My Blog

Tag: Homework Solution

  • [Solved] Nursing leadership assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – leadershipassign.docx **leadershipassign.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/leadershipassign-docx) **leadershipassign.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/f…

    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)**

    – leadershipassign.docx

    **leadershipassign.docx**

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

    **leadershipassign.docx**

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

  • [Solved] PLAGIARISM FREE IN 15 HOURS or LESS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Respond to at least two of your peers’ posts by completing the [peer evaluation form](https://uagc.instructure.com/courses/140929/files/22625651/?wrap=1) (ATTACHED) – 2 years ago **files (1)** – ## PeertoPeerEvaluationForm7.22KB1.doc **## PeertoPeerEvaluationForm7.22KB1.doc** [removed] **## Peerto…

    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

    Respond to at least two of your peers’ posts by completing the [peer evaluation form](https://uagc.instructure.com/courses/140929/files/22625651/?wrap=1) (ATTACHED)

    – 2 years ago

    **files (1)**

    – ## PeertoPeerEvaluationForm7.22KB1.doc

    **## PeertoPeerEvaluationForm7.22KB1.doc**

    [removed]

    **## PeertoPeerEvaluationForm7.22KB1.doc**

    [removed]

  • [Solved] Applied Sciences Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ### Submission Type: 3-to-4-page paper and PICOT template Details: Draft three PICOT questions for clinical issues of your interest and submit them for approval. Download and fill out the PICOT [template](https://canvas.westcoastuniversity.edu/courses/56315/files/24546013?wrap=1) [Download template]…

    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

    ### Submission Type:

    3-to-4-page paper and PICOT template

    Details: Draft three PICOT questions for clinical issues of your interest and submit them for approval.  Download and fill out the PICOT [template](https://canvas.westcoastuniversity.edu/courses/56315/files/24546013?wrap=1) [Download  template](https://canvas.westcoastuniversity.edu/courses/56315/files/24546013/download?download_frd=1) to submit with this paper.

    **The PICOT Questions**

    This assignment should be 3-4 pages (not including the title or references pages) and shall consist of the following components:

    – _Title Page:_ In APA format
    – _Introduction:_ include a summary of the primary intent of your paper
    – _Problem Statement:_ Fully describe the primary problem you are addressing as part of your potential EBP Project. Integrate contemporary/scholarly evidence (no more than five years old) to support the need for change.
    – _Improved PICOT Questions:_Focused, searchable, and answerable PICOT questions should include the following:

    – _Population of Interest:_ Describe your population of interest.
    – _Intervention of Interest:_ Describe your intervention of interest.
    – _Evidence:_ Evidence from the literature must be present with at least 3 scholarly references to support the evidence-based practice intervention.
    – _Comparison of Interest:_ Describe your comparison of interest.
    – _Outcome of Interest:_ Describe your outcome of interest. Is it measurable? Is the tool that you will use to measure outcomes proven reliable and valid?
    – _Timeframe:_ Briefly identify the timeframe associated with the implementation phase of your project.
    – _Conclusion:_ Summarize the key points you made within your paper without introducing any new information in this section.
    – _References Page:_ In APA format

    – 2 years ago

  • [Solved] Political Science homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (6)** – ## Week2WritingAssignmentinstrucions.docx – ## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx – M2Graphingactivity–SOLUTIONlearningactivity4.xlsx – M1Excelprep–SOLUTIONlearningactivity1.xlsx – M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx – M1Datacleanandsort–…

    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 (6)**

    – ## Week2WritingAssignmentinstrucions.docx

    – ## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx

    – M2Graphingactivity–SOLUTIONlearningactivity4.xlsx
    – M1Excelprep–SOLUTIONlearningactivity1.xlsx
    – M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx
    – M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx

    **## Week2WritingAssignmentinstrucions.docx**

    Writing Assignment #1

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/political-science-homework-20876905)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | This is a comparitive writing assignment.<br>You are to take one song covered in the Native American Music Class ( <br>**Devil come down Sunday by derek miller**) and compare it to one song from the African Music Class (<br>**Yekatit – Mulatu Astatke, 1974**)<br> <br>The writing should be no less than 3 pages (750 or so words)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's on line collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials. |

    Bottom of Form

    Rubric

    This is a super basic rubric – I don't make you jump through a bunch of hoops but what I do expect is that you take the time to engage with the material and write thoughtfully and clearly.

    Overall, I'm looking for you to show me that you understand the things that we are discussing and can apply those concepts to your own understanding of music and music listening.

    All of my grading is reductive — I assume everybody will get 10/10 before I start reading and then take points off if needed.

    Starting Points

    You do what’s asked –2 songs, one from each lecture , at least 3 pages long, bibliography, both compare and contrast the songs, offer equal opinion and insight into both songs, offer proper support for information =10 pts before deductions.

    Miss major elements –only one song, songs aren't from the lectures , no bibliography, 1.5 pages or less = 5 points before deductions.

    Examples of deductions include –unsupported/wrong information— incorrect citations — obviously poor effort — repeating the same thing over and over— etc, etc.

    Remember,  any amount of plagiarism including using AI to generate text is unacceptable – remember – your opinions and understanding of music have value even if you struggle expressing yourself.

    Of course don't hesitate to contact me with any questions and if you have trouble with writing and would like some help, please contact the
    [Writing Centre](https://www.nu.edu/student-services/writing-center/)

    **Personal info to help with the paper:**

    I love jazz and how it got me through difficult times growing up in Queens New York and through my 17 and a half years in the navy.

    ## image1.gif

    **## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx**

    ## Sheet1

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | EarthMover Project |

    | "Current project has a critical path of 30 weeks. You must complete the job by at least week 26!" |

    | | | NORMAL | | | CRASH |
    | | Activity | Time (weeks) | Cost | | Best Time (weeks) | Activity Crash Cost ($) | Time reduction (weeks) | Crash Cost ($/week) |
    | | A | 6 | $ 80,000 | | 5 | $ 15,000 | 1 | $ 15,000 |
    | | B | 4 | $ 100,000 | | 4 | $ – 0 | 0 | |
    | | C | 3 | $ 50,000 | | 2 | $ 50,000 | 1 | $ 50,000 |
    | | D | 6 | $ 150,000 | | 3 | $ 150,000 | 3 | $ 50,000 |
    | | E | 3 | $ 180,000 | | 2 | $ 70,000 | 1 | $ 70,000 |
    | | F | 10 | $ 300,000 | | 7 | $ 180,000 | 3 | $ 60,000 |
    | | G | 2 | $ 100,000 | | 2 | $ – 0 | 0 | |
    | | H | 6 | $ 450,000 | | 5 | $ 350,000 | 1 | $ 350,000 |
    | | I | 8 | $ 350,000 | | 4 | $ 300,000 | 4 | $ 75,000 |

    | | | Goal to complete by: | 26 | weeks | <—- Change this goal from the currect 30 weeks to the new 26 week target! |
    | Objective Function | | | | | Then run SOLVER to find the least expensive way to reach your goal !!! |
    | | Min cost to CRASH | | $ 195,000 | | <—- Your answer will be shown here! |
    | Xi = earliest finish time for activity i | | | EF-limit | | Yi = the amount of time activity i is crashed | | | Max crash available | | New time |
    | A | 5 | = | 5 | weeks | A | 1 | <= | 1 | A | 5 | weeks |
    | B | 9 | = | 9 | weeks | B | 0 | <= | 0 | B | 4 | weeks |
    | C | 8 | = | 8 | weeks | C | 0 | <= | 1 | C | 3 | weeks |
    | D | 15 | = | 15 | weeks | D | 0 | <= | 3 | D | 6 | weeks |
    | E | 12 | = | 12 | weeks | E | 0 | <= | 1 | E | 3 | weeks |
    | F | 16 | = | 16 | weeks | F | 3 | <= | 3 | F | 7 | weeks |
    | G | 18 | = | 18 | weeks | G | 0 | <= | 0 | G | 2 | weeks |
    | H | 24 | = | 24 | weeks | H | 0 | <= | 1 | H | 6 | weeks |
    | I | 26 | = | 26 | weeks | I | 0 | <= | 4 | I | 8 | weeks |
    | | | Note: | EF = EF of previous + t | | | | Non-negativity constraints |
    | | | | New t = Original t – Crash |
    | | New Finish time | | Goal |
    | H | 24 | <= | 26 |
    | I | 26 | <= | 26 |

    **M2Graphingactivity–SOLUTIONlearningactivity4.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2graphingactivity-solutionlearningactivity4-xlsx)

    **M1Excelprep–SOLUTIONlearningactivity1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1excelprep-solutionlearningactivity1-xlsx)

    **M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2porta-vac-solutionlearningactivity5-xlsx)

    **M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1datacleanandsort-solutionlearningactivity2-xlsx)

    **M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1datacleanandsort-solutionlearningactivity2-xlsx)

    **## Week2WritingAssignmentinstrucions.docx**

    Writing Assignment #1

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/political-science-homework-20876905)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | This is a comparitive writing assignment.<br>You are to take one song covered in the Native American Music Class ( <br>**Devil come down Sunday by derek miller**) and compare it to one song from the African Music Class (<br>**Yekatit – Mulatu Astatke, 1974**)<br> <br>The writing should be no less than 3 pages (750 or so words)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's on line collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials. |

    Bottom of Form

    Rubric

    This is a super basic rubric – I don't make you jump through a bunch of hoops but what I do expect is that you take the time to engage with the material and write thoughtfully and clearly.

    Overall, I'm looking for you to show me that you understand the things that we are discussing and can apply those concepts to your own understanding of music and music listening.

    All of my grading is reductive — I assume everybody will get 10/10 before I start reading and then take points off if needed.

    Starting Points

    You do what’s asked –2 songs, one from each lecture , at least 3 pages long, bibliography, both compare and contrast the songs, offer equal opinion and insight into both songs, offer proper support for information =10 pts before deductions.

    Miss major elements –only one song, songs aren't from the lectures , no bibliography, 1.5 pages or less = 5 points before deductions.

    Examples of deductions include –unsupported/wrong information— incorrect citations — obviously poor effort — repeating the same thing over and over— etc, etc.

    Remember,  any amount of plagiarism including using AI to generate text is unacceptable – remember – your opinions and understanding of music have value even if you struggle expressing yourself.

    Of course don't hesitate to contact me with any questions and if you have trouble with writing and would like some help, please contact the
    [Writing Centre](https://www.nu.edu/student-services/writing-center/)

    **Personal info to help with the paper:**

    I love jazz and how it got me through difficult times growing up in Queens New York and through my 17 and a half years in the navy.

    ## image1.gif

    **## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx**

    ## Sheet1

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | EarthMover Project |

    | "Current project has a critical path of 30 weeks. You must complete the job by at least week 26!" |

    | | | NORMAL | | | CRASH |
    | | Activity | Time (weeks) | Cost | | Best Time (weeks) | Activity Crash Cost ($) | Time reduction (weeks) | Crash Cost ($/week) |
    | | A | 6 | $ 80,000 | | 5 | $ 15,000 | 1 | $ 15,000 |
    | | B | 4 | $ 100,000 | | 4 | $ – 0 | 0 | |
    | | C | 3 | $ 50,000 | | 2 | $ 50,000 | 1 | $ 50,000 |
    | | D | 6 | $ 150,000 | | 3 | $ 150,000 | 3 | $ 50,000 |
    | | E | 3 | $ 180,000 | | 2 | $ 70,000 | 1 | $ 70,000 |
    | | F | 10 | $ 300,000 | | 7 | $ 180,000 | 3 | $ 60,000 |
    | | G | 2 | $ 100,000 | | 2 | $ – 0 | 0 | |
    | | H | 6 | $ 450,000 | | 5 | $ 350,000 | 1 | $ 350,000 |
    | | I | 8 | $ 350,000 | | 4 | $ 300,000 | 4 | $ 75,000 |

    | | | Goal to complete by: | 26 | weeks | <—- Change this goal from the currect 30 weeks to the new 26 week target! |
    | Objective Function | | | | | Then run SOLVER to find the least expensive way to reach your goal !!! |
    | | Min cost to CRASH | | $ 195,000 | | <—- Your answer will be shown here! |
    | Xi = earliest finish time for activity i | | | EF-limit | | Yi = the amount of time activity i is crashed | | | Max crash available | | New time |
    | A | 5 | = | 5 | weeks | A | 1 | <= | 1 | A | 5 | weeks |
    | B | 9 | = | 9 | weeks | B | 0 | <= | 0 | B | 4 | weeks |
    | C | 8 | = | 8 | weeks | C | 0 | <= | 1 | C | 3 | weeks |
    | D | 15 | = | 15 | weeks | D | 0 | <= | 3 | D | 6 | weeks |
    | E | 12 | = | 12 | weeks | E | 0 | <= | 1 | E | 3 | weeks |
    | F | 16 | = | 16 | weeks | F | 3 | <= | 3 | F | 7 | weeks |
    | G | 18 | = | 18 | weeks | G | 0 | <= | 0 | G | 2 | weeks |
    | H | 24 | = | 24 | weeks | H | 0 | <= | 1 | H | 6 | weeks |
    | I | 26 | = | 26 | weeks | I | 0 | <= | 4 | I | 8 | weeks |
    | | | Note: | EF = EF of previous + t | | | | Non-negativity constraints |
    | | | | New t = Original t – Crash |
    | | New Finish time | | Goal |
    | H | 24 | <= | 26 |
    | I | 26 | <= | 26 |

    **M2Graphingactivity–SOLUTIONlearningactivity4.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2graphingactivity-solutionlearningactivity4-xlsx)

    **M1Excelprep–SOLUTIONlearningactivity1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1excelprep-solutionlearningactivity1-xlsx)

    **M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2porta-vac-solutionlearningactivity5-xlsx)

    **M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1datacleanandsort-solutionlearningactivity2-xlsx)

    **## Week2WritingAssignmentinstrucions.docx**

    Writing Assignment #1

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/political-science-homework-20876905)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | This is a comparitive writing assignment.<br>You are to take one song covered in the Native American Music Class ( <br>**Devil come down Sunday by derek miller**) and compare it to one song from the African Music Class (<br>**Yekatit – Mulatu Astatke, 1974**)<br> <br>The writing should be no less than 3 pages (750 or so words)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's on line collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials. |

    Bottom of Form

    Rubric

    This is a super basic rubric – I don't make you jump through a bunch of hoops but what I do expect is that you take the time to engage with the material and write thoughtfully and clearly.

    Overall, I'm looking for you to show me that you understand the things that we are discussing and can apply those concepts to your own understanding of music and music listening.

    All of my grading is reductive — I assume everybody will get 10/10 before I start reading and then take points off if needed.

    Starting Points

    You do what’s asked –2 songs, one from each lecture , at least 3 pages long, bibliography, both compare and contrast the songs, offer equal opinion and insight into both songs, offer proper support for information =10 pts before deductions.

    Miss major elements –only one song, songs aren't from the lectures , no bibliography, 1.5 pages or less = 5 points before deductions.

    Examples of deductions include –unsupported/wrong information— incorrect citations — obviously poor effort — repeating the same thing over and over— etc, etc.

    Remember,  any amount of plagiarism including using AI to generate text is unacceptable – remember – your opinions and understanding of music have value even if you struggle expressing yourself.

    Of course don't hesitate to contact me with any questions and if you have trouble with writing and would like some help, please contact the
    [Writing Centre](https://www.nu.edu/student-services/writing-center/)

    **Personal info to help with the paper:**

    I love jazz and how it got me through difficult times growing up in Queens New York and through my 17 and a half years in the navy.

    ## image1.gif

    **## M2EarthmoverProjectPlan–SOLUTIONlearningactivity6.xlsx**

    ## Sheet1

    | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — |
    | EarthMover Project |

    | "Current project has a critical path of 30 weeks. You must complete the job by at least week 26!" |

    | | | NORMAL | | | CRASH |
    | | Activity | Time (weeks) | Cost | | Best Time (weeks) | Activity Crash Cost ($) | Time reduction (weeks) | Crash Cost ($/week) |
    | | A | 6 | $ 80,000 | | 5 | $ 15,000 | 1 | $ 15,000 |
    | | B | 4 | $ 100,000 | | 4 | $ – 0 | 0 | |
    | | C | 3 | $ 50,000 | | 2 | $ 50,000 | 1 | $ 50,000 |
    | | D | 6 | $ 150,000 | | 3 | $ 150,000 | 3 | $ 50,000 |
    | | E | 3 | $ 180,000 | | 2 | $ 70,000 | 1 | $ 70,000 |
    | | F | 10 | $ 300,000 | | 7 | $ 180,000 | 3 | $ 60,000 |
    | | G | 2 | $ 100,000 | | 2 | $ – 0 | 0 | |
    | | H | 6 | $ 450,000 | | 5 | $ 350,000 | 1 | $ 350,000 |
    | | I | 8 | $ 350,000 | | 4 | $ 300,000 | 4 | $ 75,000 |

    | | | Goal to complete by: | 26 | weeks | <—- Change this goal from the currect 30 weeks to the new 26 week target! |
    | Objective Function | | | | | Then run SOLVER to find the least expensive way to reach your goal !!! |
    | | Min cost to CRASH | | $ 195,000 | | <—- Your answer will be shown here! |
    | Xi = earliest finish time for activity i | | | EF-limit | | Yi = the amount of time activity i is crashed | | | Max crash available | | New time |
    | A | 5 | = | 5 | weeks | A | 1 | <= | 1 | A | 5 | weeks |
    | B | 9 | = | 9 | weeks | B | 0 | <= | 0 | B | 4 | weeks |
    | C | 8 | = | 8 | weeks | C | 0 | <= | 1 | C | 3 | weeks |
    | D | 15 | = | 15 | weeks | D | 0 | <= | 3 | D | 6 | weeks |
    | E | 12 | = | 12 | weeks | E | 0 | <= | 1 | E | 3 | weeks |
    | F | 16 | = | 16 | weeks | F | 3 | <= | 3 | F | 7 | weeks |
    | G | 18 | = | 18 | weeks | G | 0 | <= | 0 | G | 2 | weeks |
    | H | 24 | = | 24 | weeks | H | 0 | <= | 1 | H | 6 | weeks |
    | I | 26 | = | 26 | weeks | I | 0 | <= | 4 | I | 8 | weeks |
    | | | Note: | EF = EF of previous + t | | | | Non-negativity constraints |
    | | | | New t = Original t – Crash |
    | | New Finish time | | Goal |
    | H | 24 | <= | 26 |
    | I | 26 | <= | 26 |

    **M2Graphingactivity–SOLUTIONlearningactivity4.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2graphingactivity-solutionlearningactivity4-xlsx)

    **M1Excelprep–SOLUTIONlearningactivity1.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1excelprep-solutionlearningactivity1-xlsx)

    **M2PORTA-VAC–SOLUTIONlearningactivity5.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m2porta-vac-solutionlearningactivity5-xlsx)

    **M1Datacleanandsort–SOLUTIONLearningactivity2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m1datacleanandsort-solutionlearningactivity2-xlsx)

  • [Solved] lorem

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This assignment addresses the following objectives: – Analyze elements and boundaries of nursing roles: Nurse’s role in leadership, education, research, healthcare improvement, collaboration, and advanced practice. – Integrate knowledge and skills in nursing leadership and management, healthcare imp…

    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

    This assignment addresses the following objectives:

    – Analyze elements and boundaries of nursing roles: Nurse’s role in leadership, education, research, healthcare improvement, collaboration, and advanced practice.
    – Integrate knowledge and skills in nursing leadership and management, healthcare improvement, and patient safety, as required to provide care and education in various settings.

    This week you will create a Powerpoint presentation (with speaker notes for each slide) presenting an overview of nursing leadership and the importance of excellence and innovation in advanced nursing practice. Evidence-based knowledge and skills in nursing leadership will be included to address patient safety, healthcare improvement, and leading interprofessional collaborative teams.

    **Instructions:**

    Create a PowerPoint (with speaker notes) to include a minimum of the following 7 slides:

    – **Slide 1:** Title slide with title of presentation, name of university, name of course, student name, and date of submission
    – **Slide 2:** Overview and importance of nursing leadership in relation to excellence and innovation
    – **Slide 3-5:** Include one slide on how innovation and excellence in leadership are important to: 1) patient safety 2) healthcare improvement and 3) leading interprofessional collaborative teams; For Slide 3-5, please include one specific example from either nursing leadership, education, research, OR practice for each slide.
    – **Slide 6:** Conclusion (summary and/or takeaway point)
    – **Slide 7:** Reference slide in correct APA format (7th edition)

    **Slide Specifications:**

    – Use bullet points to convey main points
    – Include appropriate citations on slides
    – Consider including professional images on your slides
    – Provide Speaker Notes in the notes section (under each slide) to convey your content
    – Include a Reference Slide with a minimum of *4 scholarly, peer reviewed references within the last 5 years*

    **General Information:**

    PowerPoint presentations should have a limited number of bullet points (aim for 6 or less) which convey the main points of the slides. Remember to cite professional images on your slide if used. It is usually helpful if you start with the speaker notes section and then pull out the main points you wish to bullet on your slide.

    – 2 years ago

  • [Solved] marketing strategy 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) – 2 years ago **files (1)** – ## MarketingStrategyAssignment2Brief24.docx **## MarketingStrategyAssignment2Brief24.docx** **![](https://www.sweetstudy.com/questions/marketing-strategy-2-20876967)** **Marketing S…

    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

    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing)

    – 2 years ago

    **files (1)**

    – ## MarketingStrategyAssignment2Brief24.docx

    **## MarketingStrategyAssignment2Brief24.docx**

    **![](https://www.sweetstudy.com/questions/marketing-strategy-2-20876967)**

    **Marketing Strategy**

    ## Marketing Strategy

    Contents
    Module Leader 4
    Key dates and details 4
    Description of the assessment 4
    Assessment Content 5
    Assessment Rubric 5
    Anonymous Marking 5
    Assessment Regulations 6

    ## Key dates and details

    | | |
    | — | — |
    | **Assessment Type:** | Individual<br>Report |
    | **Word count/Length** | 1500 words (+/-15%) over a max of 10 A4 pages |
    | **Learning Outcomes:** | 2 |
    | **Submission Method:** | Turnitin |

    ## Description of the assessment

    This
    piece of work (Assignment 2) requires you to creating a future focused marketing strategy for the same organisation whose past, present and players you had appraised in the first piece of work (Assignment 1).

    **Assessment Content**

    You will put forward your proposal of assignment 2 for a future focused marketing strategy in a professional and visually stunning digital brochure. Think carefully about how you can present your research in a way that is both informative, digestible and imaginative.

    ·
    **Your document will be marked against:**

    1. An executive summary (5 marks = 1A4)

    2. Introduction including a summary of the past, present and players to provide a context for the organisation’s future marketing strategy (5 marks = 150 words)

    3. PROPOSED VISION – What is the strategy going to achieve? What will the brand look like in the future? How are you going to make the business futureproof? (25 marks = 350 words)

    4. PROCESS – What does our future customer look like? How would we alter our value proposition? How would we communicate our value proposition? (35 marks = 600 words)

    5. PROMPT – What’s the
    _‘first things’_ (maximum 3) you are going to do? Provide examples of the
    _‘first things’_. What’s the timeframe? (15 marks = 250 words)

    6. A summary of the key ideas (5 marks = 150 words)

    7. The presentation and Harvard referencing of the digital brochure (10 marks)

    ·
    **The Output**

    A 1500 word (+/-15%) professional document with a maximum of 10 pages (A4).

    · Word count excludes: title page, ‘tables of….’, visual tables & images, references and appendices.

    · Page count excludes: title page, ‘tables of….’, references and appendices.

    ## Assessment Rubric

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **90-100%** | **80-89%** | **70-79%** | **60-69%** | **50-59%** | **40-49%** | **Under 40%** |
    | _Exceptional, as meets the brief and goes the extra mile._<br>__Exceptional amount of research by finding additional sources to reference the arguments.__<br>__Exceptional depth of analysis by relentlessly focusing on ‘why’, which is called critical evaluation.__<br>__Exceptional presentation visually, in attention to detail and an engaging writing style__ | _Very high quality, as it meets the brief brilliantly._<br>_Very high-quality research by using all suggested references_<br>__Very high -quality analysis but which mostly focuses on ‘why’ apart from one or two places__<br>__Presented to a very high quality visually, minor gaps of attention to detail, minor lapse of energy in writing style__ | _High quality, as meets the brief apart from minor elements missing._<br>_High-quality research by using most suggested references_<br>_High quality in describing, mostly analyses well but the focus on ‘why’ lacks consistency in a few places_<br>_Presented to a high quality visually, with some gaps of attention to detail and consistent but monotonous writing style_ | _Very good as meets most of the brief but some elements lack detail._<br>_Very good research by using many suggested references with some missed out_<br>_Very good in describing, mostly descriptive and focused on ‘what’ with limited focus om ‘why’_<br>_Very good presentation visually, with inconsistent attention to detail and descriptive writing style_ | _Good, as is inconsistent in meeting the brief with some elements completely not addressed_<br>_Good research by using only some suggested references_<br>_Good in describing, mostly descriptive and focused on ‘what’_<br>_Good presentation visually, with lack of attention to detail and a very basic writing style_ | _Satisfactory, as it does not meet most elements of the brief_ | _Fail, as it completely fails to meet the brief_ |
    | **Exceptional** | **Very high quality** | **High quality** | **Very good** | **Good** | **Satisfactory** | **Fail** |
    | **1st** | **1st** | **1st** | **2.1** | **2.2** | **3rd** | **F** |

    ## Anonymous Marking

    You must submit your work using your
    **student number** to identify yourself, not your name. You must not use your name in the text of the work at any point. When you submit your work in Turnitin you must submit your student number within the assignment document
    and in the
    _Submission title_ field in Turnitin. A video showing how to do this can be found in the
    [Student Guides on Blackboard.](https://derby.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=fe16db94-8bdc-4129-a7dd-aac700b10837)

    ## Assessment Regulations

    The
    [University’s regulations, policies and procedures](https://www.derby.ac.uk/about/academic-regulations/) for students define the framework within which teaching and assessment are conducted. Please make sure you are familiar with these regulations, policies and procedures.

    Sensitivity: Internal

    5

    Sensitivity: Internal

    ## image1.png

    **## MarketingStrategyAssignment2Brief24.docx**

    **![](https://www.sweetstudy.com/questions/marketing-strategy-2-20876967)**

    **Marketing Strategy**

    ## Marketing Strategy

    Contents
    Module Leader 4
    Key dates and details 4
    Description of the assessment 4
    Assessment Content 5
    Assessment Rubric 5
    Anonymous Marking 5
    Assessment Regulations 6

    ## Key dates and details

    | | |
    | — | — |
    | **Assessment Type:** | Individual<br>Report |
    | **Word count/Length** | 1500 words (+/-15%) over a max of 10 A4 pages |
    | **Learning Outcomes:** | 2 |
    | **Submission Method:** | Turnitin |

    ## Description of the assessment

    This
    piece of work (Assignment 2) requires you to creating a future focused marketing strategy for the same organisation whose past, present and players you had appraised in the first piece of work (Assignment 1).

    **Assessment Content**

    You will put forward your proposal of assignment 2 for a future focused marketing strategy in a professional and visually stunning digital brochure. Think carefully about how you can present your research in a way that is both informative, digestible and imaginative.

    ·
    **Your document will be marked against:**

    1. An executive summary (5 marks = 1A4)

    2. Introduction including a summary of the past, present and players to provide a context for the organisation’s future marketing strategy (5 marks = 150 words)

    3. PROPOSED VISION – What is the strategy going to achieve? What will the brand look like in the future? How are you going to make the business futureproof? (25 marks = 350 words)

    4. PROCESS – What does our future customer look like? How would we alter our value proposition? How would we communicate our value proposition? (35 marks = 600 words)

    5. PROMPT – What’s the
    _‘first things’_ (maximum 3) you are going to do? Provide examples of the
    _‘first things’_. What’s the timeframe? (15 marks = 250 words)

    6. A summary of the key ideas (5 marks = 150 words)

    7. The presentation and Harvard referencing of the digital brochure (10 marks)

    ·
    **The Output**

    A 1500 word (+/-15%) professional document with a maximum of 10 pages (A4).

    · Word count excludes: title page, ‘tables of….’, visual tables & images, references and appendices.

    · Page count excludes: title page, ‘tables of….’, references and appendices.

    ## Assessment Rubric

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **90-100%** | **80-89%** | **70-79%** | **60-69%** | **50-59%** | **40-49%** | **Under 40%** |
    | _Exceptional, as meets the brief and goes the extra mile._<br>__Exceptional amount of research by finding additional sources to reference the arguments.__<br>__Exceptional depth of analysis by relentlessly focusing on ‘why’, which is called critical evaluation.__<br>__Exceptional presentation visually, in attention to detail and an engaging writing style__ | _Very high quality, as it meets the brief brilliantly._<br>_Very high-quality research by using all suggested references_<br>__Very high -quality analysis but which mostly focuses on ‘why’ apart from one or two places__<br>__Presented to a very high quality visually, minor gaps of attention to detail, minor lapse of energy in writing style__ | _High quality, as meets the brief apart from minor elements missing._<br>_High-quality research by using most suggested references_<br>_High quality in describing, mostly analyses well but the focus on ‘why’ lacks consistency in a few places_<br>_Presented to a high quality visually, with some gaps of attention to detail and consistent but monotonous writing style_ | _Very good as meets most of the brief but some elements lack detail._<br>_Very good research by using many suggested references with some missed out_<br>_Very good in describing, mostly descriptive and focused on ‘what’ with limited focus om ‘why’_<br>_Very good presentation visually, with inconsistent attention to detail and descriptive writing style_ | _Good, as is inconsistent in meeting the brief with some elements completely not addressed_<br>_Good research by using only some suggested references_<br>_Good in describing, mostly descriptive and focused on ‘what’_<br>_Good presentation visually, with lack of attention to detail and a very basic writing style_ | _Satisfactory, as it does not meet most elements of the brief_ | _Fail, as it completely fails to meet the brief_ |
    | **Exceptional** | **Very high quality** | **High quality** | **Very good** | **Good** | **Satisfactory** | **Fail** |
    | **1st** | **1st** | **1st** | **2.1** | **2.2** | **3rd** | **F** |

    ## Anonymous Marking

    You must submit your work using your
    **student number** to identify yourself, not your name. You must not use your name in the text of the work at any point. When you submit your work in Turnitin you must submit your student number within the assignment document
    and in the
    _Submission title_ field in Turnitin. A video showing how to do this can be found in the
    [Student Guides on Blackboard.](https://derby.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=fe16db94-8bdc-4129-a7dd-aac700b10837)

    ## Assessment Regulations

    The
    [University’s regulations, policies and procedures](https://www.derby.ac.uk/about/academic-regulations/) for students define the framework within which teaching and assessment are conducted. Please make sure you are familiar with these regulations, policies and procedures.

    Sensitivity: Internal

    5

    Sensitivity: Internal

    ## image1.png

  • [Solved] History

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering History.

    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

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

  • [Solved] 3-HUM Post

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Humanities homework 3 – 2 years ago

    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

    Humanities homework 3

    – 2 years ago

  • [Solved] DB Replies

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) See attached for replies and instructions. – 2 years ago **files (3)** – ## DiscussionAssignmentInstructions6.docx – ## BrookeWilson.docx – ## CleberCordeiro.docx **## DiscussionAssignmentInstructions6.docx** CJUS 400 **Discus…

    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

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    See attached for replies and instructions.

    – 2 years ago

    **files (3)**

    – ## DiscussionAssignmentInstructions6.docx

    – ## BrookeWilson.docx

    – ## CleberCordeiro.docx

    **## DiscussionAssignmentInstructions6.docx**

    CJUS 400

    **Discussion Assignment Instructions**

    The student will complete 4 Discussions in this course. The student will post one thread of 300 – 500 words by 11:59 p.m. (ET) on Thursday day of the assigned Module: Week. The student must then post 2 replies of at least 150 – 250 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 1 scholarly citations in current APA format and quote 1 Scripture in support of the thread. Each reply must incorporate at least 1 scholarly citation in current APA format. Any sources cited must have been published within the last five years. Acceptable sources include scholarly journals (not the textbook but should include the Bible, etc.).

    This course utilizes the Post-First feature in all Discussions. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt.

    **## BrookeWilson.docx**

    Brooke Wilson

    1. According to the Legal Information Institute, criminal law is “a system of laws concerned with crimes and the punishment of individuals who commit crimes” (LII, 2024). In my opinion, the answer to what the goal and purpose of criminal law is to simply keep everyone in society safe by establishing order and control, as well as punishing those who commit crimes. Crime in the United States is an important issue, even if the crime rate is decreasing. While it may be easy for people to judge those who commit crimes, I feel that as Christians we have a responsibility to God and to ourselves to show compassion and help them learn from potential mistakes to an extent. From a Biblical perspective, criminal law should focus on things like being truthful, fair punishment for crimes committed, and allowing forgiveness. For example, 2 Timothy 3:16-17 states, “All scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be complete, equipped for every good work” (Bible Gateway, 2025).

    2. I feel as if my personal beliefs of what the goals and purpose of criminal law are align with the actual goals and purpose of criminal law. According to Gardner and Anderson from our textbook, “People in all societies have the inherent right to protect their society and those living in that society from acts that threaten either the society or the people” (Gardner & Anderson, 2016). The criminal justice system appears to have the goals to ensure the safety of individuals by seeking out appropriate punishments for those who commit crimes.

    3. In terms of restorative justice, it could be beneficial for both the wrong-doer and the people affected by the wrong-doer. It should provide a chance for both parties to heal from the crime that happened. The person who committed the crime should be offered the help (if proven necessary) and given a fair punishment depending on the crime. Similarly, those affected by the crime should be able to seek justice through an appropriate punishment for the individual that caused them harm. In relation to scripture, the Bible provides the reasoning for restorative justice is to offer forgiveness and reconciliation just as God said. In times like today, the goal of restorative justice is to help each party move forward by achieving accountability, forgiveness, and healing (Park University, 2024).

    **## CleberCordeiro.docx**

    4

    Cleber Cordeiro

    In my opinion, the primary goals of criminal law should align with biblical principles of justice, fairness, and restoration. Criminal law exists to protect society, uphold order, and provide justice for wrongdoings. Biblically, this aligns with the principle found in Micah 6:8 (NIV): “He has shown you, O mortal, what is good. And what does the Lord require of you? To act justly and to love mercy and to walk humbly with your God.” This verse highlights the need for justice tempered by mercy and humility, reflecting the ideal balance criminal law should strive to achieve. Additionally, criminal law should aim to deter future crimes, rehabilitate offenders, and restore victims and communities.

    In practice, however, the actual goals of the criminal law often appear skewed toward retribution and punishment rather than holistic justice. For instance, the United States criminal justice system frequently emphasizes incarceration and punitive measures over rehabilitation and restorative practices. While punishment is necessary to maintain societal order, an excessive focus on retribution can undermine opportunities for personal and communal restoration. Research by Clear (2021) suggests that the American justice system often prioritizes punishment over other objectives like reducing recidivism or addressing root causes of crime, leading to systemic issues like over-incarceration and racial disparities.

    Restorative justice should play a significant role in the criminal justice system as it aligns with biblical concepts of reconciliation and healing. Restorative justice seeks to repair harm by involving victims, offenders, and communities in the justice process, emphasizing accountability and making amends. This approach mirrors the biblical directive to seek peace and reconciliation among individuals (Matthew 5:9). While some restorative practices are incorporated in specific programs or juvenile justice systems, their role in mainstream criminal justice remains limited. Expanding restorative justice could transform the system by fostering deeper accountability, reducing recidivism, and restoring trust within communities.

    In conclusion, the criminal law should pursue justice, restoration, and societal protection, grounded in biblical and ethical principles. A shift toward restorative justice could bridge the gap between the ideal and the current reality.

    **## CleberCordeiro.docx**

    4

    Cleber Cordeiro

    In my opinion, the primary goals of criminal law should align with biblical principles of justice, fairness, and restoration. Criminal law exists to protect society, uphold order, and provide justice for wrongdoings. Biblically, this aligns with the principle found in Micah 6:8 (NIV): “He has shown you, O mortal, what is good. And what does the Lord require of you? To act justly and to love mercy and to walk humbly with your God.” This verse highlights the need for justice tempered by mercy and humility, reflecting the ideal balance criminal law should strive to achieve. Additionally, criminal law should aim to deter future crimes, rehabilitate offenders, and restore victims and communities.

    In practice, however, the actual goals of the criminal law often appear skewed toward retribution and punishment rather than holistic justice. For instance, the United States criminal justice system frequently emphasizes incarceration and punitive measures over rehabilitation and restorative practices. While punishment is necessary to maintain societal order, an excessive focus on retribution can undermine opportunities for personal and communal restoration. Research by Clear (2021) suggests that the American justice system often prioritizes punishment over other objectives like reducing recidivism or addressing root causes of crime, leading to systemic issues like over-incarceration and racial disparities.

    Restorative justice should play a significant role in the criminal justice system as it aligns with biblical concepts of reconciliation and healing. Restorative justice seeks to repair harm by involving victims, offenders, and communities in the justice process, emphasizing accountability and making amends. This approach mirrors the biblical directive to seek peace and reconciliation among individuals (Matthew 5:9). While some restorative practices are incorporated in specific programs or juvenile justice systems, their role in mainstream criminal justice remains limited. Expanding restorative justice could transform the system by fostering deeper accountability, reducing recidivism, and restoring trust within communities.

    In conclusion, the criminal law should pursue justice, restoration, and societal protection, grounded in biblical and ethical principles. A shift toward restorative justice could bridge the gap between the ideal and the current reality.

    **## DiscussionAssignmentInstructions6.docx**

    CJUS 400

    **Discussion Assignment Instructions**

    The student will complete 4 Discussions in this course. The student will post one thread of 300 – 500 words by 11:59 p.m. (ET) on Thursday day of the assigned Module: Week. The student must then post 2 replies of at least 150 – 250 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 1 scholarly citations in current APA format and quote 1 Scripture in support of the thread. Each reply must incorporate at least 1 scholarly citation in current APA format. Any sources cited must have been published within the last five years. Acceptable sources include scholarly journals (not the textbook but should include the Bible, etc.).

    This course utilizes the Post-First feature in all Discussions. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt.

    **## BrookeWilson.docx**

    Brooke Wilson

    1. According to the Legal Information Institute, criminal law is “a system of laws concerned with crimes and the punishment of individuals who commit crimes” (LII, 2024). In my opinion, the answer to what the goal and purpose of criminal law is to simply keep everyone in society safe by establishing order and control, as well as punishing those who commit crimes. Crime in the United States is an important issue, even if the crime rate is decreasing. While it may be easy for people to judge those who commit crimes, I feel that as Christians we have a responsibility to God and to ourselves to show compassion and help them learn from potential mistakes to an extent. From a Biblical perspective, criminal law should focus on things like being truthful, fair punishment for crimes committed, and allowing forgiveness. For example, 2 Timothy 3:16-17 states, “All scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be complete, equipped for every good work” (Bible Gateway, 2025).

    2. I feel as if my personal beliefs of what the goals and purpose of criminal law are align with the actual goals and purpose of criminal law. According to Gardner and Anderson from our textbook, “People in all societies have the inherent right to protect their society and those living in that society from acts that threaten either the society or the people” (Gardner & Anderson, 2016). The criminal justice system appears to have the goals to ensure the safety of individuals by seeking out appropriate punishments for those who commit crimes.

    3. In terms of restorative justice, it could be beneficial for both the wrong-doer and the people affected by the wrong-doer. It should provide a chance for both parties to heal from the crime that happened. The person who committed the crime should be offered the help (if proven necessary) and given a fair punishment depending on the crime. Similarly, those affected by the crime should be able to seek justice through an appropriate punishment for the individual that caused them harm. In relation to scripture, the Bible provides the reasoning for restorative justice is to offer forgiveness and reconciliation just as God said. In times like today, the goal of restorative justice is to help each party move forward by achieving accountability, forgiveness, and healing (Park University, 2024).

    **## CleberCordeiro.docx**

    4

    Cleber Cordeiro

    In my opinion, the primary goals of criminal law should align with biblical principles of justice, fairness, and restoration. Criminal law exists to protect society, uphold order, and provide justice for wrongdoings. Biblically, this aligns with the principle found in Micah 6:8 (NIV): “He has shown you, O mortal, what is good. And what does the Lord require of you? To act justly and to love mercy and to walk humbly with your God.” This verse highlights the need for justice tempered by mercy and humility, reflecting the ideal balance criminal law should strive to achieve. Additionally, criminal law should aim to deter future crimes, rehabilitate offenders, and restore victims and communities.

    In practice, however, the actual goals of the criminal law often appear skewed toward retribution and punishment rather than holistic justice. For instance, the United States criminal justice system frequently emphasizes incarceration and punitive measures over rehabilitation and restorative practices. While punishment is necessary to maintain societal order, an excessive focus on retribution can undermine opportunities for personal and communal restoration. Research by Clear (2021) suggests that the American justice system often prioritizes punishment over other objectives like reducing recidivism or addressing root causes of crime, leading to systemic issues like over-incarceration and racial disparities.

    Restorative justice should play a significant role in the criminal justice system as it aligns with biblical concepts of reconciliation and healing. Restorative justice seeks to repair harm by involving victims, offenders, and communities in the justice process, emphasizing accountability and making amends. This approach mirrors the biblical directive to seek peace and reconciliation among individuals (Matthew 5:9). While some restorative practices are incorporated in specific programs or juvenile justice systems, their role in mainstream criminal justice remains limited. Expanding restorative justice could transform the system by fostering deeper accountability, reducing recidivism, and restoring trust within communities.

    In conclusion, the criminal law should pursue justice, restoration, and societal protection, grounded in biblical and ethical principles. A shift toward restorative justice could bridge the gap between the ideal and the current reality.

    **## DiscussionAssignmentInstructions6.docx**

    CJUS 400

    **Discussion Assignment Instructions**

    The student will complete 4 Discussions in this course. The student will post one thread of 300 – 500 words by 11:59 p.m. (ET) on Thursday day of the assigned Module: Week. The student must then post 2 replies of at least 150 – 250 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 1 scholarly citations in current APA format and quote 1 Scripture in support of the thread. Each reply must incorporate at least 1 scholarly citation in current APA format. Any sources cited must have been published within the last five years. Acceptable sources include scholarly journals (not the textbook but should include the Bible, etc.).

    This course utilizes the Post-First feature in all Discussions. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt.

    **## BrookeWilson.docx**

    Brooke Wilson

    1. According to the Legal Information Institute, criminal law is “a system of laws concerned with crimes and the punishment of individuals who commit crimes” (LII, 2024). In my opinion, the answer to what the goal and purpose of criminal law is to simply keep everyone in society safe by establishing order and control, as well as punishing those who commit crimes. Crime in the United States is an important issue, even if the crime rate is decreasing. While it may be easy for people to judge those who commit crimes, I feel that as Christians we have a responsibility to God and to ourselves to show compassion and help them learn from potential mistakes to an extent. From a Biblical perspective, criminal law should focus on things like being truthful, fair punishment for crimes committed, and allowing forgiveness. For example, 2 Timothy 3:16-17 states, “All scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be complete, equipped for every good work” (Bible Gateway, 2025).

    2. I feel as if my personal beliefs of what the goals and purpose of criminal law are align with the actual goals and purpose of criminal law. According to Gardner and Anderson from our textbook, “People in all societies have the inherent right to protect their society and those living in that society from acts that threaten either the society or the people” (Gardner & Anderson, 2016). The criminal justice system appears to have the goals to ensure the safety of individuals by seeking out appropriate punishments for those who commit crimes.

    3. In terms of restorative justice, it could be beneficial for both the wrong-doer and the people affected by the wrong-doer. It should provide a chance for both parties to heal from the crime that happened. The person who committed the crime should be offered the help (if proven necessary) and given a fair punishment depending on the crime. Similarly, those affected by the crime should be able to seek justice through an appropriate punishment for the individual that caused them harm. In relation to scripture, the Bible provides the reasoning for restorative justice is to offer forgiveness and reconciliation just as God said. In times like today, the goal of restorative justice is to help each party move forward by achieving accountability, forgiveness, and healing (Park University, 2024).

    **## CleberCordeiro.docx**

    4

    Cleber Cordeiro

    In my opinion, the primary goals of criminal law should align with biblical principles of justice, fairness, and restoration. Criminal law exists to protect society, uphold order, and provide justice for wrongdoings. Biblically, this aligns with the principle found in Micah 6:8 (NIV): “He has shown you, O mortal, what is good. And what does the Lord require of you? To act justly and to love mercy and to walk humbly with your God.” This verse highlights the need for justice tempered by mercy and humility, reflecting the ideal balance criminal law should strive to achieve. Additionally, criminal law should aim to deter future crimes, rehabilitate offenders, and restore victims and communities.

    In practice, however, the actual goals of the criminal law often appear skewed toward retribution and punishment rather than holistic justice. For instance, the United States criminal justice system frequently emphasizes incarceration and punitive measures over rehabilitation and restorative practices. While punishment is necessary to maintain societal order, an excessive focus on retribution can undermine opportunities for personal and communal restoration. Research by Clear (2021) suggests that the American justice system often prioritizes punishment over other objectives like reducing recidivism or addressing root causes of crime, leading to systemic issues like over-incarceration and racial disparities.

    Restorative justice should play a significant role in the criminal justice system as it aligns with biblical concepts of reconciliation and healing. Restorative justice seeks to repair harm by involving victims, offenders, and communities in the justice process, emphasizing accountability and making amends. This approach mirrors the biblical directive to seek peace and reconciliation among individuals (Matthew 5:9). While some restorative practices are incorporated in specific programs or juvenile justice systems, their role in mainstream criminal justice remains limited. Expanding restorative justice could transform the system by fostering deeper accountability, reducing recidivism, and restoring trust within communities.

    In conclusion, the criminal law should pursue justice, restoration, and societal protection, grounded in biblical and ethical principles. A shift toward restorative justice could bridge the gap between the ideal and the current reality.

  • [Solved] Soap Note

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    References and please verify with Rubric – 2 years ago **files (2)** – ## MSNSoapNoteRubricElsaPreceptor.pdf – ## SoapNoteConstipatiion..docx **## MSNSoapNoteRubricElsaPreceptor.pdf** SOAP NOTE RUBRIC Criteria Points Competent Need Improvement Not Acceptable Score Subjective (35 points) Provides com…

    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

    References and please verify with Rubric

    – 2 years ago

    **files (2)**

    – ## MSNSoapNoteRubricElsaPreceptor.pdf

    – ## SoapNoteConstipatiion..docx

    **## MSNSoapNoteRubricElsaPreceptor.pdf**

    SOAP NOTE RUBRIC

    Criteria Points Competent Need Improvement Not Acceptable

    Score

    Subjective (35 points) Provides
    complete, concise,
    and accurate
    information,
    which is well
    organized and
    easy to
    understand.

    Provides most of the
    pertinent
    information, but is
    not well organized
    and/or is slightly
    challenging to
    understand. May be
    missing pertinent
    negative information
    (e.g., patient
    denies…).

    Limited or no
    summary of
    pertinent
    information, is
    organized
    poorly, contains
    inaccurate
    information,
    and/or is
    difficult to
    understand.

    Chief complaint 5 5 3 1
    HPI 10 10 8 6
    Relevant PMH & FH 5 5 3 1
    ROS 10 10 8 6
    Currents: Allergies,
    Meds/OTCs, Tobacco,
    Immunizations, Diet, Exercise,
    Sleep

    5 5 3 1

    Objective (40 points) Provides
    complete, concise,
    and accurate
    information,
    which is well
    organized and
    easy to
    understand.

    Provides most of the
    pertinent
    information, but is
    not well organized
    and/or is slightly
    challenging to
    understand. May be
    missing pertinent
    negative information
    (e.g., patient denies)

    Limited or no
    summary of
    pertinent
    information, is
    organized
    poorly, contains
    inaccurate
    information,
    and/or is
    difficult to
    understand.

    General survey (Describe the
    state of the patient at the time
    of the examination)

    10 10 8 6

    Vital signs
    Height, Weight, BMI

    10 10 8 6

    Physical exam-systematic,
    organized and thorough and
    related to the reason of the visit

    20 20 18 16

    Diagnosis/ Differentials
    Diagnosis (10 points)

    Main diagnosis/
    Differentials
    Diagnosis is
    supported by the
    objective and
    subjective
    assessment and
    rationale for
    choosing the

    Main diagnosis/
    Differentials
    Diagnosis is
    supported by the
    objective and
    subjective assessment
    but the rationale for
    choosing the
    diagnosis is not

    Main diagnosis/
    Differentials
    Diagnosis is not
    supported by
    the objective
    and subjective
    assessment and
    the rationale for
    choosing the

    SOAP NOTE RUBRIC

    diagnosis is
    supported by the
    evidence

    supported by the
    evidence

    diagnosis is not
    supported by
    the evidence

    Diagnosis/(Assessment) 5 5 3 1
    List of differentials supported
    by S+O findings (5 points)
    Must provide 3 differential
    diagnoses with one citation
    for each diagnosis.

    5 5 3 1

    Plan of care (10 Points) Complete and
    appropriate plan
    for the main
    problem and
    other active
    problems.
    Includes
    pharmacologic
    and/or non-
    pharmacologic
    and/or complete
    sig components.

    Mostly complete and
    appropriate plan for
    the main problem
    and other active
    problems. May be
    missing appropriate
    non-pharmacologic
    treatments and/or sig
    components.

    Missing or
    inappropriate
    treatment plan
    for the main
    problem and
    other active
    problems.

    Diagnostic
    tests/therapies/medications

    5 5 3 1

    Follow-up/Pt. Education and
    Health Promotion

    5 5 3 1

    References (5 Points) Provides a
    complete and
    appropriate list of
    references that
    are in APA
    format.

    References listed are
    appropriate (i.e.
    guidelines or
    primary), but not
    complete and some
    may be missing. Not
    APA formatted.

    References
    missing or very
    limited.
    References
    listed are
    inappropriate
    (i.e. tertiary)
    and/or not
    relevant.

    References 5 5 3 1
    Total 100

    Comment:

    **## SoapNoteConstipatiion..docx**

    | | | |
    | — | — | — |
    | **Patient Initials: RH** | **Pt. Encounter Number: 2-5** |
    | **Date: 1/15/2025** | **Age: 81 y.o** | **Sex: Male** |
    | **Allergies: NKA Advanced Directives: On File** |
    | **SUBJECTIVE** |
    | **CC:**<br>_“I have abdominal pain and bloating, my abdomen feels tight, and I haven’t had a bowel movements for 7 days. I feels nauseous and I have vomited.”_ |
    | **HPI:** 81 y/o Male with Hx of HTN, achalasia, dementia and chronic constipation. Patient presents with constipation with colonic dilation and cecal pneumatosis. Reports bloating and abdominal discomfort. No significant rectal bleeding or weight loss. On 1/14 RRT called due to hypotension and concerns for evolving sepsis. <br> <br>**_Onset:_** 7 days ago <br> <br>**_Location:_** 4 ABD Quadrants <br> <br>**_Duration:_** Continuous<br> <br>**_Characteristics:_** Burning, Sharp Pain<br> <br>**_Aggravating Factors:_** Eating. Laying Flat <br> <br>**_Relieving Factors:_** Eating small, simple seasoning meals. Antacids. <br> <br>**_Treatment:_** CT ABD Scan STAT ordered, Surgical team on board, labs CBC, BMP, Aptt, PT/INR, blood cx. Close monitoring in ICU. |
    | **Current Medications:**<br>Insulin, Pulmicort, Donepezil, Memantine, Trazadone, Labetalol, Pantoprazole, TPN, Lipids. |
    | **PMH:**<br>HTN, Achalasia Dementia, Chronic- constipation<br>**Medication Intolerances: None**<br>**Chronic Illnesses/Major traumas:** HTN, IDDM, Dementia, Constipation<br> <br>**Screening Hx/Immunizations Hx:** Up to Date, Influenza and Pneumococcal. <br> <br>**Hospitalizations/Surgeries:**<br>1/9 s/p initial Exploratory Laparotomy, decompression of colon, loop transverse colostomy, and placement of gastrostomy tube. |
    | **Family History:**<br>Father-61 years old died from Pneumonia. <br>Mother-76 years old died from Asthma and HTN. |
    | **Social History:**<br>_Patient comes from nursing home. Denies Tabacco, alcohol or drug use in the past. Ambulatory assist, requires a walker. Fall precautions in place._ |
    | **ROS** |
    | **General**<br>AAOx2, appears in discomfort, multimodal pain control due to distention and bloating. | **Cardiovascular**<br>· Hemodynamic monitoring and management. <br>· Titrate pressors to maintain MAP >65.<br>· Levophed at 4 mcg, wean as tolerated.<br>· Will place Arterial Line for invasive BP monitoring. |
    | **Skin**<br>Pale, Cold and Dry. | **Respiratory**<br>· Pt continues Ertapenem for resistant Klebsiella PNA in blood<br>· Maintain SpO2 >92 %.<br>· Continue pulmonary toilet<br>· Encourage use of I/S |
    | **Eyes**<br>Denies visual loss, blurred vision, or double vision. Denies history of cataracts or glaucoma. Uses glasses. | **Gastrointestinal**<br>· NPO Status<br>· Continue TPN, Lipids<br>· Gi Px: Protonix<br>· Continue ostomy care, monitor output<br>· General Surgery Following. |
    | **Ears**<br>History of otitis externa. Denies recent infections, ear pain, or tinnitus. Hard of hearing. | **Genitourinary/Gynecological**<br>No acute issues: Denies urinary urgency, frequency, dysuria, odorous urine, suprapubic pain.<br>· Continue monitoring of renal function, I/O, and electrolytes. Replace PRN. |

    | | | |
    | — | — | — |
    | | |
    | **Nose/Mouth/Throat**<br>Denies nasal pain, drainage, congestion, or other sinus issues. Denies throat pain or swelling. | **Musculoskeletal**<br>ROM limited. Denies muscle pain. <br>· PT/OT ordered<br>· OOB to Chair |
    | **Breast**<br>Denies discharge, tenderness. No palpable mass during exam. | **Neurological**<br>Awake and Alert. Hx of dementia. Continue Donepezil, Memantine, Trazadone. |
    | **Heme/Lymph/Endo**<br>· Insulin sliding Scale- for Blood Glucose <180<br>· Afebrile, leukocytosis<br>· Pt continues Ertapenem for resistant Klebsiella PNA in blood.<br>· ID Following | **Psychiatric**<br>Calm and cooperative. |
    | **OBJECTIVE** |
    | **Weight 133 lbs BMI 22.86** | **Temp 96.1** | **BP 108/54** |
    | **Height 5’4”** | **Pulse 84** | **Resp 17** |
    | **PHYSICAL EXAMINATION** |
    | **General Appearance**<br>Patient with normal appearance. Currently sleeping, easy to arouse. Weakness, fatigue, weight loss. No distress noted. Denies pain or discomfort at the moment. |
    | **Skin**<br>Skin is intact, warm, dry, and adequate color. Normal skin turgor. Capillary refills < 3 seconds. |
    | **HEENT**<br>Head in normocephalic/atraumatic. Visual field full by confrontation. Conjunctiva pink, sclera white. Pupils 3 mm equally, round react to light and accommodation. EOM intact. No nose discharged noted. Fontal sinuses non-tender to palpation. No bleeding gum noted. Buccal mucosa dry, pink, and intact. Uvula midline, no exudate noted. No JVD noted. |
    | **Cardiovascular**<br>Currently NSR. No murmurs noted upon auscultation. Denies Chest Pain. |
    | **Respiratory**<br>Clear to auscultation bilaterally. Saturation 99-100 % on NC 4 L. |
    | **Gastrointestinal**<br>Abdomen hard, rounded, distended, tender to palpation, hypoactive bowel sounds noted. Right abdominal colostomy w/ stool output and pink stoma. PGJ tube in place. Midline incision with staples noted, open to air, no drainage. |
    | **Breast**<br>No lumps noted on palpation. Symmetrical. |
    | **Genitourinary**<br>No inguinal Hernias or CVA tenderness. Urine clear and yellow. Monitor I/O. |
    | **Musculoskeletal**<br>Pain with ambulation. Weaknesses. Limited ROM. No cyanosis or pedal edema. |
    | **Neurological**<br>AAOx2, self and place, partially to situation, disoriented to time. Speech clear, forgetful. Following commands. Able to move all extremities equally. Weakness BL upper and Lower extremities. Denies headache or dizziness. |
    | **Psychiatric**<br>Patient with noted depression and light anxiety. |
    | **Lab Tests:** CBC, BMP, Aptt, PT/INR, blood cx |

    | |
    | — |
    | |
    | **Special Tests:** Surgical Consult, CT ABD w/o contrast, Xray-ABD (KUB) |
    | **Diagnosis** |
    | · Primary Diagnosis- <br> Constipation, Achalasia.<br>o Differential Diagnoses<br>**:** Colon perforation, Acute colonic Pseudo Obstruction, Ischemic Colitis. Sepsis.<br> <br>o<br>**Plan:**<br> CT ABD w/o Contrast STAT, Chest Xray, Labs including Blood cultures<br> Medication: Continue Invanz, Levophed<br> Education: NPO status, Incentive Spirometer use.<br> Will place A-Line for invasive BP monitoring, Strict I/O<br>· Referrals: Surgical Consult on board, ID Following. PT/OT<br> Follow-up for new cultures and CT scan STAT and general surgery recommendations. |
    | **References** |

    SOAP NOTE

    **## SoapNoteConstipatiion..docx**

    | | | |
    | — | — | — |
    | **Patient Initials: RH** | **Pt. Encounter Number: 2-5** |
    | **Date: 1/15/2025** | **Age: 81 y.o** | **Sex: Male** |
    | **Allergies: NKA Advanced Directives: On File** |
    | **SUBJECTIVE** |
    | **CC:**<br>_“I have abdominal pain and bloating, my abdomen feels tight, and I haven’t had a bowel movements for 7 days. I feels nauseous and I have vomited.”_ |
    | **HPI:** 81 y/o Male with Hx of HTN, achalasia, dementia and chronic constipation. Patient presents with constipation with colonic dilation and cecal pneumatosis. Reports bloating and abdominal discomfort. No significant rectal bleeding or weight loss. On 1/14 RRT called due to hypotension and concerns for evolving sepsis. <br> <br>**_Onset:_** 7 days ago <br> <br>**_Location:_** 4 ABD Quadrants <br> <br>**_Duration:_** Continuous<br> <br>**_Characteristics:_** Burning, Sharp Pain<br> <br>**_Aggravating Factors:_** Eating. Laying Flat <br> <br>**_Relieving Factors:_** Eating small, simple seasoning meals. Antacids. <br> <br>**_Treatment:_** CT ABD Scan STAT ordered, Surgical team on board, labs CBC, BMP, Aptt, PT/INR, blood cx. Close monitoring in ICU. |
    | **Current Medications:**<br>Insulin, Pulmicort, Donepezil, Memantine, Trazadone, Labetalol, Pantoprazole, TPN, Lipids. |
    | **PMH:**<br>HTN, Achalasia Dementia, Chronic- constipation<br>**Medication Intolerances: None**<br>**Chronic Illnesses/Major traumas:** HTN, IDDM, Dementia, Constipation<br> <br>**Screening Hx/Immunizations Hx:** Up to Date, Influenza and Pneumococcal. <br> <br>**Hospitalizations/Surgeries:**<br>1/9 s/p initial Exploratory Laparotomy, decompression of colon, loop transverse colostomy, and placement of gastrostomy tube. |
    | **Family History:**<br>Father-61 years old died from Pneumonia. <br>Mother-76 years old died from Asthma and HTN. |
    | **Social History:**<br>_Patient comes from nursing home. Denies Tabacco, alcohol or drug use in the past. Ambulatory assist, requires a walker. Fall precautions in place._ |
    | **ROS** |
    | **General**<br>AAOx2, appears in discomfort, multimodal pain control due to distention and bloating. | **Cardiovascular**<br>· Hemodynamic monitoring and management. <br>· Titrate pressors to maintain MAP >65.<br>· Levophed at 4 mcg, wean as tolerated.<br>· Will place Arterial Line for invasive BP monitoring. |
    | **Skin**<br>Pale, Cold and Dry. | **Respiratory**<br>· Pt continues Ertapenem for resistant Klebsiella PNA in blood<br>· Maintain SpO2 >92 %.<br>· Continue pulmonary toilet<br>· Encourage use of I/S |
    | **Eyes**<br>Denies visual loss, blurred vision, or double vision. Denies history of cataracts or glaucoma. Uses glasses. | **Gastrointestinal**<br>· NPO Status<br>· Continue TPN, Lipids<br>· Gi Px: Protonix<br>· Continue ostomy care, monitor output<br>· General Surgery Following. |
    | **Ears**<br>History of otitis externa. Denies recent infections, ear pain, or tinnitus. Hard of hearing. | **Genitourinary/Gynecological**<br>No acute issues: Denies urinary urgency, frequency, dysuria, odorous urine, suprapubic pain.<br>· Continue monitoring of renal function, I/O, and electrolytes. Replace PRN. |

    | | | |
    | — | — | — |
    | | |
    | **Nose/Mouth/Throat**<br>Denies nasal pain, drainage, congestion, or other sinus issues. Denies throat pain or swelling. | **Musculoskeletal**<br>ROM limited. Denies muscle pain. <br>· PT/OT ordered<br>· OOB to Chair |
    | **Breast**<br>Denies discharge, tenderness. No palpable mass during exam. | **Neurological**<br>Awake and Alert. Hx of dementia. Continue Donepezil, Memantine, Trazadone. |
    | **Heme/Lymph/Endo**<br>· Insulin sliding Scale- for Blood Glucose <180<br>· Afebrile, leukocytosis<br>· Pt continues Ertapenem for resistant Klebsiella PNA in blood.<br>· ID Following | **Psychiatric**<br>Calm and cooperative. |
    | **OBJECTIVE** |
    | **Weight 133 lbs BMI 22.86** | **Temp 96.1** | **BP 108/54** |
    | **Height 5’4”** | **Pulse 84** | **Resp 17** |
    | **PHYSICAL EXAMINATION** |
    | **General Appearance**<br>Patient with normal appearance. Currently sleeping, easy to arouse. Weakness, fatigue, weight loss. No distress noted. Denies pain or discomfort at the moment. |
    | **Skin**<br>Skin is intact, warm, dry, and adequate color. Normal skin turgor. Capillary refills < 3 seconds. |
    | **HEENT**<br>Head in normocephalic/atraumatic. Visual field full by confrontation. Conjunctiva pink, sclera white. Pupils 3 mm equally, round react to light and accommodation. EOM intact. No nose discharged noted. Fontal sinuses non-tender to palpation. No bleeding gum noted. Buccal mucosa dry, pink, and intact. Uvula midline, no exudate noted. No JVD noted. |
    | **Cardiovascular**<br>Currently NSR. No murmurs noted upon auscultation. Denies Chest Pain. |
    | **Respiratory**<br>Clear to auscultation bilaterally. Saturation 99-100 % on NC 4 L. |
    | **Gastrointestinal**<br>Abdomen hard, rounded, distended, tender to palpation, hypoactive bowel sounds noted. Right abdominal colostomy w/ stool output and pink stoma. PGJ tube in place. Midline incision with staples noted, open to air, no drainage. |
    | **Breast**<br>No lumps noted on palpation. Symmetrical. |
    | **Genitourinary**<br>No inguinal Hernias or CVA tenderness. Urine clear and yellow. Monitor I/O. |
    | **Musculoskeletal**<br>Pain with ambulation. Weaknesses. Limited ROM. No cyanosis or pedal edema. |
    | **Neurological**<br>AAOx2, self and place, partially to situation, disoriented to time. Speech clear, forgetful. Following commands. Able to move all extremities equally. Weakness BL upper and Lower extremities. Denies headache or dizziness. |
    | **Psychiatric**<br>Patient with noted depression and light anxiety. |
    | **Lab Tests:** CBC, BMP, Aptt, PT/INR, blood cx |

    | |
    | — |
    | |
    | **Special Tests:** Surgical Consult, CT ABD w/o contrast, Xray-ABD (KUB) |
    | **Diagnosis** |
    | · Primary Diagnosis- <br> Constipation, Achalasia.<br>o Differential Diagnoses<br>**:** Colon perforation, Acute colonic Pseudo Obstruction, Ischemic Colitis. Sepsis.<br> <br>o<br>**Plan:**<br> CT ABD w/o Contrast STAT, Chest Xray, Labs including Blood cultures<br> Medication: Continue Invanz, Levophed<br> Education: NPO status, Incentive Spirometer use.<br> Will place A-Line for invasive BP monitoring, Strict I/O<br>· Referrals: Surgical Consult on board, ID Following. PT/OT<br> Follow-up for new cultures and CT scan STAT and general surgery recommendations. |
    | **References** |

    SOAP NOTE

    **## MSNSoapNoteRubricElsaPreceptor.pdf**

    SOAP NOTE RUBRIC

    Criteria Points Competent Need Improvement Not Acceptable

    Score

    Subjective (35 points) Provides
    complete, concise,
    and accurate
    information,
    which is well
    organized and
    easy to
    understand.

    Provides most of the
    pertinent
    information, but is
    not well organized
    and/or is slightly
    challenging to
    understand. May be
    missing pertinent
    negative information
    (e.g., patient
    denies…).

    Limited or no
    summary of
    pertinent
    information, is
    organized
    poorly, contains
    inaccurate
    information,
    and/or is
    difficult to
    understand.

    Chief complaint 5 5 3 1
    HPI 10 10 8 6
    Relevant PMH & FH 5 5 3 1
    ROS 10 10 8 6
    Currents: Allergies,
    Meds/OTCs, Tobacco,
    Immunizations, Diet, Exercise,
    Sleep

    5 5 3 1

    Objective (40 points) Provides
    complete, concise,
    and accurate
    information,
    which is well
    organized and
    easy to
    understand.

    Provides most of the
    pertinent
    information, but is
    not well organized
    and/or is slightly
    challenging to
    understand. May be
    missing pertinent
    negative information
    (e.g., patient denies)

    Limited or no
    summary of
    pertinent
    information, is
    organized
    poorly, contains
    inaccurate
    information,
    and/or is
    difficult to
    understand.

    General survey (Describe the
    state of the patient at the time
    of the examination)

    10 10 8 6

    Vital signs
    Height, Weight, BMI

    10 10 8 6

    Physical exam-systematic,
    organized and thorough and
    related to the reason of the visit

    20 20 18 16

    Diagnosis/ Differentials
    Diagnosis (10 points)

    Main diagnosis/
    Differentials
    Diagnosis is
    supported by the
    objective and
    subjective
    assessment and
    rationale for
    choosing the

    Main diagnosis/
    Differentials
    Diagnosis is
    supported by the
    objective and
    subjective assessment
    but the rationale for
    choosing the
    diagnosis is not

    Main diagnosis/
    Differentials
    Diagnosis is not
    supported by
    the objective
    and subjective
    assessment and
    the rationale for
    choosing the

    SOAP NOTE RUBRIC

    diagnosis is
    supported by the
    evidence

    supported by the
    evidence

    diagnosis is not
    supported by
    the evidence

    Diagnosis/(Assessment) 5 5 3 1
    List of differentials supported
    by S+O findings (5 points)
    Must provide 3 differential
    diagnoses with one citation
    for each diagnosis.

    5 5 3 1

    Plan of care (10 Points) Complete and
    appropriate plan
    for the main
    problem and
    other active
    problems.
    Includes
    pharmacologic
    and/or non-
    pharmacologic
    and/or complete
    sig components.

    Mostly complete and
    appropriate plan for
    the main problem
    and other active
    problems. May be
    missing appropriate
    non-pharmacologic
    treatments and/or sig
    components.

    Missing or
    inappropriate
    treatment plan
    for the main
    problem and
    other active
    problems.

    Diagnostic
    tests/therapies/medications

    5 5 3 1

    Follow-up/Pt. Education and
    Health Promotion

    5 5 3 1

    References (5 Points) Provides a
    complete and
    appropriate list of
    references that
    are in APA
    format.

    References listed are
    appropriate (i.e.
    guidelines or
    primary), but not
    complete and some
    may be missing. Not
    APA formatted.

    References
    missing or very
    limited.
    References
    listed are
    inappropriate
    (i.e. tertiary)
    and/or not
    relevant.

    References 5 5 3 1
    Total 100

    Comment:

    **## SoapNoteConstipatiion..docx**

    | | | |
    | — | — | — |
    | **Patient Initials: RH** | **Pt. Encounter Number: 2-5** |
    | **Date: 1/15/2025** | **Age: 81 y.o** | **Sex: Male** |
    | **Allergies: NKA Advanced Directives: On File** |
    | **SUBJECTIVE** |
    | **CC:**<br>_“I have abdominal pain and bloating, my abdomen feels tight, and I haven’t had a bowel movements for 7 days. I feels nauseous and I have vomited.”_ |
    | **HPI:** 81 y/o Male with Hx of HTN, achalasia, dementia and chronic constipation. Patient presents with constipation with colonic dilation and cecal pneumatosis. Reports bloating and abdominal discomfort. No significant rectal bleeding or weight loss. On 1/14 RRT called due to hypotension and concerns for evolving sepsis. <br> <br>**_Onset:_** 7 days ago <br> <br>**_Location:_** 4 ABD Quadrants <br> <br>**_Duration:_** Continuous<br> <br>**_Characteristics:_** Burning, Sharp Pain<br> <br>**_Aggravating Factors:_** Eating. Laying Flat <br> <br>**_Relieving Factors:_** Eating small, simple seasoning meals. Antacids. <br> <br>**_Treatment:_** CT ABD Scan STAT ordered, Surgical team on board, labs CBC, BMP, Aptt, PT/INR, blood cx. Close monitoring in ICU. |
    | **Current Medications:**<br>Insulin, Pulmicort, Donepezil, Memantine, Trazadone, Labetalol, Pantoprazole, TPN, Lipids. |
    | **PMH:**<br>HTN, Achalasia Dementia, Chronic- constipation<br>**Medication Intolerances: None**<br>**Chronic Illnesses/Major traumas:** HTN, IDDM, Dementia, Constipation<br> <br>**Screening Hx/Immunizations Hx:** Up to Date, Influenza and Pneumococcal. <br> <br>**Hospitalizations/Surgeries:**<br>1/9 s/p initial Exploratory Laparotomy, decompression of colon, loop transverse colostomy, and placement of gastrostomy tube. |
    | **Family History:**<br>Father-61 years old died from Pneumonia. <br>Mother-76 years old died from Asthma and HTN. |
    | **Social History:**<br>_Patient comes from nursing home. Denies Tabacco, alcohol or drug use in the past. Ambulatory assist, requires a walker. Fall precautions in place._ |
    | **ROS** |
    | **General**<br>AAOx2, appears in discomfort, multimodal pain control due to distention and bloating. | **Cardiovascular**<br>· Hemodynamic monitoring and management. <br>· Titrate pressors to maintain MAP >65.<br>· Levophed at 4 mcg, wean as tolerated.<br>· Will place Arterial Line for invasive BP monitoring. |
    | **Skin**<br>Pale, Cold and Dry. | **Respiratory**<br>· Pt continues Ertapenem for resistant Klebsiella PNA in blood<br>· Maintain SpO2 >92 %.<br>· Continue pulmonary toilet<br>· Encourage use of I/S |
    | **Eyes**<br>Denies visual loss, blurred vision, or double vision. Denies history of cataracts or glaucoma. Uses glasses. | **Gastrointestinal**<br>· NPO Status<br>· Continue TPN, Lipids<br>· Gi Px: Protonix<br>· Continue ostomy care, monitor output<br>· General Surgery Following. |
    | **Ears**<br>History of otitis externa. Denies recent infections, ear pain, or tinnitus. Hard of hearing. | **Genitourinary/Gynecological**<br>No acute issues: Denies urinary urgency, frequency, dysuria, odorous urine, suprapubic pain.<br>· Continue monitoring of renal function, I/O, and electrolytes. Replace PRN. |

    | | | |
    | — | — | — |
    | | |
    | **Nose/Mouth/Throat**<br>Denies nasal pain, drainage, congestion, or other sinus issues. Denies throat pain or swelling. | **Musculoskeletal**<br>ROM limited. Denies muscle pain. <br>· PT/OT ordered<br>· OOB to Chair |
    | **Breast**<br>Denies discharge, tenderness. No palpable mass during exam. | **Neurological**<br>Awake and Alert. Hx of dementia. Continue Donepezil, Memantine, Trazadone. |
    | **Heme/Lymph/Endo**<br>· Insulin sliding Scale- for Blood Glucose <180<br>· Afebrile, leukocytosis<br>· Pt continues Ertapenem for resistant Klebsiella PNA in blood.<br>· ID Following | **Psychiatric**<br>Calm and cooperative. |
    | **OBJECTIVE** |
    | **Weight 133 lbs BMI 22.86** | **Temp 96.1** | **BP 108/54** |
    | **Height 5’4”** | **Pulse 84** | **Resp 17** |
    | **PHYSICAL EXAMINATION** |
    | **General Appearance**<br>Patient with normal appearance. Currently sleeping, easy to arouse. Weakness, fatigue, weight loss. No distress noted. Denies pain or discomfort at the moment. |
    | **Skin**<br>Skin is intact, warm, dry, and adequate color. Normal skin turgor. Capillary refills < 3 seconds. |
    | **HEENT**<br>Head in normocephalic/atraumatic. Visual field full by confrontation. Conjunctiva pink, sclera white. Pupils 3 mm equally, round react to light and accommodation. EOM intact. No nose discharged noted. Fontal sinuses non-tender to palpation. No bleeding gum noted. Buccal mucosa dry, pink, and intact. Uvula midline, no exudate noted. No JVD noted. |
    | **Cardiovascular**<br>Currently NSR. No murmurs noted upon auscultation. Denies Chest Pain. |
    | **Respiratory**<br>Clear to auscultation bilaterally. Saturation 99-100 % on NC 4 L. |
    | **Gastrointestinal**<br>Abdomen hard, rounded, distended, tender to palpation, hypoactive bowel sounds noted. Right abdominal colostomy w/ stool output and pink stoma. PGJ tube in place. Midline incision with staples noted, open to air, no drainage. |
    | **Breast**<br>No lumps noted on palpation. Symmetrical. |
    | **Genitourinary**<br>No inguinal Hernias or CVA tenderness. Urine clear and yellow. Monitor I/O. |
    | **Musculoskeletal**<br>Pain with ambulation. Weaknesses. Limited ROM. No cyanosis or pedal edema. |
    | **Neurological**<br>AAOx2, self and place, partially to situation, disoriented to time. Speech clear, forgetful. Following commands. Able to move all extremities equally. Weakness BL upper and Lower extremities. Denies headache or dizziness. |
    | **Psychiatric**<br>Patient with noted depression and light anxiety. |
    | **Lab Tests:** CBC, BMP, Aptt, PT/INR, blood cx |

    | |
    | — |
    | |
    | **Special Tests:** Surgical Consult, CT ABD w/o contrast, Xray-ABD (KUB) |
    | **Diagnosis** |
    | · Primary Diagnosis- <br> Constipation, Achalasia.<br>o Differential Diagnoses<br>**:** Colon perforation, Acute colonic Pseudo Obstruction, Ischemic Colitis. Sepsis.<br> <br>o<br>**Plan:**<br> CT ABD w/o Contrast STAT, Chest Xray, Labs including Blood cultures<br> Medication: Continue Invanz, Levophed<br> Education: NPO status, Incentive Spirometer use.<br> Will place A-Line for invasive BP monitoring, Strict I/O<br>· Referrals: Surgical Consult on board, ID Following. PT/OT<br> Follow-up for new cultures and CT scan STAT and general surgery recommendations. |
    | **References** |

    SOAP NOTE

    **## MSNSoapNoteRubricElsaPreceptor.pdf**

    SOAP NOTE RUBRIC

    Criteria Points Competent Need Improvement Not Acceptable

    Score

    Subjective (35 points) Provides
    complete, concise,
    and accurate
    information,
    which is well
    organized and
    easy to
    understand.

    Provides most of the
    pertinent
    information, but is
    not well organized
    and/or is slightly
    challenging to
    understand. May be
    missing pertinent
    negative information
    (e.g., patient
    denies…).

    Limited or no
    summary of
    pertinent
    information, is
    organized
    poorly, contains
    inaccurate
    information,
    and/or is
    difficult to
    understand.

    Chief complaint 5 5 3 1
    HPI 10 10 8 6
    Relevant PMH & FH 5 5 3 1
    ROS 10 10 8 6
    Currents: Allergies,
    Meds/OTCs, Tobacco,
    Immunizations, Diet, Exercise,
    Sleep

    5 5 3 1

    Objective (40 points) Provides
    complete, concise,
    and accurate
    information,
    which is well
    organized and
    easy to
    understand.

    Provides most of the
    pertinent
    information, but is
    not well organized
    and/or is slightly
    challenging to
    understand. May be
    missing pertinent
    negative information
    (e.g., patient denies)

    Limited or no
    summary of
    pertinent
    information, is
    organized
    poorly, contains
    inaccurate
    information,
    and/or is
    difficult to
    understand.

    General survey (Describe the
    state of the patient at the time
    of the examination)

    10 10 8 6

    Vital signs
    Height, Weight, BMI

    10 10 8 6

    Physical exam-systematic,
    organized and thorough and
    related to the reason of the visit

    20 20 18 16

    Diagnosis/ Differentials
    Diagnosis (10 points)

    Main diagnosis/
    Differentials
    Diagnosis is
    supported by the
    objective and
    subjective
    assessment and
    rationale for
    choosing the

    Main diagnosis/
    Differentials
    Diagnosis is
    supported by the
    objective and
    subjective assessment
    but the rationale for
    choosing the
    diagnosis is not

    Main diagnosis/
    Differentials
    Diagnosis is not
    supported by
    the objective
    and subjective
    assessment and
    the rationale for
    choosing the

    SOAP NOTE RUBRIC

    diagnosis is
    supported by the
    evidence

    supported by the
    evidence

    diagnosis is not
    supported by
    the evidence

    Diagnosis/(Assessment) 5 5 3 1
    List of differentials supported
    by S+O findings (5 points)
    Must provide 3 differential
    diagnoses with one citation
    for each diagnosis.

    5 5 3 1

    Plan of care (10 Points) Complete and
    appropriate plan
    for the main
    problem and
    other active
    problems.
    Includes
    pharmacologic
    and/or non-
    pharmacologic
    and/or complete
    sig components.

    Mostly complete and
    appropriate plan for
    the main problem
    and other active
    problems. May be
    missing appropriate
    non-pharmacologic
    treatments and/or sig
    components.

    Missing or
    inappropriate
    treatment plan
    for the main
    problem and
    other active
    problems.

    Diagnostic
    tests/therapies/medications

    5 5 3 1

    Follow-up/Pt. Education and
    Health Promotion

    5 5 3 1

    References (5 Points) Provides a
    complete and
    appropriate list of
    references that
    are in APA
    format.

    References listed are
    appropriate (i.e.
    guidelines or
    primary), but not
    complete and some
    may be missing. Not
    APA formatted.

    References
    missing or very
    limited.
    References
    listed are
    inappropriate
    (i.e. tertiary)
    and/or not
    relevant.

    References 5 5 3 1
    Total 100

    Comment:

    **## SoapNoteConstipatiion..docx**

    | | | |
    | — | — | — |
    | **Patient Initials: RH** | **Pt. Encounter Number: 2-5** |
    | **Date: 1/15/2025** | **Age: 81 y.o** | **Sex: Male** |
    | **Allergies: NKA Advanced Directives: On File** |
    | **SUBJECTIVE** |
    | **CC:**<br>_“I have abdominal pain and bloating, my abdomen feels tight, and I haven’t had a bowel movements for 7 days. I feels nauseous and I have vomited.”_ |
    | **HPI:** 81 y/o Male with Hx of HTN, achalasia, dementia and chronic constipation. Patient presents with constipation with colonic dilation and cecal pneumatosis. Reports bloating and abdominal discomfort. No significant rectal bleeding or weight loss. On 1/14 RRT called due to hypotension and concerns for evolving sepsis. <br> <br>**_Onset:_** 7 days ago <br> <br>**_Location:_** 4 ABD Quadrants <br> <br>**_Duration:_** Continuous<br> <br>**_Characteristics:_** Burning, Sharp Pain<br> <br>**_Aggravating Factors:_** Eating. Laying Flat <br> <br>**_Relieving Factors:_** Eating small, simple seasoning meals. Antacids. <br> <br>**_Treatment:_** CT ABD Scan STAT ordered, Surgical team on board, labs CBC, BMP, Aptt, PT/INR, blood cx. Close monitoring in ICU. |
    | **Current Medications:**<br>Insulin, Pulmicort, Donepezil, Memantine, Trazadone, Labetalol, Pantoprazole, TPN, Lipids. |
    | **PMH:**<br>HTN, Achalasia Dementia, Chronic- constipation<br>**Medication Intolerances: None**<br>**Chronic Illnesses/Major traumas:** HTN, IDDM, Dementia, Constipation<br> <br>**Screening Hx/Immunizations Hx:** Up to Date, Influenza and Pneumococcal. <br> <br>**Hospitalizations/Surgeries:**<br>1/9 s/p initial Exploratory Laparotomy, decompression of colon, loop transverse colostomy, and placement of gastrostomy tube. |
    | **Family History:**<br>Father-61 years old died from Pneumonia. <br>Mother-76 years old died from Asthma and HTN. |
    | **Social History:**<br>_Patient comes from nursing home. Denies Tabacco, alcohol or drug use in the past. Ambulatory assist, requires a walker. Fall precautions in place._ |
    | **ROS** |
    | **General**<br>AAOx2, appears in discomfort, multimodal pain control due to distention and bloating. | **Cardiovascular**<br>· Hemodynamic monitoring and management. <br>· Titrate pressors to maintain MAP >65.<br>· Levophed at 4 mcg, wean as tolerated.<br>· Will place Arterial Line for invasive BP monitoring. |
    | **Skin**<br>Pale, Cold and Dry. | **Respiratory**<br>· Pt continues Ertapenem for resistant Klebsiella PNA in blood<br>· Maintain SpO2 >92 %.<br>· Continue pulmonary toilet<br>· Encourage use of I/S |
    | **Eyes**<br>Denies visual loss, blurred vision, or double vision. Denies history of cataracts or glaucoma. Uses glasses. | **Gastrointestinal**<br>· NPO Status<br>· Continue TPN, Lipids<br>· Gi Px: Protonix<br>· Continue ostomy care, monitor output<br>· General Surgery Following. |
    | **Ears**<br>History of otitis externa. Denies recent infections, ear pain, or tinnitus. Hard of hearing. | **Genitourinary/Gynecological**<br>No acute issues: Denies urinary urgency, frequency, dysuria, odorous urine, suprapubic pain.<br>· Continue monitoring of renal function, I/O, and electrolytes. Replace PRN. |

    | | | |
    | — | — | — |
    | | |
    | **Nose/Mouth/Throat**<br>Denies nasal pain, drainage, congestion, or other sinus issues. Denies throat pain or swelling. | **Musculoskeletal**<br>ROM limited. Denies muscle pain. <br>· PT/OT ordered<br>· OOB to Chair |
    | **Breast**<br>Denies discharge, tenderness. No palpable mass during exam. | **Neurological**<br>Awake and Alert. Hx of dementia. Continue Donepezil, Memantine, Trazadone. |
    | **Heme/Lymph/Endo**<br>· Insulin sliding Scale- for Blood Glucose <180<br>· Afebrile, leukocytosis<br>· Pt continues Ertapenem for resistant Klebsiella PNA in blood.<br>· ID Following | **Psychiatric**<br>Calm and cooperative. |
    | **OBJECTIVE** |
    | **Weight 133 lbs BMI 22.86** | **Temp 96.1** | **BP 108/54** |
    | **Height 5’4”** | **Pulse 84** | **Resp 17** |
    | **PHYSICAL EXAMINATION** |
    | **General Appearance**<br>Patient with normal appearance. Currently sleeping, easy to arouse. Weakness, fatigue, weight loss. No distress noted. Denies pain or discomfort at the moment. |
    | **Skin**<br>Skin is intact, warm, dry, and adequate color. Normal skin turgor. Capillary refills < 3 seconds. |
    | **HEENT**<br>Head in normocephalic/atraumatic. Visual field full by confrontation. Conjunctiva pink, sclera white. Pupils 3 mm equally, round react to light and accommodation. EOM intact. No nose discharged noted. Fontal sinuses non-tender to palpation. No bleeding gum noted. Buccal mucosa dry, pink, and intact. Uvula midline, no exudate noted. No JVD noted. |
    | **Cardiovascular**<br>Currently NSR. No murmurs noted upon auscultation. Denies Chest Pain. |
    | **Respiratory**<br>Clear to auscultation bilaterally. Saturation 99-100 % on NC 4 L. |
    | **Gastrointestinal**<br>Abdomen hard, rounded, distended, tender to palpation, hypoactive bowel sounds noted. Right abdominal colostomy w/ stool output and pink stoma. PGJ tube in place. Midline incision with staples noted, open to air, no drainage. |
    | **Breast**<br>No lumps noted on palpation. Symmetrical. |
    | **Genitourinary**<br>No inguinal Hernias or CVA tenderness. Urine clear and yellow. Monitor I/O. |
    | **Musculoskeletal**<br>Pain with ambulation. Weaknesses. Limited ROM. No cyanosis or pedal edema. |
    | **Neurological**<br>AAOx2, self and place, partially to situation, disoriented to time. Speech clear, forgetful. Following commands. Able to move all extremities equally. Weakness BL upper and Lower extremities. Denies headache or dizziness. |
    | **Psychiatric**<br>Patient with noted depression and light anxiety. |
    | **Lab Tests:** CBC, BMP, Aptt, PT/INR, blood cx |

    | |
    | — |
    | |
    | **Special Tests:** Surgical Consult, CT ABD w/o contrast, Xray-ABD (KUB) |
    | **Diagnosis** |
    | · Primary Diagnosis- <br> Constipation, Achalasia.<br>o Differential Diagnoses<br>**:** Colon perforation, Acute colonic Pseudo Obstruction, Ischemic Colitis. Sepsis.<br> <br>o<br>**Plan:**<br> CT ABD w/o Contrast STAT, Chest Xray, Labs including Blood cultures<br> Medication: Continue Invanz, Levophed<br> Education: NPO status, Incentive Spirometer use.<br> Will place A-Line for invasive BP monitoring, Strict I/O<br>· Referrals: Surgical Consult on board, ID Following. PT/OT<br> Follow-up for new cultures and CT scan STAT and general surgery recommendations. |
    | **References** |

    SOAP NOTE