE UNIVERSITY PPT SLIDE that the professors wants the information’s on. Please use one of the university slide that is attached.

    **Agency below.**

    Note: Light house treatment center of Augusta GA.

    **About Lighthouse Care Center of Augusta**

    Lighthouse Care Center of Augusta is a mental health treatment facility in Augusta, Georgia. Children, adolescents and adults who are struggling to cope with mental health concerns can receive support at this center. They provide partial hospitalization programs, medication management, crisis stabilization services and acute residential care to individuals over the age of five. The facility maintains the Joint Commission’s gold seal of approval accreditation, and they’re LegitScript certified.

    This clinic seeks to provide care to as many patients as possible, so they accept many types of insurance policies from Georgia Managed Medicaid, Aetna, and Cigna to UnitedHealthCare and Blue Cross-Blue Shield. If you find yourself out of network, then the facility will work with you on creating a single case agreement plan. This type of arrangement between your provider and the facility might allow you to get the coverage and care you need without having to search for a different facility or provider.

    One great thing about this facility is that they have an onsite school that can help children and adolescents meet their educational goals. The school, which is accredited by the Georgia Accrediting Commission, can help interested individuals receive their GED or high school diploma, learn independent living skills and build upon their vocational goals.

    Patients who seek help at the clinic will undergo an evaluation before being provided with an individualized treatment plan that considers their strengths and weaknesses. The facility can help patients who are experiencing anxiety, mood disorders, paranoia, depression, homicidal thoughts and self-harming behaviors. Behavioral Health Resources

    Admissions Documents

    ·
    [Admissions application and checklist](https://lighthousecarecenters.com/wp-content/uploads/2019/04/ARC-011-Admission-Application.pdf)

    ·
    [Acute unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/06/acute-consents-lighthouse-care-center-of-augusta.pdf)

    ·
    [Residential unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/04/RTC-Consents.pdf)

    Educational Documents

    ·
    [Complaint procedure](https://lighthousecarecenters.com/wp-content/uploads/2019/04/Complaint-procedures.pdf)

    ·
    [Student compact](https://lighthousecarecenters.com/wp-content/uploads/2019/04/Student-compact.pdf)

    ·
    [Parents’ Right to Know letter](https://lighthousecarecenters.com/wp-content/uploads/2019/04/Parents-Right-to-Know-letter.pdf)

    Action Alliance Partnership

    The National Action Alliance for Suicide Prevention, a public-private partnership, has partnered with Lighthouse Care Center of Augusta to strengthen the country’s clinical capacity to provide innovative suicide prevention and care. The partnership significantly advances one of the central priorities of the Action Alliance—to transform health systems and reduce suicides—and marks Lighthouse Care Center of Augusta’s commitment to be at the leading edge of the transformation.

    As a proud supporter of the National Action Alliance for Suici

    Admissions

    ![our team member](https://www.sweetstudy.com/questions/slide-3)

    Lighthouse Care Center of Augusta is located in Augusta, Georgia, which is nestled along the banks of the Savanna River. We provide treatment to children and adolescents experiencing emotional, behavioral and psychological issues. In addition to our clinical care services, we also provide a variety of recreational opportunities and an accredited on-campus school. We assist our patients in recovery by keeping their minds and bodies active and providing an opportunity for social interaction.

    If you are a clinical professional seeking behavioral health treatment for your patient, please use our
    [online referral form](https://lighthousecarecenters.com/admissions/professionals/).

    For questions about our services,
    [insurance coverage](https://lighthousecarecenters.com/admissions/insurance-information/) or to make a referral by phone, please call
    [706-651-0005](tel:706-651-0005).

    Important Admissions Documents

    ·
    [Admissions application and checklist](https://lighthousecarecenters.com/wp-content/uploads/2019/04/ARC-011-Admission-Application.pdf)

    ·
    [Acute unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/06/acute-consents-lighthouse-care-center-of-augusta.pdf)

    ·
    [Residential unit consent form](https://lighthousecarecenters.com/wp-content/uploads/2019/04/RTC-Consents.pdf)

    ![help](https://www.sweetstudy.com/questions/slide-3)

    Get Help Today

    Please contact our admission department at
    [706-651-0005](tel:706-651-0005) for questions about insurance or to schedule a confidential, no-cost assessment. For a less immediate response, you may also use our
    [online contact form](https://lighthousecarecenters.com/admissions/).

    If you are experiencing a medical emergency, please dial 911 or seek the nearest emergency room right away.

    ## image1.jpeg

    ## image2.png

    **APA_Presentation_Template_APA_7.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/apa-presentation-template-apa-7-pptx-10155009)

  • [Solved] select A model

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see instruction. – 2 years ago **files (2)** – ## Instruction-a2.pdf – selectamodel.pdf **## Instruction-a2.pdf** Develop a 3 page scholarly paper in which you describe the diagnosis you researched for the previous assessment, and then identify and analyze credible evidence that could be used…

    Instant Solution Download

    $6.99

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

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    Assignment Prompt & Instructions

    Please see instruction.

    – 2 years ago

    **files (2)**

    – ## Instruction-a2.pdf

    – selectamodel.pdf

    **## Instruction-a2.pdf**

    Develop a 3 page scholarly paper in which you describe the diagnosis you researched
    for the previous assessment, and then identify and analyze credible evidence that could
    be used as the basis for applying EBP to the issue.

    The goal of using evidence-based research findings is to enhance safety and quality of
    patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a
    nurse say, "why change it as we've always done it this way." However, this is no longer
    acceptable in today's practice environment. The profession of nursing has evolved, and
    the expectation is that the professional nurse has a scientific foundation to support the
    care that is provided. As the profession of nursing continues to evolve and engage in
    health care transformation, baccalaureate-prepared nurses are expanding taking on
    leadership roles that include incorporating EBPs. To be able to do this, the nurse needs
    to understand the criteria and makes a resource credible, as this is crucial when
    deciding if the research is valid and reliable for implementation into health care settings.
    The nurse will need to incorporate the use of evidence-based practice models. EBP
    models are designed to assist the nurse in developing a plan to gather evidence to
    answer a practice problem or question. It is a systematic approach to direct the user to
    incorporate scholarly findings into current practice. These EBP models lead the nurse
    through the decision-making process of evaluating the literature to determine the best
    practice evidence for the practice issue or question.

    It would be an excellent choice to complete the Vila Health Determining the Credibility of
    Evidence activity prior to developing the report. The activity is a media simulation that
    offers an opportunity to review a scenario and work on determining the credibility of
    presented evidence. These skills will be necessary to complete Assessment 2
    successfully. This media simulation is one potential source of context on which to base
    your assessment submission. This will take just a few minutes of your time and is not
    graded.

    Instruction:
    The purpose of this analysis is to better understand what constitutes credibility of journal
    articles as well as websites. The role of the baccalaureate-prepared nurse in
    incorporating evidence-based research continues to growth in clinical practice. As
    quality improvement (QI) measures to reduce safety risks continue to be emphasized,
    the need for evidence-based models and evidence-based templates is growing. This
    type of systematic approach to incorporating evidence-based findings allows nurses to
    make clinical and operational decisions based upon the best available evidence. When
    the most up-to-date evidence-based findings are utilized, patient-centered care
    improves outcomes and enhances the patient experience.

    Below is a quick review table of several well-known Evidence-Based Practice Models
    used to guide exploration:

    Iowa Model of Evidence-Based Practice

    Stetler Model

    Ottawa Model

    PARiHS (Promoting Action on Research Implementation in Health Services)
    Model

    ACE (Academic Center for Evidence-Based Practice) Star Model

    ARCC (Advancing Research and Clinical Practice Through Close
    Collaboration) Mode

    John Hopkins Model

    KTA (Knowledge-to-Action) Model

    For this assessment:

    ● Explain the criteria that should be used when determining the credibility of
    journal articles as well as websites.

    ● Support your explanations with references to the literature or research
    articles that describe criteria that should be used to determine credibility.

    ○ Your identification and determination of credibility should be
    done within the context of your chosen diagnosis for this
    assessment. Your initial identification of resources should be of
    resources that will best help address the presented diagnosis
    you selected. Since you are locating resources to help provide
    evidence-based care for the diagnosis/health care issue you
    identified in the first assessment, you may want to begin your
    literature and evidence search from the databases that were
    identified.

    Be sure to address the following in this assessment, which correspond to the grading
    criteria in the scoring guide. Please study the scoring guide carefully so that you will
    know what is needed for a distinguished score.

    ● Describe a chosen diagnosis that could benefit from an evidence-based
    approach.

    ● Explain criteria that should be considered when determining credibility of
    resources such as journal articles and websites.

    ● Analyze the credibility and relevance of evidence and resources within the
    context of a chosen diagnosis.

    ○ This is where you are selecting the specific resources to help
    address the diagnosis you selected for the first assessment.

    ● Identify the Evidence-Based Practice model and explain the importance of
    incorporating credible evidence into the EBP model used to address a
    chosen diagnosis. Review the literature below and choose the appropriate
    model for your diagnosis.

    ○ Selecting a model for evidence-based practice changes. [PDF]
    and Evidence-Based Practice Models help explain the various
    evidence-based nursing models.

    ● Communicate using writing that is clear, logical, and professional with
    correct grammar and spelling using current APA style.

    ● Number of references: Cite 3-5 sources of scholarly or professional evidence that
    support your findings and considerations. Resources should be no more than five
    years old.

    ● APA formatting: References and citations are formatted according to current APA
    style.

    scoring guide criteria:

    ● Competency 2: Analyze the relevance and potential effectiveness of
    evidence when making a decision.

    ○ Explain criteria that should be considered when determining
    credibility of resources such as journal articles and websites.

    ○ Analyze the credibility and relevance of evidence and
    resources within the context of a quality or safety issue, or a
    chosen diagnosis.

    ● Competency 3: Apply an evidence-based practice model to address a
    practice issue.

    ○ Identify an evidence-based practice model (such as Iowa,
    Stetler, John Hopkins, etc.) and explain the importance of

    [https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf](https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf)

    [https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1](https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1)

    incorporating credible evidence into an EBP model used to
    address a quality or safety issue, or a chosen diagnosis/health
    care issue.

    ● Competency 4: Plan care based on the best available evidence.
    ○ Describe a quality or safety issue, or a chosen diagnosis, that

    could benefit from an evidence-based approach.
    ● Competency 5: Apply professional, scholarly communication strategies to

    lead practice changes based on evidence.
    ○ Organize content so ideas flow logically with smooth

    transitions; contains few errors in grammar/punctuation, word
    choice, and spelling.

    ○ Apply APA formatting to in-text citations and references
    exhibiting nearly flawless adherence to APA format.

    **selectamodel.pdf**

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

    **selectamodel.pdf**

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

    **## Instruction-a2.pdf**

    Develop a 3 page scholarly paper in which you describe the diagnosis you researched
    for the previous assessment, and then identify and analyze credible evidence that could
    be used as the basis for applying EBP to the issue.

    The goal of using evidence-based research findings is to enhance safety and quality of
    patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a
    nurse say, "why change it as we've always done it this way." However, this is no longer
    acceptable in today's practice environment. The profession of nursing has evolved, and
    the expectation is that the professional nurse has a scientific foundation to support the
    care that is provided. As the profession of nursing continues to evolve and engage in
    health care transformation, baccalaureate-prepared nurses are expanding taking on
    leadership roles that include incorporating EBPs. To be able to do this, the nurse needs
    to understand the criteria and makes a resource credible, as this is crucial when
    deciding if the research is valid and reliable for implementation into health care settings.
    The nurse will need to incorporate the use of evidence-based practice models. EBP
    models are designed to assist the nurse in developing a plan to gather evidence to
    answer a practice problem or question. It is a systematic approach to direct the user to
    incorporate scholarly findings into current practice. These EBP models lead the nurse
    through the decision-making process of evaluating the literature to determine the best
    practice evidence for the practice issue or question.

    It would be an excellent choice to complete the Vila Health Determining the Credibility of
    Evidence activity prior to developing the report. The activity is a media simulation that
    offers an opportunity to review a scenario and work on determining the credibility of
    presented evidence. These skills will be necessary to complete Assessment 2
    successfully. This media simulation is one potential source of context on which to base
    your assessment submission. This will take just a few minutes of your time and is not
    graded.

    Instruction:
    The purpose of this analysis is to better understand what constitutes credibility of journal
    articles as well as websites. The role of the baccalaureate-prepared nurse in
    incorporating evidence-based research continues to growth in clinical practice. As
    quality improvement (QI) measures to reduce safety risks continue to be emphasized,
    the need for evidence-based models and evidence-based templates is growing. This
    type of systematic approach to incorporating evidence-based findings allows nurses to
    make clinical and operational decisions based upon the best available evidence. When
    the most up-to-date evidence-based findings are utilized, patient-centered care
    improves outcomes and enhances the patient experience.

    Below is a quick review table of several well-known Evidence-Based Practice Models
    used to guide exploration:

    Iowa Model of Evidence-Based Practice

    Stetler Model

    Ottawa Model

    PARiHS (Promoting Action on Research Implementation in Health Services)
    Model

    ACE (Academic Center for Evidence-Based Practice) Star Model

    ARCC (Advancing Research and Clinical Practice Through Close
    Collaboration) Mode

    John Hopkins Model

    KTA (Knowledge-to-Action) Model

    For this assessment:

    ● Explain the criteria that should be used when determining the credibility of
    journal articles as well as websites.

    ● Support your explanations with references to the literature or research
    articles that describe criteria that should be used to determine credibility.

    ○ Your identification and determination of credibility should be
    done within the context of your chosen diagnosis for this
    assessment. Your initial identification of resources should be of
    resources that will best help address the presented diagnosis
    you selected. Since you are locating resources to help provide
    evidence-based care for the diagnosis/health care issue you
    identified in the first assessment, you may want to begin your
    literature and evidence search from the databases that were
    identified.

    Be sure to address the following in this assessment, which correspond to the grading
    criteria in the scoring guide. Please study the scoring guide carefully so that you will
    know what is needed for a distinguished score.

    ● Describe a chosen diagnosis that could benefit from an evidence-based
    approach.

    ● Explain criteria that should be considered when determining credibility of
    resources such as journal articles and websites.

    ● Analyze the credibility and relevance of evidence and resources within the
    context of a chosen diagnosis.

    ○ This is where you are selecting the specific resources to help
    address the diagnosis you selected for the first assessment.

    ● Identify the Evidence-Based Practice model and explain the importance of
    incorporating credible evidence into the EBP model used to address a
    chosen diagnosis. Review the literature below and choose the appropriate
    model for your diagnosis.

    ○ Selecting a model for evidence-based practice changes. [PDF]
    and Evidence-Based Practice Models help explain the various
    evidence-based nursing models.

    ● Communicate using writing that is clear, logical, and professional with
    correct grammar and spelling using current APA style.

    ● Number of references: Cite 3-5 sources of scholarly or professional evidence that
    support your findings and considerations. Resources should be no more than five
    years old.

    ● APA formatting: References and citations are formatted according to current APA
    style.

    scoring guide criteria:

    ● Competency 2: Analyze the relevance and potential effectiveness of
    evidence when making a decision.

    ○ Explain criteria that should be considered when determining
    credibility of resources such as journal articles and websites.

    ○ Analyze the credibility and relevance of evidence and
    resources within the context of a quality or safety issue, or a
    chosen diagnosis.

    ● Competency 3: Apply an evidence-based practice model to address a
    practice issue.

    ○ Identify an evidence-based practice model (such as Iowa,
    Stetler, John Hopkins, etc.) and explain the importance of

    [https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf](https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf)

    [https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1](https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1)

    incorporating credible evidence into an EBP model used to
    address a quality or safety issue, or a chosen diagnosis/health
    care issue.

    ● Competency 4: Plan care based on the best available evidence.
    ○ Describe a quality or safety issue, or a chosen diagnosis, that

    could benefit from an evidence-based approach.
    ● Competency 5: Apply professional, scholarly communication strategies to

    lead practice changes based on evidence.
    ○ Organize content so ideas flow logically with smooth

    transitions; contains few errors in grammar/punctuation, word
    choice, and spelling.

    ○ Apply APA formatting to in-text citations and references
    exhibiting nearly flawless adherence to APA format.

    **selectamodel.pdf**

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

    **## Instruction-a2.pdf**

    Develop a 3 page scholarly paper in which you describe the diagnosis you researched
    for the previous assessment, and then identify and analyze credible evidence that could
    be used as the basis for applying EBP to the issue.

    The goal of using evidence-based research findings is to enhance safety and quality of
    patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a
    nurse say, "why change it as we've always done it this way." However, this is no longer
    acceptable in today's practice environment. The profession of nursing has evolved, and
    the expectation is that the professional nurse has a scientific foundation to support the
    care that is provided. As the profession of nursing continues to evolve and engage in
    health care transformation, baccalaureate-prepared nurses are expanding taking on
    leadership roles that include incorporating EBPs. To be able to do this, the nurse needs
    to understand the criteria and makes a resource credible, as this is crucial when
    deciding if the research is valid and reliable for implementation into health care settings.
    The nurse will need to incorporate the use of evidence-based practice models. EBP
    models are designed to assist the nurse in developing a plan to gather evidence to
    answer a practice problem or question. It is a systematic approach to direct the user to
    incorporate scholarly findings into current practice. These EBP models lead the nurse
    through the decision-making process of evaluating the literature to determine the best
    practice evidence for the practice issue or question.

    It would be an excellent choice to complete the Vila Health Determining the Credibility of
    Evidence activity prior to developing the report. The activity is a media simulation that
    offers an opportunity to review a scenario and work on determining the credibility of
    presented evidence. These skills will be necessary to complete Assessment 2
    successfully. This media simulation is one potential source of context on which to base
    your assessment submission. This will take just a few minutes of your time and is not
    graded.

    Instruction:
    The purpose of this analysis is to better understand what constitutes credibility of journal
    articles as well as websites. The role of the baccalaureate-prepared nurse in
    incorporating evidence-based research continues to growth in clinical practice. As
    quality improvement (QI) measures to reduce safety risks continue to be emphasized,
    the need for evidence-based models and evidence-based templates is growing. This
    type of systematic approach to incorporating evidence-based findings allows nurses to
    make clinical and operational decisions based upon the best available evidence. When
    the most up-to-date evidence-based findings are utilized, patient-centered care
    improves outcomes and enhances the patient experience.

    Below is a quick review table of several well-known Evidence-Based Practice Models
    used to guide exploration:

    Iowa Model of Evidence-Based Practice

    Stetler Model

    Ottawa Model

    PARiHS (Promoting Action on Research Implementation in Health Services)
    Model

    ACE (Academic Center for Evidence-Based Practice) Star Model

    ARCC (Advancing Research and Clinical Practice Through Close
    Collaboration) Mode

    John Hopkins Model

    KTA (Knowledge-to-Action) Model

    For this assessment:

    ● Explain the criteria that should be used when determining the credibility of
    journal articles as well as websites.

    ● Support your explanations with references to the literature or research
    articles that describe criteria that should be used to determine credibility.

    ○ Your identification and determination of credibility should be
    done within the context of your chosen diagnosis for this
    assessment. Your initial identification of resources should be of
    resources that will best help address the presented diagnosis
    you selected. Since you are locating resources to help provide
    evidence-based care for the diagnosis/health care issue you
    identified in the first assessment, you may want to begin your
    literature and evidence search from the databases that were
    identified.

    Be sure to address the following in this assessment, which correspond to the grading
    criteria in the scoring guide. Please study the scoring guide carefully so that you will
    know what is needed for a distinguished score.

    ● Describe a chosen diagnosis that could benefit from an evidence-based
    approach.

    ● Explain criteria that should be considered when determining credibility of
    resources such as journal articles and websites.

    ● Analyze the credibility and relevance of evidence and resources within the
    context of a chosen diagnosis.

    ○ This is where you are selecting the specific resources to help
    address the diagnosis you selected for the first assessment.

    ● Identify the Evidence-Based Practice model and explain the importance of
    incorporating credible evidence into the EBP model used to address a
    chosen diagnosis. Review the literature below and choose the appropriate
    model for your diagnosis.

    ○ Selecting a model for evidence-based practice changes. [PDF]
    and Evidence-Based Practice Models help explain the various
    evidence-based nursing models.

    ● Communicate using writing that is clear, logical, and professional with
    correct grammar and spelling using current APA style.

    ● Number of references: Cite 3-5 sources of scholarly or professional evidence that
    support your findings and considerations. Resources should be no more than five
    years old.

    ● APA formatting: References and citations are formatted according to current APA
    style.

    scoring guide criteria:

    ● Competency 2: Analyze the relevance and potential effectiveness of
    evidence when making a decision.

    ○ Explain criteria that should be considered when determining
    credibility of resources such as journal articles and websites.

    ○ Analyze the credibility and relevance of evidence and
    resources within the context of a quality or safety issue, or a
    chosen diagnosis.

    ● Competency 3: Apply an evidence-based practice model to address a
    practice issue.

    ○ Identify an evidence-based practice model (such as Iowa,
    Stetler, John Hopkins, etc.) and explain the importance of

    [https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf](https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf)

    [https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1](https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1)

    incorporating credible evidence into an EBP model used to
    address a quality or safety issue, or a chosen diagnosis/health
    care issue.

    ● Competency 4: Plan care based on the best available evidence.
    ○ Describe a quality or safety issue, or a chosen diagnosis, that

    could benefit from an evidence-based approach.
    ● Competency 5: Apply professional, scholarly communication strategies to

    lead practice changes based on evidence.
    ○ Organize content so ideas flow logically with smooth

    transitions; contains few errors in grammar/punctuation, word
    choice, and spelling.

    ○ Apply APA formatting to in-text citations and references
    exhibiting nearly flawless adherence to APA format.

    **selectamodel.pdf**

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

  • [Solved] SDOH AND SOCIAL CHANGE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK8Discussion8114.docx **## WK8Discussion8114.docx** "A good intention, with a bad approach, often leads to a poor result." ―Thomas Edison ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/sdoh…

    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

    – 2 years ago

    **files (1)**

    – ## WK8Discussion8114.docx

    **## WK8Discussion8114.docx**

    "A good intention, with a bad approach, often leads to a poor result."

    ―Thomas Edison

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/sdoh-and-social-change)

    The U.S. Department of Health and Human Services (HHS) has identified five areas that impact one’s social determinants of health (SDOH), which include economic stability, education, social and community context, health and healthcare, and neighborhood and surrounding environment (ODPHP, 2020). And although the United States spends more money on healthcare than other highly industrialized countries, according to the National Academies of Sciences, Engineering, and Medicine (2021), it has some of the poorest health outcomes of other developed countries.

    As nurses, we identify the inequities that affect our patients outside of medical care, such as lack of money to purchase needed medications, transportation, food insecurity, poor housing, and fear of safety in the neighborhood. Because of these factors, understanding the impact of the SDOH, in shaping one’s health, is critical to today’s nursing workforce.

    As noted in the introductory quote from Thomas Edison, addressing SDOH and developing strategies with good intentions and a bad approach, to promote positive social change, may not help the patient, the community, nor the organization. Planning for change by using a translation model, instead, assists the organization and ensures that a variety of stakeholders have plan input, implementation time is decreased, and outcomes are clearly identified.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146995/modules/items/5647162)

    To Prepare

    · Review the Week 8 Learning Resources. Pay particular attention to Chapter 10 and Appendix A in the Dang, et al. text. Also, review the three exemplars provided in the White et al. text.

    · Select an organization with which you are familiar that went through a practice change to address a practice or organization issue.
    **Note:** You may reuse organizations and/or issues that you selected earlier in this course. Or you may select new ones.

    · Consider how SDOH and positive social change relate to the issue you selected.

    · Consider how the approaches used by the organization to address the practice or organization issue were decided upon and received, as well as if the outcome was satisfactory or not.

    By Day 3 Of Week 8

    **Post** the following:

    · Identify the organization you selected. Describe the practice or organization issue you selected.

    · Explain how SDOH relates to the issue you selected. Be specific and provide examples.

    · Were SDOH addressed? If so, in what ways?

    · Did positive social change occur? Why or why not?

    · Using Appendix A from the Dang et al. text. Briefly describe the steps that were followed and/or missing in the organization’s approach to the practice or organization change.

    · Were the outcomes positive or negative?

    · If the outcome was less than satisfactory, what could have been done differently to achieve a better outcome? Be specific and provide examples.

    · If the outcome was satisfactory, what key actions were taken that led to this positive outcome? Be specific and provide examples.

    · How was the change measured, if at all? In what ways were the outcomes evaluated? Be specific and provide examples.

    **Note:** Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.

    **Read** a selection of your colleagues’ posts.

    ## image1.jpeg

    **## WK8Discussion8114.docx**

    "A good intention, with a bad approach, often leads to a poor result."

    ―Thomas Edison

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/sdoh-and-social-change)

    The U.S. Department of Health and Human Services (HHS) has identified five areas that impact one’s social determinants of health (SDOH), which include economic stability, education, social and community context, health and healthcare, and neighborhood and surrounding environment (ODPHP, 2020). And although the United States spends more money on healthcare than other highly industrialized countries, according to the National Academies of Sciences, Engineering, and Medicine (2021), it has some of the poorest health outcomes of other developed countries.

    As nurses, we identify the inequities that affect our patients outside of medical care, such as lack of money to purchase needed medications, transportation, food insecurity, poor housing, and fear of safety in the neighborhood. Because of these factors, understanding the impact of the SDOH, in shaping one’s health, is critical to today’s nursing workforce.

    As noted in the introductory quote from Thomas Edison, addressing SDOH and developing strategies with good intentions and a bad approach, to promote positive social change, may not help the patient, the community, nor the organization. Planning for change by using a translation model, instead, assists the organization and ensures that a variety of stakeholders have plan input, implementation time is decreased, and outcomes are clearly identified.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146995/modules/items/5647162)

    To Prepare

    · Review the Week 8 Learning Resources. Pay particular attention to Chapter 10 and Appendix A in the Dang, et al. text. Also, review the three exemplars provided in the White et al. text.

    · Select an organization with which you are familiar that went through a practice change to address a practice or organization issue.
    **Note:** You may reuse organizations and/or issues that you selected earlier in this course. Or you may select new ones.

    · Consider how SDOH and positive social change relate to the issue you selected.

    · Consider how the approaches used by the organization to address the practice or organization issue were decided upon and received, as well as if the outcome was satisfactory or not.

    By Day 3 Of Week 8

    **Post** the following:

    · Identify the organization you selected. Describe the practice or organization issue you selected.

    · Explain how SDOH relates to the issue you selected. Be specific and provide examples.

    · Were SDOH addressed? If so, in what ways?

    · Did positive social change occur? Why or why not?

    · Using Appendix A from the Dang et al. text. Briefly describe the steps that were followed and/or missing in the organization’s approach to the practice or organization change.

    · Were the outcomes positive or negative?

    · If the outcome was less than satisfactory, what could have been done differently to achieve a better outcome? Be specific and provide examples.

    · If the outcome was satisfactory, what key actions were taken that led to this positive outcome? Be specific and provide examples.

    · How was the change measured, if at all? In what ways were the outcomes evaluated? Be specific and provide examples.

    **Note:** Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.

    **Read** a selection of your colleagues’ posts.

    ## image1.jpeg

  • [Solved] Ro week 2 assignmnt

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    Ro week 2 assignment – 2 years ago **files (1)** – ## NU621Unit2AnemiaAssignment1.pdf **## NU621Unit2AnemiaAssignment1.pdf** Anemia Classification Instructions: For each of the scenarios below, identify the following: 1. Type of anemia a. Folate Deficiency b. Anemia of Inflammation c. Iron Deficien…

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    Assignment Prompt & Instructions

    Ro week 2 assignment

    – 2 years ago

    **files (1)**

    – ## NU621Unit2AnemiaAssignment1.pdf

    **## NU621Unit2AnemiaAssignment1.pdf**

    Anemia Classification

    Instructions:

    For each of the scenarios below, identify the following:

    1. Type of anemia
    a. Folate Deficiency
    b. Anemia of Inflammation
    c. Iron Deficiency Anemia
    d. Vitamin B12 Deficiency
    e. Thalassemia

    2. Classification of anemia
    a. Microcytic-hypochromic
    b. Macrocytic-normochromic
    c. Normocytic-normochromic

    3. After identifying the type and class, describe the pathophysiology of each of the
    anemias.

    Use the following normal CBC ranges

    WBC 4500-11,000/mm³

    RBC Male: 4.3-5.9 million/mm³
    Female: 3.5-5.5 million/mm³

    Hemoglobin Male: 13.5-17.5 g/dL
    Female: 12.0-16.0 g/dL

    Hematocrit Male: 41%-53%
    Female: 36%-46%

    Mean corpuscular volume 80-100 µ³

    Mean corpuscular hemoglobin concentration 32-36 g/dL

    Serum iron Males: 50-150 mcg/dL
    Females: 35-145 mcg/dL

    Ferritin Males: 30-400 ng/mL
    Females: 13-150 ng/mL

    Total iron-binding capacity 240-450 mcg/dL

    Transferrin saturation Males: 20-50%
    Females: 15-50%

    Reticulocyte count 0.5-2.17%

    Vitamin B12 160-950 pg/mL

    Folate 2.7-17.0 ng/mL

    Scenario 1

    • Hemoglobin (Hgb): 9.5 g/dL
    • Hematocrit (Hct): 28%
    • Mean Corpuscular Volume (MCV): 68 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
    • Serum Iron: 25 mcg/dL
    • Ferritin: 10 ng/mL
    • Total Iron-Binding Capacity (TIBC): 470 mcg/dL
    • Transferrin Saturation: 5%
    • Reticulocyte Count: 1%

    Scenario 2

    • Hemoglobin (Hgb): 8.9 g/dL
    • Hematocrit (Hct): 26%
    • Mean Corpuscular Volume (MCV): 115 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Vitamin B12: 120 pg/mL
    • Folate: 6 ng/mL
    • Reticulocyte Count: 0.3%

    Scenario 3

    • Hemoglobin (Hgb): 9.1 g/dL
    • Hematocrit (Hct): 27%
    • Mean Corpuscular Volume (MCV): 112 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
    • Serum Folate: 1.8 ng/mL
    • Vitamin B12: 380 pg/mL
    • Reticulocyte Count: 1.2%

    Scenario 4

    • Hemoglobin (Hgb): 10.5 g/dL
    • Hematocrit (Hct): 32%
    • Mean Corpuscular Volume (MCV): 80 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Iron: 30 mcg/dL
    • Ferritin: 500 ng/mL
    • Total Iron-Binding Capacity (TIBC): 220 mcg/dL
    • Transferrin Saturation: 12%
    • Reticulocyte Count: 1%

    Scenario 5

    • Hemoglobin (Hgb): 10.0 g/dL
    • Hematocrit (Hct): 30%
    • Mean Corpuscular Volume (MCV): 65 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
    • Serum Iron: 80 mcg/dL
    • Ferritin: 150 ng/mL
    • Total Iron-Binding Capacity (TIBC): 300 mcg/dL
    • Transferrin Saturation: 27%

    **## NU621Unit2AnemiaAssignment1.pdf**

    Anemia Classification

    Instructions:

    For each of the scenarios below, identify the following:

    1. Type of anemia
    a. Folate Deficiency
    b. Anemia of Inflammation
    c. Iron Deficiency Anemia
    d. Vitamin B12 Deficiency
    e. Thalassemia

    2. Classification of anemia
    a. Microcytic-hypochromic
    b. Macrocytic-normochromic
    c. Normocytic-normochromic

    3. After identifying the type and class, describe the pathophysiology of each of the
    anemias.

    Use the following normal CBC ranges

    WBC 4500-11,000/mm³

    RBC Male: 4.3-5.9 million/mm³
    Female: 3.5-5.5 million/mm³

    Hemoglobin Male: 13.5-17.5 g/dL
    Female: 12.0-16.0 g/dL

    Hematocrit Male: 41%-53%
    Female: 36%-46%

    Mean corpuscular volume 80-100 µ³

    Mean corpuscular hemoglobin concentration 32-36 g/dL

    Serum iron Males: 50-150 mcg/dL
    Females: 35-145 mcg/dL

    Ferritin Males: 30-400 ng/mL
    Females: 13-150 ng/mL

    Total iron-binding capacity 240-450 mcg/dL

    Transferrin saturation Males: 20-50%
    Females: 15-50%

    Reticulocyte count 0.5-2.17%

    Vitamin B12 160-950 pg/mL

    Folate 2.7-17.0 ng/mL

    Scenario 1

    • Hemoglobin (Hgb): 9.5 g/dL
    • Hematocrit (Hct): 28%
    • Mean Corpuscular Volume (MCV): 68 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
    • Serum Iron: 25 mcg/dL
    • Ferritin: 10 ng/mL
    • Total Iron-Binding Capacity (TIBC): 470 mcg/dL
    • Transferrin Saturation: 5%
    • Reticulocyte Count: 1%

    Scenario 2

    • Hemoglobin (Hgb): 8.9 g/dL
    • Hematocrit (Hct): 26%
    • Mean Corpuscular Volume (MCV): 115 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Vitamin B12: 120 pg/mL
    • Folate: 6 ng/mL
    • Reticulocyte Count: 0.3%

    Scenario 3

    • Hemoglobin (Hgb): 9.1 g/dL
    • Hematocrit (Hct): 27%
    • Mean Corpuscular Volume (MCV): 112 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
    • Serum Folate: 1.8 ng/mL
    • Vitamin B12: 380 pg/mL
    • Reticulocyte Count: 1.2%

    Scenario 4

    • Hemoglobin (Hgb): 10.5 g/dL
    • Hematocrit (Hct): 32%
    • Mean Corpuscular Volume (MCV): 80 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
    • Serum Iron: 30 mcg/dL
    • Ferritin: 500 ng/mL
    • Total Iron-Binding Capacity (TIBC): 220 mcg/dL
    • Transferrin Saturation: 12%
    • Reticulocyte Count: 1%

    Scenario 5

    • Hemoglobin (Hgb): 10.0 g/dL
    • Hematocrit (Hct): 30%
    • Mean Corpuscular Volume (MCV): 65 fL
    • Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
    • Serum Iron: 80 mcg/dL
    • Ferritin: 150 ng/mL
    • Total Iron-Binding Capacity (TIBC): 300 mcg/dL
    • Transferrin Saturation: 27%

  • [Solved] Social Science Discussion Thread: Responsibilities of Governing Bodies in Sport (Assignment 1)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Lam (2014) states the following: “The major responsibilities of sports governing bodies are to establish rules for the sport, to develop and promote it, to widen its popularity and to represent the sport and those involved in it. These goals can only be achieved through good governance and to ensure…

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    Lam (2014) states the following: “The major responsibilities of sports governing bodies are to establish rules for the sport, to develop and promote it, to widen its popularity and to represent the sport and those involved in it. These goals can only be achieved through good governance and to ensure that the principles of democracy, independence, fairness, solidarity and transparency are respected. Governing bodies should recognize that they hold the power to govern their sports as trustees. This power is primarily vested in the members and exercised by them directly or indirectly through a system of representation. Governing bodies, therefore, should provide a clear statement of the roles and functions they perform to support their members and other groups with a legitimate interest in their activities” (p. 24).

    Today’s sport governing agencies face a myriad of issues related to participation, integrity, and development. Select a sport governance organization from the following list: IOC, USOC, NCAA, NHL, NBA, MLB, NFL, NFHS, Pop Warner, USA Basketball (or another sport). Explain, providing specific examples, how the organization is fulfilling its responsibilities well.

    – [\
    \
    DiscussionAssignmentInstructions13.docx](https://www.sweetstudy.com/files/discussionassignmentinstructions13-docx-10154283 "DiscussionAssignmentInstructions13.docx")
    – [\
    \
    RolesofGovernanceinSportOrganizations.pdf](https://www.sweetstudy.com/files/rolesofgovernanceinsportorganizations-pdf "RolesofGovernanceinSportOrganizations.pdf")

    – 2 years ago

  • [Solved] Social Science Current Policy Area: Scholastic Sport Assignment (Assignment 2)

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    High school sports are an important part of cities and towns all across the United States. Choose a current policy area from the following within the context of scholastic sport: eligibility; amateurism; gender equity; participation by athletes with disabilities; alcohol, drug, and tobacco use; or f…

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    Assignment Prompt & Instructions

    High school sports are an important part of cities and towns all across the United States. Choose

    a current policy area from the following within the context of scholastic sport: eligibility;

    amateurism; gender equity; participation by athletes with disabilities; alcohol, drug, and tobacco

    use; or funding.

    – [\
    \
    CurrentPolicyAreaScholasticSportAssignmentInstructions.docx](https://www.sweetstudy.com/files/currentpolicyareascholasticsportassignmentinstructions-docx "CurrentPolicyAreaScholasticSportAssignmentInstructions.docx")
    – [\
    \
    CURRENTPOLICYAREAS.docx](https://www.sweetstudy.com/files/currentpolicyareas-docx "CURRENTPOLICYAREAS.docx")

    – 2 years ago

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – 2 years ago **files (1)** – MBA580SalesForecast.xlsx **MBA580SalesForecast.xlsx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mba580salesforecast-xlsx-10157681) *…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    – 2 years ago

    **files (1)**

    – MBA580SalesForecast.xlsx

    **MBA580SalesForecast.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mba580salesforecast-xlsx-10157681)

    **MBA580SalesForecast.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mba580salesforecast-xlsx-10157681)