Tag: Model Answer

  • [Solved] CF D4 R

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  • [Solved] CF CL D4 R

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  • [Solved] week 4

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    instructions attached – ## week4.pdf **## week4.pdf** To receive full credit: (1) make sure to complete your posts by the deadline; (2) note at the end of your initial post the word count (should be at least 450 words); (3) write responses to at least two other student and (4) please don't re-type t…

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    instructions attached

    – ## week4.pdf

    **## week4.pdf**

    To receive full credit: (1) make sure to complete your posts by the deadline; (2) note at
    the end of your initial post the word count (should be at least 450 words); (3) write
    responses to at least two other student and (4) please don't re-type the discussion
    forum questions in your answer.

    Discussion Forum Questions:

    1, According to FDR in 1937 and AFL-CIO leader George Meany in 1955, unions and
    collective bargaining do not belong in the public sector. What is /was the basis for their
    taking this position and do you agree with it?

    2. According to the ‘History of Public Sector Unions reading,’ what is the “social-justice”
    approach to union organizing and how was demonstrated in terms of public sector
    organizing examples discussed in the article?

    3. Using Google and/or ChatGPT resources, what can you find out about the history of
    collective bargaining of California Public Employees? Explain.

    Reading:
    https://www.labornotes.org/2018/06/five-lessons-history-public-sector-unions
    https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-bannin
    g-public-unions-from-collective-bargaining/

    Videos:
    https://www.youtube.com/watch?v=cRhY5MLPiHo
    https://www.youtube.com/watch?v=xycy1aNZBzc
    https://www.youtube.com/watch?v=0jzB6TQuV3M
    https://www.youtube.com/watch?v=FYqcIVLC3D0
    https://www.youtube.com/watch?v=cnBBAJrQem4

    [https://www.labornotes.org/2018/06/five-lessons-history-public-sector-unions](https://www.labornotes.org/2018/06/five-lessons-history-public-sector-unions)

    [https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-banning-public-unions-from-collective-bargaining/](https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-banning-public-unions-from-collective-bargaining/)

    [https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-banning-public-unions-from-collective-bargaining/](https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-banning-public-unions-from-collective-bargaining/)

    [https://www.youtube.com/watch?v=cRhY5MLPiHo](https://www.youtube.com/watch?v=cRhY5MLPiHo)

    [https://www.youtube.com/watch?v=xycy1aNZBzc](https://www.youtube.com/watch?v=xycy1aNZBzc)

    [https://www.youtube.com/watch?v=0jzB6TQuV3M](https://www.youtube.com/watch?v=0jzB6TQuV3M)

    [https://www.youtube.com/watch?v=FYqcIVLC3D0](https://www.youtube.com/watch?v=FYqcIVLC3D0)

    [https://www.youtube.com/watch?v=cnBBAJrQem4](https://www.youtube.com/watch?v=cnBBAJrQem4)

    **## week4.pdf**

    To receive full credit: (1) make sure to complete your posts by the deadline; (2) note at
    the end of your initial post the word count (should be at least 450 words); (3) write
    responses to at least two other student and (4) please don't re-type the discussion
    forum questions in your answer.

    Discussion Forum Questions:

    1, According to FDR in 1937 and AFL-CIO leader George Meany in 1955, unions and
    collective bargaining do not belong in the public sector. What is /was the basis for their
    taking this position and do you agree with it?

    2. According to the ‘History of Public Sector Unions reading,’ what is the “social-justice”
    approach to union organizing and how was demonstrated in terms of public sector
    organizing examples discussed in the article?

    3. Using Google and/or ChatGPT resources, what can you find out about the history of
    collective bargaining of California Public Employees? Explain.

    Reading:
    https://www.labornotes.org/2018/06/five-lessons-history-public-sector-unions
    https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-bannin
    g-public-unions-from-collective-bargaining/

    Videos:
    https://www.youtube.com/watch?v=cRhY5MLPiHo
    https://www.youtube.com/watch?v=xycy1aNZBzc
    https://www.youtube.com/watch?v=0jzB6TQuV3M
    https://www.youtube.com/watch?v=FYqcIVLC3D0
    https://www.youtube.com/watch?v=cnBBAJrQem4

    [https://www.labornotes.org/2018/06/five-lessons-history-public-sector-unions](https://www.labornotes.org/2018/06/five-lessons-history-public-sector-unions)

    [https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-banning-public-unions-from-collective-bargaining/](https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-banning-public-unions-from-collective-bargaining/)

    [https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-banning-public-unions-from-collective-bargaining/](https://utahnewsdispatch.com/2025/02/14/despite-pleas-for-veto-utah-gov-cox-signs-bill-banning-public-unions-from-collective-bargaining/)

    [https://www.youtube.com/watch?v=cRhY5MLPiHo](https://www.youtube.com/watch?v=cRhY5MLPiHo)

    [https://www.youtube.com/watch?v=xycy1aNZBzc](https://www.youtube.com/watch?v=xycy1aNZBzc)

    [https://www.youtube.com/watch?v=0jzB6TQuV3M](https://www.youtube.com/watch?v=0jzB6TQuV3M)

    [https://www.youtube.com/watch?v=FYqcIVLC3D0](https://www.youtube.com/watch?v=FYqcIVLC3D0)

    [https://www.youtube.com/watch?v=cnBBAJrQem4](https://www.youtube.com/watch?v=cnBBAJrQem4)

  • [Solved] managing chance

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    In-depth study guidance and analytical solution covering managing chance.

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  • [Solved] ENL

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  • [Solved] Module 6 Discussion

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    – ## Module6discussion.docx **## Module6discussion.docx** Module 6 MSL 680 Module Six Lecture Notes and Discussion Questions **Module Six** Discussion topics include: 1. Situational leadership 2. Contingency theory 3. Path-goal theory Assignments for Session 6 include: 1. Text: Chapters 14 – 15 …

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    – ## Module6discussion.docx

    **## Module6discussion.docx**

    Module 6

    MSL 680
    Module Six Lecture Notes and Discussion Questions

    **Module Six**

    Discussion topics include:
    1. Situational leadership
    2. Contingency theory
    3. Path-goal theory

    Assignments for Session 6 include:
    1.    Text: Chapters 14 – 15

    Chapters 14 and 15 are all about the situation and situational approaches to leadership theory. Your textbook authors look at the situation through the lens of organizational structure. Most of you are already familiar with concepts like departmentalization, centralization/decentralization, and organizational designs such as functional, product, geographic, and matrix.

    Chapter 14 looks at the situational leadership theories, all of which are considered much more useful than either trait or behavioral theories today.  Two important theories, contingency leadership by Fred Fiedler and Situational Leadership by Paul Hersey and Ken Blanchard are highlighted in this chapter.

    Fiedler’s Contingency Leadership is historically the first real situational theory and is important from that standpoint.

    **Contingency Leadership Theory**

    Contingency Leadership Theory was the original situational leadership theory and belongs to a man by the name of Fred Fiedler. Study the model in your book and take notice of the three factors:

    1. Leader-member Relations: How are the leader and followers getting along?
    2. Position Power: How strong is the leader’s power?
    3. Task Structure: Is the task stable and structured or dynamic and changing?

    Depending on the situational favorableness, Fiedler teaches that you need either a task oriented leader (what he calls low LPC) or people oriented (high LPC).  The LPC category comes from your score on his Least Preferred Coworker Questionnaire (LPCQ) which I, for one, find highly marginal to predict anything.  Nevertheless, I think you can categorize people into either task-oriented or people-oriented.

    The theory concludes that if the situation is highly favorable or highly unfavorable you need a task person to lead.  Likewise if the situation is moderately favorable or unfavorable, you need a people person.  This seems to make sense.  If things are very bad, you need a take-charge, goal-oriented leader before you go out of business.  If things are very good, interpersonal relations are already smooth, and a goal-setter can take you to the next place.  I think, however, that most situations are somewhat in the middle and might demand someone with human relations skills.

    The secret according to Fiedler is to match the person to the situation.  Analyze the situation and hire or promote the right type of leader.  Nor does he think that the average leader can change from one style to another.  Leadership style, according to Fielder, is very much a matter of personality and hard to change.  I agree.  By the way, research to validate Fiedler’s model is generally positive.

    **Situational Theory**

    Situational Theory, according to Hersey and Blanchard, however, does not agree. These theorists are of the mind that leaders can and do change styles depending on with whom they are dealing.  Situational Leadership is the most popular leadership theory of the day.  It is very friendly, easy to understand, and many corporate staffs have received training in Situational Leadership.  Study the model carefully in the book and note that the Asituation@ depends on the readiness level of the follower.

    R1: Unable and unwilling
    R2: Unable and willing
    R3: Able but unwilling
    R4: Able and willing

    The four leadership styles that match these readiness levels are as follows:

    S1: Requires Telling@ high task-low relationship
    S2: Requires Selling@ high task-high relationship
    S3: Requires Participating@ high relationship-low task
    S4: Requires Delegating@ low relationship-low task

    **Week 6 Discussion Question (due by Thursday)**

    Note:  Please type the question and then the answer which should be about 250 words.

    Provide a brief scenario when each of the Situational Leadership styles would be appropriate.  Remember the the S1-S4 styles are used for very specific situations and not as overall styles.

    **## Module6discussion.docx**

    Module 6

    MSL 680
    Module Six Lecture Notes and Discussion Questions

    **Module Six**

    Discussion topics include:
    1. Situational leadership
    2. Contingency theory
    3. Path-goal theory

    Assignments for Session 6 include:
    1.    Text: Chapters 14 – 15

    Chapters 14 and 15 are all about the situation and situational approaches to leadership theory. Your textbook authors look at the situation through the lens of organizational structure. Most of you are already familiar with concepts like departmentalization, centralization/decentralization, and organizational designs such as functional, product, geographic, and matrix.

    Chapter 14 looks at the situational leadership theories, all of which are considered much more useful than either trait or behavioral theories today.  Two important theories, contingency leadership by Fred Fiedler and Situational Leadership by Paul Hersey and Ken Blanchard are highlighted in this chapter.

    Fiedler’s Contingency Leadership is historically the first real situational theory and is important from that standpoint.

    **Contingency Leadership Theory**

    Contingency Leadership Theory was the original situational leadership theory and belongs to a man by the name of Fred Fiedler. Study the model in your book and take notice of the three factors:

    1. Leader-member Relations: How are the leader and followers getting along?
    2. Position Power: How strong is the leader’s power?
    3. Task Structure: Is the task stable and structured or dynamic and changing?

    Depending on the situational favorableness, Fiedler teaches that you need either a task oriented leader (what he calls low LPC) or people oriented (high LPC).  The LPC category comes from your score on his Least Preferred Coworker Questionnaire (LPCQ) which I, for one, find highly marginal to predict anything.  Nevertheless, I think you can categorize people into either task-oriented or people-oriented.

    The theory concludes that if the situation is highly favorable or highly unfavorable you need a task person to lead.  Likewise if the situation is moderately favorable or unfavorable, you need a people person.  This seems to make sense.  If things are very bad, you need a take-charge, goal-oriented leader before you go out of business.  If things are very good, interpersonal relations are already smooth, and a goal-setter can take you to the next place.  I think, however, that most situations are somewhat in the middle and might demand someone with human relations skills.

    The secret according to Fiedler is to match the person to the situation.  Analyze the situation and hire or promote the right type of leader.  Nor does he think that the average leader can change from one style to another.  Leadership style, according to Fielder, is very much a matter of personality and hard to change.  I agree.  By the way, research to validate Fiedler’s model is generally positive.

    **Situational Theory**

    Situational Theory, according to Hersey and Blanchard, however, does not agree. These theorists are of the mind that leaders can and do change styles depending on with whom they are dealing.  Situational Leadership is the most popular leadership theory of the day.  It is very friendly, easy to understand, and many corporate staffs have received training in Situational Leadership.  Study the model carefully in the book and note that the Asituation@ depends on the readiness level of the follower.

    R1: Unable and unwilling
    R2: Unable and willing
    R3: Able but unwilling
    R4: Able and willing

    The four leadership styles that match these readiness levels are as follows:

    S1: Requires Telling@ high task-low relationship
    S2: Requires Selling@ high task-high relationship
    S3: Requires Participating@ high relationship-low task
    S4: Requires Delegating@ low relationship-low task

    **Week 6 Discussion Question (due by Thursday)**

    Note:  Please type the question and then the answer which should be about 250 words.

    Provide a brief scenario when each of the Situational Leadership styles would be appropriate.  Remember the the S1-S4 styles are used for very specific situations and not as overall styles.

  • [Solved] HCAD 640

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    Select a real HC organization of your choice. Examine its form of business and ownership model and analyze its business environment in terms of the local, state, and regional economic factors affecting the rise of organizational costs. In addition, consider some of the emerging business models and t…

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    Select a real HC organization of your choice. Examine its form of business and ownership model and analyze its business environment in terms of the local, state, and regional economic factors affecting the rise of organizational costs. In addition, consider some of the emerging business models and technologies that are entering the healthcare marketplace. Could any of them improve your organization’s financial position if applied? Why do you think so? Offer one or two evidentiary points to support your ideas.
    – Healthcare      Finance News: [https://www.healthcarefinancenews.com/](http://www.healthcarefinancenews.com/)
    – Modern      Healthcare – Finance: [https://www.modernhealthcare.com/finance](http://www.modernhealthcare.com/finance)

  • [Solved] W4: Topic – Malware and Lab 4

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    For this assignment, you will post your answers to the question below. **You are required to respond to at least two of your classmates post.** Please do not be late with this post because your classmates will be relying on you to post on time. Your follow-up posts can add additional insight to a cl…

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    For this assignment, you will post your answers to the question below. **You are required to respond to at least two of your classmates post.** Please do not be late with this post because your classmates will be relying on you to post on time. Your follow-up posts can add additional insight to a classmate's opinions or can challenge their opinions. Use examples from the readings, or from your own research, to support your views, as appropriate. For your follow-up posts this week, you may wish to visit a couple of the web sites contributed by your classmates and share your opinion of these sites with the class. Be sure to read the follow-up posts to your own posts and reply to any questions or requests for clarification. You are encouraged to conduct research and use other sources to support your answers. References are not required but you must tell us about your sources.
    **Instructions:**
    1. Discuss tools and techniques to remove Malware from infected machines; using a popular product to make your point.
    2. Discuss the vulnerabilities that computer memory and computer process have that malware can take advantage of and exploit.
    3. List any observations, tips or questions about this lab that would prove helpful to fellow students prior to midnight on Wednesday and comment on other student posts with value added comments (not simply agreeing) by midnight Sunday for full credit consideration

  • [Solved] Central Texas College United States History II Question

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    **DIS 1** 2. The Populist Movement proposed new directions for government involvement in the private and public sectors. Read [The ‘Omaha Platform’ of the People’s Party (1892)](http://www.americanyawp.com/reader/16-capital-and-labor/the-omaha-platform-of-the-peoples-party-1892/). Once all reading i…

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    **DIS 1**
    2.  The Populist Movement proposed new directions for government involvement in the private and public sectors. Read [The ‘Omaha Platform’ of the People’s Party (1892)](http://www.americanyawp.com/reader/16-capital-and-labor/the-omaha-platform-of-the-peoples-party-1892/). Once all reading is complete respond to the following questions. Make sure to reference specific passages from the document and/or textbook to support your discussion:
    – According to the platform, what are the major issues facing the nation?
    – How do the Populists propose to address issues of wealth distribution and rights of labor?
    – What were the Populist’s views on the role of government in addressing corruption, corporate influence, fair elections, and management of railroads and communications infrastructure?
    – What proposals in the platform eventually became a reality?
    **DIS 2**
    Feminist author Charlotte Perkins Gilman sounded an alarm on the state of gender relations in the Victorian era. Read [Charlotte Perkins Gilman, "Why I Wrote the Yellow Wallpaper"](http://www.americanyawp.com/reader/18-industrial-america/charlotte-perkins-gilman-why-i-wrote-the-yellow-wallpaper-1913/) and [The Yellow Wallpaper.](https://www.gutenberg.org/files/1952/1952-h/1952-h.htm) Once all reading is complete respond to the following questions. Make to reference specific passages from the document,the story itself, and/or textbook to support your discussion:
    – What does Gilman's story, The Yellow Wallpaper, reveal about gender relations in Victorian society?
    – According to Gilman, from where do men derive their authority over women and how is that authority enforced and perpetuated?
    – How is the main character kept confined in her room, and what does this suggest about the nature of the oppression of women during this historical period?
    – How does the main character resist and what is the cost of that resistance?
    – What does Gilman's physical description of the wallpaper represent?
    – By not naming the main character until the final scene, what do you think Gilman is suggesting about identity and complicity? And why does the author have the husband "faint" in the final scene?
    **DIS 3**
    President Wilson explains why and with what aims the US enters the first world war. Read [Woodrow Wilson Requests War (April 2, 1917)](https://www.americanyawp.com/reader/21-world-war-i/woodrow-wilson-requests-war-april-2-1917/). Once all reading is complete respond to the following questions. Make sure to reference specific passages from the document and/or textbook to support your discussion:
    – What were the key factors and events that led President Woodrow Wilson to request the declaration of war against Germany in 1917?
    – What arguments did Wilson present to Congress to justify the U.S. entry into World War I, particularly in relation to the sinking of American ships and the challenge posed by German submarine warfare?
    – What did Wilson mean by making the world “safe for democracy?”
    – What vision did Wilson articulate for the post-war world, including the role of the United States in shaping the peace and safeguarding democracy?
    **DIS 4**
    Huey Long’s program on public spending and wealth redistribution amid the Great Depression. Read [Huey P. Long, ‘Every Man a King’ and ‘Share our Wealth’ (1934)](https://www.americanyawp.com/reader/23-the-great-depression/huey-p-long-every-man-a-king-and-share-our-wealth-1934/). Once all reading is complete respond to the following questions. Make sure to reference specific passages from the document and/or textbook to support your discussion:
    – What were the most radical aspects of Long's plan?
    – Did any of his ideas become reality?
    – Upon whose law did Long base his ideas?
    – What did Long predict would be the consequences if the nation failed to adopt a program such as his?
    **DIS 5**
    .  In 1942 more than a hundred thousand Americans of Japanese ancestry were confined in Internment Camps. Read [Executive Order, 9066](http://www.americanyawp.com/reader/24-world-war-ii/fdr-executive-order-no-9066-1942/), and [Aiko Herizg-Yoshinaga on Japanese Internment](http://www.americanyawp.com/reader/24-world-war-ii/aiko-herzig-yoshinaga-on-japanese-internment-1942-1994/), and this selection from [Densho](https://encyclopedia.densho.org/442nd_Regimental_Combat_Team/). Once all reading is complete respond to the following questions. Make sure to reference specific passages from the documents and/or textbook to support your discussion:
    – Why were Americans of Japanese ancestry incarcerated during the war?
    – What factors were at play during the interim between the attack on Pearl Harbor in December and the decision to issue Executive Order 9066 the following February?
    – How would you characterize the nature of confinement of Japanese Americans in the camps?
    – How does the military service of Japanese Americans during the war complicate the history of the Internment?
    – What are the overall implications of the Internment on American civil liberties?
    **DIS 6**
    Chapter 26 begins with the suggestion by John Kenneth Galbraith that fulfilling the desires of the Affluent Society of the 1950s was "unsound, unsustainable, and, ultimately, immoral." With that in mind read this excerpt from Rachel Carson's [Silent Spring.](https://content.ctcd.edu/courses/hist1302/m22/docs/hist1302l6discussion_silentspring.pdf) Then view this video on the widespread use of [DDT](https://www.youtube.com/watch?v=Ipbc-6IvMQI) during the years of the 'affluent society.' Once all reading and viewing is complete respond to the following questions. Make sure to reference specific passages from the resources and/or textbook to support your discussion:
    – According to Carson, what are the consequences of prevailing attitudes toward the environment?
    – How did industry scientists respond to Carson's findings?
    – Why and on what grounds did they seek to undermine her work?
    – Describe the role of marketing and advertising in shaping attitudes toward the use of such a dangerous substance (DDT was banned in the US ten years after Carson's book came out).
    – How does this story relate to contemporary times?
    – Have we learned anything as a society over the six decades since Carson's book came out?
    **DIS 7**
    President Johnson calls for legislation on Voting Rights. Read [Lyndon Johnson on Voting Rights and the American Promise (1965)](https://www.americanyawp.com/reader/27-the-sixties/lyndon-johnson-on-voting-rights-and-the-american-promise-1965/). Once all reading is complete respond to the following questions. Make sure to reference specific passages from the reading and/or textbook to support your discussion:
    – In his speech, Lyndon B. Johnson mentioned historical events like Lexington and Concord, Appomattox, and Selma. How did he use these references to frame the civil rights movement and voting rights as part of American history?
    – How did he argue that equal rights and dignity should be extended to all Americans, regardless of race, religion, or place of birth?
    – What message did Johnson convey to those who wanted to maintain purely local control over elections, and how did he link local control to the need for open polling places and the extension of citizenship rights?
    **Dis 8**
    President Clinton advocates for free trade and deregulation. Read [Bill Clinton on Free Trade and Financial Deregulation (1993-2000)](https://www.americanyawp.com/reader/30-the-recent-past/bill-clinton-on-free-trade-and-financial-deregulation-1993-2000/) **.** Once all reading is complete respond to the following questions. Make sure to reference specific passages from the reading and/or textbook to support your discussion:
    – According to Clinton, what will be the benefits of NAFTA and the projected dismantling of “trade barriers?”
    – What contradictions are apparent in his argument for embracing the global economy?
    – What is the Gramm-Leach-Bliley Act designed to do?
    – Who advocated deregulating the derivatives market, and what do these entities represent?
    – In the longer run, did NAFTA along with the deregulation of financial markets produce the benefits that Clinton envisioned? Why or why not?
    **Central Texas College United States History II**
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  • [Solved] wk 3 NURS 682BL FOCUSED SOAP

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    – ## TemplateFNPSOAPNote-1.docx **## TemplateFNPSOAPNote-1.docx** **FNP SOAP Note Template** Use this template for Comprehensive Notes (H&Ps) and Problem-Focused Notes (Episodic/progress notes). For the Problem-Focused Notes, _only_ include pertinent problem-focused information related to the chief …

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    – ## TemplateFNPSOAPNote-1.docx

    **## TemplateFNPSOAPNote-1.docx**

    **FNP SOAP Note Template**

    Use this template for Comprehensive Notes (H&Ps) and Problem-Focused Notes (Episodic/progress notes). For the Problem-Focused Notes,
    _only_ include pertinent problem-focused information related to the chief concern (CC).

    **Demographic Data**

    · Patient age and gender identity

    · MUST BE HIPAA compliant

    **Subjective**

    **Chief Complaint (CC)**

    · Place the complaint in Quotes

    · Brief description -only a few words and in the patient’s words … “My chest hurts,” “I cannot breath,” or “I passed out,” etc.

    **History of Present Illness (HPI)**– the
    **reason for the appointment today**

    · Use the OLD CARTS acronym to document the eight elements of a chief concern (CC): Onset, Location/radiation, Duration, Character, Aggravating factors, Relieving factors, Timing, and Severity)

    · Briefly describe the general state of health prior to the problem.

    · Are Activities of Daily Living (ADL) impacted by the current problem?

    **Past Medical History**:

    · List current and past medical diagnoses

    **Past Surgical History**:

    · List all past surgeries

    **FAMILY HISTORY:**

    · Include medical/psychiatric problems to include 3 generations (parents, grandparents, siblings, or
    direct relatives.

    **Current Medications:**

    · Include current prescription(s), over-the-counter medications, herbal/alternative medications as well as vitamin/supplement use.

    **ALLERGIES**: Include medications, foods, and chemicals such as latex.

    **Immunizations History:** list current immunization status and address deficiency

    **Preventative health History: (** See Table below – Appendix A)

    **SOCIAL HISTORY:**

    ·
    **Include** nutrition, exercise, substance use (details of use: caffeine, EtOH, illicit drug use), sexual history/preference, financial problems, legal issues, kids, and history of abuse, including sexual, emotional, or physical.

    ·
    **Employment/Education:** occupation (type), exposure to harmful agents, highest school achievement

    **REVIEW OF SYSTEMS:**

    · A ROS is a question-seeking inventory by body systems to identify signs and/or symptoms that the patient may be experiencing or has experienced that may or may not correlate with the CC.

    *If a + finding is found not related to the cc this may represent an additional problem that will need to be detailed in the HPI.

    · Must include any physical complaint(s) by the body system that is relevant to the treatment and management of the current concern(s).
    **List only the pertinent body systems specific to the CC.**

    ·
    Remember to include pertinent positive and negative findings when detailing the ROS related to a chief concern (cc).

    ·
    Do not repeat the information provided in HPI

    · Use the format below when detailing the ROS

    **ROS:**

    General:

    Eyes:

    Ears, nose, mouth & throat:

    Cardiovascular:

    Respiratory:

    Gastrointestinal:

    Skin & Breasts:

    Musculoskeletal:

    Allergic:

    Immunologic:

    Endocrine:

    Hematopoietic/Lymphatic:

    Genitourinary:

    Neurological:

    Psychiatric/Mental Status:

    **Objective**

    PHYSICAL EXAMINATION:

    VITAL SIGNS: Blood pressure. Heart rate (regular or irregular). Respirations. SaO2 (on room air or O2). Temperature. Weight. Height.

    *Document the presence of any internal/external devices (IV, Central lines, NGTs, G-tubes, Ostomies, urinary catheters) and dates of placement.

    General:

    Eyes:

    Ears, nose, mouth & throat:

    Cardiovascular:

    Respiratory:

    Gastrointestinal:

    Skin & Breasts:

    Musculoskeletal:

    Allergic:

    Immunologic:

    Endocrine:

    Hematopoietic/Lymphatic:

    Genitourinary:

    Neurological:

    Psychiatric/Mental Status:

    **Pertinent Diagnostic Test Results:**

    **Assessment (Diagnosis)**

    Differential Diagnosis (DDx)

    · Include two (2) differential diagnoses you considered but did not select as the final diagnosis. Why were these 2 diagnoses not selected? Support with pertinent positive and negative findings for each differential with an evidence-based guideline(s) (required).

    Working or Final Diagnosis:

    · Final or working diagnosis (1) (including ICD-10 code)

    · Provide a rational explanation supported by evidenced-based guidelines (required). List the pertinent positive and negative symptoms/signs that support your final diagnosis.

    **Plan**

    Treatment (Tx) Plan: pharmacologic and/or nonpharmacologic

    · Pharmacologic -include full prescribing information for each medication(s) ordered

    · Refill Provided: Include full prescribing information for each medication(s) refilled and the correlating diagnosis related to the refill.

    Patient Education:

    · Include specific education related to each medication prescribed.

    · Was risk versus benefit of current treatment plan addressed for medication(s) and interventions? Was the patient included in the medical decision making and in agreement with the final plan

    · NPs should not be prescribing non-FDA approved medications or medications related to off-label use. If a physician prescribed a non-FDA-approved medication for working diagnosis or recommended off-label use was education provided and was the risk to benefit of the medication(s) addressed in the patient’s education?

    Prognosis Good, Fair, or Poor?

    · Indicate the patient’s prognosis: Good, Fair, Poor

    · Provide support for your selected prognosis

    Referral/Follow-up

    · Did you recommend follow-up with PCP, or other healthcare professionals?

    · When is the subsequent follow-up?

    Disposition:

    · Indicate the disposition of the patient.

    · Was the patient sent home, Emergency room via EMS, etc.

    · Include rationale for the follow-up recommendation or referral

    Reference(s)

    · Include APA formatted references for written assignments.

    · Minimum 2 references are required from evidence-based resources.

    · Oral assignments should include verbally articulated evidence-based guideline(s) used to prepare the oral presentation.

    APPENDIX A

    **PREVENTATIVE CARE SCHEDULE (Example – not all-inclusive)**

    | | | | |
    | — | — | — | — |
    | Preventive Care | Date | Result | Referrals Made |
    | Pap | | | |
    | Mammogram | | | |
    | A1C | | | |
    | Eye Exam | | | |
    | Monofilament Test | | | |
    | Urine<br>Microalbumin | | | |
    | Diet/Lifestyle Modifications | | | |
    | Digital Rectal Exam (DRE) | | | |
    | PSA | | | |
    | Colonoscopy or FOBT | | | |
    | Dexa Scan | | | |
    | CXR | | | |
    | BNP | | | |
    | ECG | | | |
    | Echo | | | |
    | Stress <br>Test | | | |
    | | | | |
    | Vaccines | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    **## TemplateFNPSOAPNote-1.docx**

    **FNP SOAP Note Template**

    Use this template for Comprehensive Notes (H&Ps) and Problem-Focused Notes (Episodic/progress notes). For the Problem-Focused Notes,
    _only_ include pertinent problem-focused information related to the chief concern (CC).

    **Demographic Data**

    · Patient age and gender identity

    · MUST BE HIPAA compliant

    **Subjective**

    **Chief Complaint (CC)**

    · Place the complaint in Quotes

    · Brief description -only a few words and in the patient’s words … “My chest hurts,” “I cannot breath,” or “I passed out,” etc.

    **History of Present Illness (HPI)**– the
    **reason for the appointment today**

    · Use the OLD CARTS acronym to document the eight elements of a chief concern (CC): Onset, Location/radiation, Duration, Character, Aggravating factors, Relieving factors, Timing, and Severity)

    · Briefly describe the general state of health prior to the problem.

    · Are Activities of Daily Living (ADL) impacted by the current problem?

    **Past Medical History**:

    · List current and past medical diagnoses

    **Past Surgical History**:

    · List all past surgeries

    **FAMILY HISTORY:**

    · Include medical/psychiatric problems to include 3 generations (parents, grandparents, siblings, or
    direct relatives.

    **Current Medications:**

    · Include current prescription(s), over-the-counter medications, herbal/alternative medications as well as vitamin/supplement use.

    **ALLERGIES**: Include medications, foods, and chemicals such as latex.

    **Immunizations History:** list current immunization status and address deficiency

    **Preventative health History: (** See Table below – Appendix A)

    **SOCIAL HISTORY:**

    ·
    **Include** nutrition, exercise, substance use (details of use: caffeine, EtOH, illicit drug use), sexual history/preference, financial problems, legal issues, kids, and history of abuse, including sexual, emotional, or physical.

    ·
    **Employment/Education:** occupation (type), exposure to harmful agents, highest school achievement

    **REVIEW OF SYSTEMS:**

    · A ROS is a question-seeking inventory by body systems to identify signs and/or symptoms that the patient may be experiencing or has experienced that may or may not correlate with the CC.

    *If a + finding is found not related to the cc this may represent an additional problem that will need to be detailed in the HPI.

    · Must include any physical complaint(s) by the body system that is relevant to the treatment and management of the current concern(s).
    **List only the pertinent body systems specific to the CC.**

    ·
    Remember to include pertinent positive and negative findings when detailing the ROS related to a chief concern (cc).

    ·
    Do not repeat the information provided in HPI

    · Use the format below when detailing the ROS

    **ROS:**

    General:

    Eyes:

    Ears, nose, mouth & throat:

    Cardiovascular:

    Respiratory:

    Gastrointestinal:

    Skin & Breasts:

    Musculoskeletal:

    Allergic:

    Immunologic:

    Endocrine:

    Hematopoietic/Lymphatic:

    Genitourinary:

    Neurological:

    Psychiatric/Mental Status:

    **Objective**

    PHYSICAL EXAMINATION:

    VITAL SIGNS: Blood pressure. Heart rate (regular or irregular). Respirations. SaO2 (on room air or O2). Temperature. Weight. Height.

    *Document the presence of any internal/external devices (IV, Central lines, NGTs, G-tubes, Ostomies, urinary catheters) and dates of placement.

    General:

    Eyes:

    Ears, nose, mouth & throat:

    Cardiovascular:

    Respiratory:

    Gastrointestinal:

    Skin & Breasts:

    Musculoskeletal:

    Allergic:

    Immunologic:

    Endocrine:

    Hematopoietic/Lymphatic:

    Genitourinary:

    Neurological:

    Psychiatric/Mental Status:

    **Pertinent Diagnostic Test Results:**

    **Assessment (Diagnosis)**

    Differential Diagnosis (DDx)

    · Include two (2) differential diagnoses you considered but did not select as the final diagnosis. Why were these 2 diagnoses not selected? Support with pertinent positive and negative findings for each differential with an evidence-based guideline(s) (required).

    Working or Final Diagnosis:

    · Final or working diagnosis (1) (including ICD-10 code)

    · Provide a rational explanation supported by evidenced-based guidelines (required). List the pertinent positive and negative symptoms/signs that support your final diagnosis.

    **Plan**

    Treatment (Tx) Plan: pharmacologic and/or nonpharmacologic

    · Pharmacologic -include full prescribing information for each medication(s) ordered

    · Refill Provided: Include full prescribing information for each medication(s) refilled and the correlating diagnosis related to the refill.

    Patient Education:

    · Include specific education related to each medication prescribed.

    · Was risk versus benefit of current treatment plan addressed for medication(s) and interventions? Was the patient included in the medical decision making and in agreement with the final plan

    · NPs should not be prescribing non-FDA approved medications or medications related to off-label use. If a physician prescribed a non-FDA-approved medication for working diagnosis or recommended off-label use was education provided and was the risk to benefit of the medication(s) addressed in the patient’s education?

    Prognosis Good, Fair, or Poor?

    · Indicate the patient’s prognosis: Good, Fair, Poor

    · Provide support for your selected prognosis

    Referral/Follow-up

    · Did you recommend follow-up with PCP, or other healthcare professionals?

    · When is the subsequent follow-up?

    Disposition:

    · Indicate the disposition of the patient.

    · Was the patient sent home, Emergency room via EMS, etc.

    · Include rationale for the follow-up recommendation or referral

    Reference(s)

    · Include APA formatted references for written assignments.

    · Minimum 2 references are required from evidence-based resources.

    · Oral assignments should include verbally articulated evidence-based guideline(s) used to prepare the oral presentation.

    APPENDIX A

    **PREVENTATIVE CARE SCHEDULE (Example – not all-inclusive)**

    | | | | |
    | — | — | — | — |
    | Preventive Care | Date | Result | Referrals Made |
    | Pap | | | |
    | Mammogram | | | |
    | A1C | | | |
    | Eye Exam | | | |
    | Monofilament Test | | | |
    | Urine<br>Microalbumin | | | |
    | Diet/Lifestyle Modifications | | | |
    | Digital Rectal Exam (DRE) | | | |
    | PSA | | | |
    | Colonoscopy or FOBT | | | |
    | Dexa Scan | | | |
    | CXR | | | |
    | BNP | | | |
    | ECG | | | |
    | Echo | | | |
    | Stress <br>Test | | | |
    | | | | |
    | Vaccines | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |